Results for 'Geraldine Carr'

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  1. Some reflections on japanese landscape painting.Geraldine Carr - 1936 - Pacific Philosophical Quarterly 17 (1):32.
     
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  2. Shakespeare, Browning and the Self.Geraldine Wildon Carr - 1948 - Pacific Philosophical Quarterly 29 (4):391.
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  3. Condillac's Treatise on the Sensations.Geraldine Carr - 1932 - Philosophical Review 41:228.
  4. Why Ideal Epistemology?Jennifer Rose Carr - 2021 - Mind 131 (524):1131-1162.
    Ideal epistemologists investigate the nature of pure epistemic rationality, abstracting away from human cognitive limitations. Non-ideal epistemologists investigate epistemic norms that are satisfiable by most humans, most of the time. Ideal epistemology faces a number of challenges, aimed at both its substantive commitments and its philosophical worth. This paper explains the relation between ideal and non-ideal epistemology, with the aim of justifying ideal epistemology. Its approach is meta-epistemological, focusing on the meaning and purpose of epistemic evaluations. I provide an account (...)
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  5. Epistemic Utility Theory and the Aim of Belief.Jennifer Rose Carr - 2017 - Philosophy and Phenomenological Research 95 (3):511-534.
    How should rational believers pursue the aim of truth? Epistemic utility theorists have argued that by combining the tools of decision theory with an epistemic form of value—gradational accuracy, proximity to the truth—we can justify various epistemological norms. I argue that deriving these results requires using decision rules that are different in important respects from those used in standard (practical) decision theory. If we use the more familiar decision rules, we can’t justify the epistemic coherence norms that epistemic utility theory (...)
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  6.  30
    Perceptual tuning and conscious attention: Systems of input regulation in visual information processing.Thomas H. Carr & Verne R. Bacharach - 1976 - Cognition 4 (3):281-302.
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  7. Virtue ethics and moral education.David Carr & Jan Willem Steutel (eds.) - 1999 - New York: Routledge.
    This book takes a major step in the philosophy of education by moving back past the Enlightenment and reinstating Aristotelian Virtue at the heart of moral education.
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  8. Philosophy and education.Wilfred Carr - 2004 - Journal of Philosophy of Education 38 (1):55–73.
    This paper argues that the anxieties being expressed in the UK and elsewhere about the lack of impact that philosophy now has on education are nothing other than the inevitable manifestation of a fundamental intellectual disorder deeply rooted in our contemporary understanding of the philosophy of education. In trying to substantiate this claim, the paper offers an historically informed philosophical analysis of how philosophy is related to education and education to philosophy that concludes by clarifying how any debates about the (...)
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  9. Virtue, mixed emotions and moral ambivalence.David Carr - 2009 - Philosophy 84 (1):31-46.
    Aristotelian virtue ethics invests emotions and feelings with much moral significance. However, the moral and other conflicts that inevitably beset human life often give rise to states of emotional division and ambivalence with problematic implications for any understanding of virtue as complete psychic unity of character and conduct. For one thing, any admission that the virtuous are prey to conflicting passions and desires may seem to threaten the crucial virtue ethical distinction between the virtuous and the continent. One recent attempt (...)
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  10.  75
    What is climate change doing to us and for us?Paul H. Carr - 2018 - Zygon 53 (2):443-461.
    What are we doing to our climate? Emissions from fossil fuel burning have raised carbon dioxide concentrations 35 percent higher than in the past millions of years. This increase is warming our planet via the greenhouse effect. What is climate change doing to and for us? Dry regions are drier and wet ones wetter. Wildfires have increased threefold, hurricanes more violent, floods setting record heights, glaciers melting, and seas rising. Parts of Earth are increasingly uninhabitable. Climate change requires us to (...)
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  11.  90
    After Kohlberg: Some implications of an Ethics of Virtue for the theory of moral education and development.David Carr - 1996 - Studies in Philosophy and Education 15 (4):353-370.
    It is beyond serious dispute that post-war reflection upon and research into moral education and development has been well nigh dominated by an extensive and ambitious research programme influenced and initiated by the modem cognitive developmental theorist Lawrence Kohlberg — a programme which can also be seen, moreover, as standing in a tradition of philosophical reflection about the nature of moral life going back to such significant enlightenment thinkers as Kant and Rousseau. It will also be familiar, however, that a (...)
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  12.  73
    Education and democracy: Confronting the postmodernist challenge.Wilfred Carr - 1995 - Journal of Philosophy of Education 29 (1):75–92.
    This paper takes seriously the claim that postmodernism has seriously undermined our‘modern’ understanding of what the role of education in a democratic society should be. It therefore seeks to reinterpret this role in a way that confronts the challenge that postmodernism has posed. In order to do this the paper clarifies how postmodernism has now discredited the‘modern’ assumptions on which our view of the relationship between education and democracy has been erected. Drawing on the philosophy of John Dewey, it then (...)
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  13.  32
    The crisis as philosophy of history.D. Carr - 2009 - In David Hyder & Hans-Jörg Rheinberger (eds.), Science and the Life-World: Essays on Husserl's Crisis of European Sciences. Stanford University Press. pp. 83--98.
    This chapter contends that Husserl's view of history is typical for the early twentieth century, even while the specific form of Husserl's crisis is intimately connected to his personal situation as a Jew in Nazi Germany and to the situation of German philosophy as a whole at this time. It considers the analytical and epistemological aspects of Husserl's theory, examining whether it can also be regarded as a contribution to the critical philosophy of history. It also argues that Husserl cannot (...)
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  14.  32
    Dream engineering: Simulating worlds through sensory stimulation.Michelle Carr, Adam Haar, Judith Amores, Pedro Lopes, Guillermo Bernal, Tomás Vega, Oscar Rosello, Abhinandan Jain & Pattie Maes - 2020 - Consciousness and Cognition 83 (C):102955.
  15.  20
    Knowledge and Truth in Virtuous Deliberation.David Carr - 2020 - Philosophia 48 (4):1381-1396.
    The overall aim of this paper is to explore the role of knowledge and truth in the practical deliberation of candidate virtuous agents. To this end, the paper considers three criticisms of Julia Driver’s recent defence of the prospect of ‘virtues of ignorance’ or virtues for which knowledge may be considered unnecessary or untoward. While the present essay agrees with the general drift of Driver’s critics that we should reject such virtues construed as traits that deliberately embrace ignorance, it is (...)
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  16.  71
    Education, learning and understanding: The process and the product.David Carr - 1992 - Journal of Philosophy of Education 26 (2):215–225.
    ABSTRACT Recent educational theorising about the nature of teaching, learning and assessment has made much of a distinction between processes and products and of so-called process models of education und curriculum. Following on from reflections on the historical provenance and subsequent evolution of process talk in psychology and the philosophy of mind it is argued in this article that such talk can only import serious conceptual confusion and ambiguity into our attempts to understand clearly and adequately the business of human (...)
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  17.  65
    Exploring the links between science, risk, uncertainty, and ethics in regulatory controversies about genetically modified crops.Susan Carr & Les Levidow - 2000 - Journal of Agricultural and Environmental Ethics 12 (1):29-39.
    Just as a stream of genetically modifiedcrops looked set to be approved for commercialproduction in the European Union, the approvalprocedure appears to have become bogged down onceagain by disagreements among and within member states.Old controversies have resurfaced in new forms. Theintractability of the issues suggests that theregulatory procedure has had too narrow a focus,leaving outside its boundary many of the morefundamental aspects that cause people in the EuropeanUnion most concern. Regulators have come underconsiderable pressure to ensure their risk assessmentdecisions are (...)
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  18.  60
    Knowledge and truth in religious education.David Carr - 1994 - Journal of Philosophy of Education 28 (2):221–238.
    It is reasonable to expect, with regard to any traditional academic subject, that it should be capable of being made good sense of as a rational form of knowledge or enquiry focused upon the discernment of truths of one sort or another concerning the world or human affairs. One curriculum area which has generally been held to be problematic in this respect, for a mixture of epistemological, social, ethical and pedagogical reasons, is that of religious education. In the first place, (...)
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  19.  54
    (1 other version)Rudolf Carnap, Logical Empiricist.Brian Carr & Jaakko Hintikka - 1977 - Philosophical Quarterly 27 (109):364.
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  20.  49
    Rival conceptions of spiritual education.David Carr - 1996 - Journal of Philosophy of Education 30 (2):159–178.
    The recent upsurge of interest, political and professional, in the notion of spiritual education would appear to have been accompanied by no greater clarity in our understanding of teaching, learning and development in the spiritual domain; indeed, most official and other literature on the spiritual aspects of schooling seems blissfully unaware of much need for rigorous analysis regarding a domain of usage which licenses different and not clearly consistent conceptions of spiritual experience and enquiry. While attempting to give more precise (...)
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  21. The cultural roots of professional wisdom: Towards a broader view of teacher expertise.David Carr & Don Skinner - 2009 - Educational Philosophy and Theory 41 (2):141-154.
    Perhaps the most pressing issue concerning teacher education and training since the end of the Second World War has been that of the role of theory—or principled reflection—in professional expertise. Here, although the main post-war architects of a new educational professionalism clearly envisaged a key role for theory—considering such disciplines as psychology, sociology and philosophy as indispensable for reflective practice—there are nevertheless well-rehearsed difficulties about crediting such disciplines with quite the (applied) role in educational practice of (say) physiology or anatomy (...)
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  22.  25
    (1 other version)Experience and History.David Carr - 2012 - In Dan Zahavi (ed.), The Oxford handbook of contemporary phenomenology. Oxford: Oxford University Press.
    Phenomenological questions differ from those of metaphysics and epistemology. Regarding history, rather than asking: What is history? Or: How do we know history? a phenomenology of history inquires into history as a phenomenon, and into the experience of the historical. How does history present itself to us, how does it enter our lives, and what are the forms of experience in which it does so? The purpose of this essay is to outline a distinctively phenomenological approach to history. History is (...)
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  23. Phenomenology and fiction in Dennett.David Carr - 1998 - International Journal of Philosophical Studies 6 (3):331-344.
    In Consciousness Explained and other works, Daniel Dennett uses the concept of phenomenology (along with his variant, called heterophenomenology) in almost complete disregard of the work of Husserl and his successors in German and French philosophy. Yet it can be argued that many of the most important ideas of Husserl, Merleau-Ponty and others (and not just the idea of intentionality) reappear in Dennett's work in only slightly altered form. In this article I try to show this in two ways, first (...)
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  24.  29
    Differential recognition of the right vs. left halves of human faces.Darlene F. Kennedy, Carmella C. Scannapieco, Susan M. Mills & W. J. Carr - 1985 - Bulletin of the Psychonomic Society 23 (3):209-210.
  25. Dangerous Knowledge: On the Epistemic and Moral Significance of Arts in Education.David Carr - 2010 - Journal of Aesthetic Education 44 (3):1.
    Plato is usually credited as the source of the "ancient quarrel" between reason and rhetoric—and, for him, the arts fall mostly on the less favorable side of rhetoric.1 To be sure, Plato's harsh verdict on the arts rests on an idealist metaphysics and epistemology (or realism about universals)—enshrining a general pessimism about the epistemic prospects of sense experience—which few, nowadays, would consider persuasive. For Plato, since what is presented to us by the senses is no more than an inaccurate copy (...)
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  26.  62
    The concept of formal justice.Craig L. Carr - 1981 - Philosophical Studies 39 (3):211 - 226.
  27.  28
    The interaction between central and peripheral processes in handwriting production.Sébastien Roux, Thomas J. McKeeff, Géraldine Grosjacques, Olivia Afonso & Sonia Kandel - 2013 - Cognition 127 (2):235-241.
  28.  45
    Educational philosophy, theory and research: A psychiatric autobiography.David Carr - 2001 - Journal of Philosophy of Education 35 (3):461–476.
    Interpretations of educational theory as essentially empirical conceive education and teaching as skill-based technologies which can be scientifically researched. Those in the educational research community who resist this picture nevertheless often regard good educational practice as empirically researchable by more ‘particularistic’ means (for example, action research). However, this chapter argues that such empiricist approaches neglect or distort what are essentially moral rather than scientific or technical questions. On this view, education is essentially a moral practice, ethical deliberation lies at the (...)
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  29. On Fairness.Craig Carr - 2001 - Philosophical Quarterly 51 (204):417-418.
     
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  30. Blind Watchers of PSI: A Rebuttal of Reber and Alcock (2019).Bernard Carr - 2019 - Journal of Scientific Exploration 33 (4):643-660.
    Parapsychology will only be accepted as part of mainstream science if physics can be extended to accommodate at least some so-called psychic phenomena. This paper disagrees with the argument of Reber and Alcock that these phenomena can be excluded a priori because they are incompatible with physics. On the other hand, it agrees with their claim that the phenomena cannot be explained in terms of current physics (eg. relativity theory and quantum theory). Rather one needs an extension of physics which (...)
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  31.  30
    A moral profession: Nurse educators’ selected narratives of care and compassion.Roger Newham, Louise Terry, Siobhan Atherley, Sinead Hahessy, Yolanda Babenko-Mould, Marilyn Evans, Karen Ferguson, Graham Carr & S. H. Cedar - 2019 - Nursing Ethics 26 (1):105-115.
    Background: Lack of compassion is claimed to result in poor and sometimes harmful nursing care. Developing strategies to encourage compassionate caring behaviours are important because there is evidence to suggest a connection between having a moral orientation such as compassion and resulting caring behaviour in practice. Objective: This study aimed to articulate a clearer understanding of compassionate caring via nurse educators’ selection and use of published texts and film. Methodology: This study employed discourse analysis. Participants and research context: A total (...)
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  32.  13
    Why do languages tolerate heterography? An experimental investigation into the emergence of informative orthography.Jon W. Carr & Kathleen Rastle - 2024 - Cognition 249 (C):105809.
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  33. Pygmalion and the philosophes: The animated statue in eighteenth-century France.J. L. Carr - 1960 - Journal of the Warburg and Courtauld Institutes 23 (3/4):239-255.
  34. Experience, Temporality and History.David Carr - 2009 - Journal of the Philosophy of History 3 (4):335-354.
    Philosophers' reflections on history have been dominated for decades by two themes: representation and memory. On both of these accounts, historical inquiry is divided by a certain gap from what it seeks to find or wants to know, and its activity is seen by philosophers as that of bridging this gap. Against this background, the concept of experience, in spite of its apparent rootedness in the present, can be revived as a means of thinking about our connection to the past. (...)
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  35.  7
    An interpretation of the Weber-Fechner law.Harvey Carr - 1927 - Psychological Review 34 (4):313-319.
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  36.  15
    Christoph Durt, Thomas Fuchs, and Christian Tewes (eds): Embodiment, enaction and culture: investigating the constitution of the shared world: MIT Press, 2017.David Carr - 2020 - Continental Philosophy Review 53 (4):511-515.
    The following is a review of Embodiment, Enaction and Culture. Investigating the Constitution of the Shared World. Edited by Christoph Durt, Thomas Fuchs, and Christian Tewes. MIT Press, 2017.
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  37.  54
    Eugenics in the light of population trends.A. M. Carr-Saunders - 1968 - The Eugenics Review 60 (1):46.
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  38.  14
    Ema Sullivan-Bisset, Helen Bradley & Paul Noordhof . Art and Belief. Reviewed by.David Carr - 2018 - Philosophy in Review 38 (4):170-172.
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  39.  34
    Einstein's theory and philosophy.H. Wildon Carr - 1922 - Mind 31 (122):169-177.
  40.  15
    John Wild 1902-1972.David Carr, Karsten Harries & John E. Smith - 1972 - Proceedings and Addresses of the American Philosophical Association 46:196 - 197.
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  41.  48
    Knowledge, mind and the curriculum.David Carr - 1984 - Educational Philosophy and Theory 16 (1):12–22.
  42.  35
    (1 other version)Life and logic.H. Wildon Carr - 1913 - Mind 22 (88):484-492.
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  43. Livelihoods and social reproduction.Ed Carr - 2015 - In Thomas Albert Perreault, Gavin Bridge & James McCarthy (eds.), The Routledge handbook of political ecology. New York, NY: Routledge, Taylor & Francis Group.
     
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  44.  17
    Plural and Conflicting Values.David Carr - 1991 - Philosophical Books 32 (3):179-182.
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  45.  22
    Post-Stalinist Body Economy: Female Corporeality, Desire, and Schizophrenia.Anna Carr - 2017 - History of Communism in Europe 8:299-321.
    The article provides an argument on the Soviet system of the early post-Stalinist years reflected in Haidamaky by Yurii Mushketyk. Through the concept of “body economy” inspired by Deleuze and Guattari’s schizoanalysis, it investigates the case of the female corporeality hidden in the novel. The article contests that the female body is part of the economy of desire flows which connected it to the male body. It also states that, after the death of Stalin, the reorganised Soviet regime demonstrates schizophrenic (...)
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  46.  16
    Predicting the Development of Adult Nature Connection Through Nature Activities: Developing the Evaluating Nature Activities for Connection Tool.Victoria Carr & Joelene Hughes - 2021 - Frontiers in Psychology 12.
    Nature Connection (NC) is considered an important driver of conservation behavior. Consequently, conservation organizations run many activities aiming to increase NC among participants. However, little is known about which activities are most effective at doing this and why. This study developed the Evaluating Nature Activities for Connection Tool (ENACT), to evaluate the effectiveness of activities for increasing participants’ NC and nature-related intentions. ENACT comprises 11 activity aspects identified through two research phases. In Phase 1, a literature search, focus group and (...)
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  47.  40
    Plotting the Prince: Shotoku Cults and the Mapping of Medieval Japanese Buddhism.Kevin Carr - 2013 - Philosophy East and West 63 (2).
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  48.  13
    Responses by young house mice to odors from stressed vs. nonstressed adult conspecifics.W. J. Carr, Patricia A. Zunino & Michael R. Landauer - 1980 - Bulletin of the Psychonomic Society 15 (6):419-421.
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  49.  27
    Responses of female rats to odors from familiar vs. novel males.W. J. Carr, Marla Demesquita-Wander, Sandra Rodde Sachs & Pamela Maconi - 1979 - Bulletin of the Psychonomic Society 14 (2):118-120.
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  50.  48
    Turning back the clock on neural progenitors.Adrian R. Carr, Semil P. Choksi & Andrea H. Brand - 2004 - Bioessays 26 (7):711-714.
    Drosophila neural progenitor cells, or neuroblasts, alter their transcriptional profile over time to produce different neural cell types. A recent paper by Pearson and Doe shows that older neuroblasts can be reprogrammed to behave like young neuroblasts, and to produce early neural cell types, simply by expressing the transcription factor, Hunchback.1 The authors show that competence to respond to Hunchback diminishes over time. Mani pulating neural progenitors in this way may have important implications for therapeutic uses of neural stem cells. (...)
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