Results for 'Shannon Carr'

973 found
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  1.  35
    The Conscience of the City.Joseph Shannon, Martin Meyerson, Melvin M. Webber, Kenneth E. Boulding, Lyle C. Fitch, Edmund N. Bacon, Stephen Carr, Kevin Lynch, Richard L. Meier & Max Lerner - 1970 - Journal of Aesthetic Education 4 (4):156.
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  2.  20
    Britain’s Hidden Role in the Rwandan Genocide: The Cat’s Paw by Hazel Cameron: New York: Routledge, 2013.Shannon Carr - 2015 - Human Rights Review 16 (3):319-320.
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  3.  31
    Poverty in Perfection According to St. Bonaventure: Part II.Aidan Carr - 1947 - Franciscan Studies 7 (4):415-425.
  4.  30
    Handbook of Embodied Cognition and Sport Psychology.Massimiliano L. Cappuccio (ed.) - 2019 - MIT Press.
    The first systematic collaboration between cognitive scientists and sports psychologists considers the mind–body relationship from the perspective of athletic skill and sports practice. This landmark work is the first systematic collaboration between cognitive scientists and sports psychologists that considers the mind–body relationship from the perspective of athletic skill and sports practice. With twenty-six chapters by leading researchers, the book connects and integrates findings from fields that range from philosophy of mind to sociology of sports. The chapters show not only that (...)
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  5.  29
    Phenomenology as Critique: Why Method Matters.Andreea Smaranda Aldea & David Carr (eds.) - 2022 - New York: Routledge.
    Drawing on Husserlian resources and existentialist and hermeneutical approaches, this book argues that critique is largely a question of method. It shows that phenomenological discussions of social and political problems draw from a tradition of radically critical investigations in epistemology, social ontology, political theory, and ethics.
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  6. The logic of knowing how and ability.David Carr - 1979 - Mind 88 (351):394-409.
  7. 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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  8. Character and moral choice in the cultivation of virtue.David Carr - 2003 - Philosophy 78 (2):219-232.
    It is central to virtue ethics both that morally sound action follows from virtuous character, and that virtuous character is itself the product of habitual right judgement and choice: that, in short, we choose our moral characters. However, any such view may appear to encounter difficulty in those cases of moral conflict where an agent cannot simultaneously act (say) both honestly and sympathetically, and in which the choices of agents seem to favour the construction of different moral characters. This paper (...)
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  9. Pity and compassion as social virtues.Brian Carr - 1999 - Philosophy 74 (3):411-429.
    The altruistic emotions of pity and compassion are discussed in the context of Aristotle's treatment of the former in the Rhetoric, and Nussbaum's reconstruction of that treatment in a recent account of the latter. Aristotle's account of pity does not represent it as a virtue, the context of the Rhetoric rather rendering his account one of a peculiarly self-centred emotion. Nussbaum's reconstruction builds on the cognitive ingredients of Aristotle's account, and attempts to place the emotion of compassion more squarely in (...)
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  10.  74
    The hard problem of intertheoretic comparisons.Jennifer Rose Carr - 2022 - Philosophical Studies 179 (4):1401-1427.
    Metanormativists hold that moral uncertainty can affect how we ought, in some morally authoritative sense, to act. Many metanormativists aim to generalize expected utility theory for normative uncertainty. Such accounts face the “easy problem of intertheoretic comparisons”: the worry that distinct theories’ assessments of choiceworthiness are incomparable. The easy problem may well be resolvable, but another problem looms: while some moral theories assign cardinal degrees of choiceworthiness, other theories’ choiceworthiness assignments are merely ordinal. Expected choiceworthiness over such theories is undefined. (...)
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  11. Philosophy, methodology and action research.Wilfred Carr - 2006 - Journal of Philosophy of Education 40 (4):421–435.
    The aim of this paper is to examine the role of methodology in action research. It begins by showing how, as a form of inquiry concerned with the development of practice, action research is nothing other than a modern 20th century manifestation of the pre‐modern tradition of practical philosophy. It then draws in Gadamer's powerful vindication of the contemporary relevance of practical philosophy in order to show how, by embracing the idea of ‘methodology’, action research functions to sustain a distorted (...)
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  12. Rival conceptions of practice in education and teaching.David Carr - 2003 - Journal of Philosophy of Education 37 (2):253–266.
    Some initial reflections on the theoretical status of philosophy of education suggest that it seems appropriate to regard education and teaching as practices in some sense. Following a distinction between teaching as an institutional and professional role and teaching as a more basic form of moral association, however, some key aspects of this distinction are explored via a contrast between MacIntyrean notions of moral and social practice and more mainstream Aristotelian virtue-ethics concepts of moral character and agency. The paper proceeds (...)
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  13. Spinoza's distinction between rational and intuitive knowledge.Spencer Carr - 1978 - Philosophical Review 87 (2):241-252.
  14.  53
    Words, pictures, and priming: On semantic activation, conscious identification, and the automaticity of information processing.T. H. Carr, C. McCauley, R. D. Sperber & C. M. Parmelee - 1982 - Journal of Experimental Psychology 8:757-777.
  15.  79
    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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  16. The "fifth meditation" and Husserl's cartesianism.David Carr - 1973 - Philosophy and Phenomenological Research 34 (1):14-35.
  17.  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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  18.  99
    Subjective Probability and the Content/Attitude Distinction.Jennifer Rose Carr - 2019 - Oxford Studies in Epistemology 6.
    On an attractive, naturalistically respectable theory of intentionality, mental contents are a form of measurement system for representing behavioral and psychological dispositions. This chapter argues that a consequence of this view is that the content/attitude distinction is measurement system relative. As a result, there is substantial arbitrariness in the content/attitude distinction. Whether some measurement of mental states counts as characterizing the content of mental states or the attitude is not a question of empirical discovery but of theoretical utility. If correct, (...)
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  19. Feelings in moral conflict and the hazards of emotional intelligence.David Carr - 2002 - Ethical Theory and Moral Practice 5 (1):3-21.
    From some perspectives, it seems obvious that emotions and feelings must be both reasonable and morally significant: from others, it may seem as obvious that they cannot be. This paper seeks to advance discussion of ethical implications of the currently contested issue of the relationship of reason to feeling and emotion via reflection upon various examples of affectively charged moral dilemma. This discussion also proceeds by way of critical consideration of recent empirical enquiry into these issues in the literature of (...)
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  20.  78
    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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  21.  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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  22.  64
    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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  23. Moral values and the teacher: Beyond the paternal and the permissive.David Carr - 1993 - Journal of Philosophy of Education 27 (2):193–207.
    ABSTRACT Teachers are regularly blamed–especially in times of moral panic–for failing to set a good example and teach proper moral standards to their pupils. As well as familiar issues about moral values and the legitimacy of different modes of moral pedagogy this also raises the question of the degree of connection between a teacher's private and personal values, attitudes and behaviour and his or her professional conduct and responsibilities. Two common responses to these problems–paternalism and liberalism–are here criticised and an (...)
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  24. Professional education and professional ethics right to die or duty to live?David Carr - 1999 - Journal of Applied Philosophy 16 (1):33–46.
    Despite the undeniable ethical dimensions of paid occupations — trades and services — other than the traditional professions, it is still natural to associate courses of professional ethics with medicine, law, nursing or teaching, rather than auto‐repair, supermarket assistance or window‐cleaning. Indeed, it seems plausible to hold that if there is anything more to the traditional distinction of professions from trades or other services than considerations of social and economic status, it might well reside in the distinctive ethical or moral (...)
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  25.  21
    The Kashmirian Atharva Veda, Book Fifteen Edited with Critical Notes.LeRoy Carr Barret - 1930 - Journal of the American Oriental Society 50:43.
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  26. Thought and action in the art of dance.David Carr - 1987 - British Journal of Aesthetics 27 (4):345-357.
  27. Moral values and the arts in environmental education: Towards an ethics of aesthetic appreciation.David Carr - 2004 - Journal of Philosophy of Education 38 (2):221–239.
    There appear to be various respects in which the outdoor environment has been regarded as significant for education in general and moral education in particular. Whereas some educationalists have considered the environment to be an important site of character development, others have regarded attention to conservation and sustainable development as pressing moral educational concerns in a world of widespread human environmental abuse. The following paper argues that approaches to environmental education that proceed by way of character education or environmental ethics (...)
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  28.  53
    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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  29. The lure of evil: Exploring moral formation on the dark side of literature and the arts.David Carr & Robert Davis - 2007 - Journal of Philosophy of Education 41 (1):95–112.
    The moral potential of works of art, for good or ill, has been recognised from philosophical antiquity: on the assumption that the moral effects of art are invariably negative, Plato advised the exclusion of artists from any rationally ordered state. Arguably, however, the problem of the moral status of art has become yet more acute in contexts of post-Romantic and other modern artistic exploration of moral ambiguity, and even of some apparent contemporary celebration of the immoral and amoral. Indeed, some (...)
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  30.  65
    Ethical and value-based aspects of the european commission's precautionary principle.Susan Carr - 2002 - Journal of Agricultural and Environmental Ethics 15 (1):31-38.
    In February 2000, the EuropeanCommission adopted a Communication on theprecautionary principle. This states how theCommission intends to apply the principle andestablishes guidelines for its application. Thedocument is intended to inform discussions oninternational agreements. In particular, itprovides a defense of European Union (EU)precautionary policies in case of tradedisputes, for example, in case the EU isaccused of imposing unfair trade barriers onexports of genetically-modified (GM) productsfrom the United States under the rules of theWorld Trade Organisation. In the communication,the Commission emphasizes the scientificaspects (...)
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  31. Popper's third world.Brian Carr - 1977 - Philosophical Quarterly 27 (108):214-226.
  32. Kant, Husserl, and the nonempirical ego.David Carr - 1977 - Journal of Philosophy 74 (11):682-690.
  33.  8
    Minnesota County Fairs: Kids, Cows, Carnies, and Chow.Susan Miller & Shannon Olson - 2009 - Minnesota Historical Society Press.
    A young girl cuddles a cow in the dairy barn. An earnest boy carefully guides a horse twice his height into the judging ring. Ar ow of dancers awaits the moment their choreographed performance begins.
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  34.  63
    Created, Changeable, and Yet Acausal?Vanessa Carr - 2019 - Proceedings of the Aristotelian Society 119 (3):325-334.
    Amongst the entities that have been created by human agents, and can be changed by human agents, besides concrete particulars, such as tables and chairs, our intuitions suggest that there are repeatables—entities that can each have multiple concrete instances. And since there is reason to think that repeatables are acausal, there is reason to think that that there are entities that are created, changeable, repeatable and acausal. Then again, it might be supposed that if an entity is created then it (...)
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  35.  25
    The Moral Status of Love.David Carr - 2022 - International Philosophical Quarterly 62 (1):99-113.
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  36.  72
    Professing education in a postmodern age.Wilfred Carr - 1997 - Journal of Philosophy of Education 31 (2):309–327.
    Although this paper is a written version of an inaugural lecture given at the University of Sheffield in December 1995, its central thesis is that, in a postmodern age, the practice of professors of education giving inaugural lectures is incoherent. To advance this thesis in an inaugural lecture entails an obvious contradiction which, it is proposed, can only be resolved by examining the historical origins of the inaugural lecture in the early medieval university. What emerges from this examination is not (...)
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  37. 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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  38. The integrity of a utilitarian.Spencer Carr - 1976 - Ethics 86 (3):241-246.
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  39.  43
    Lesbian and bisexual women's experiences of aversion therapy in England.Helen Spandler & Sarah Carr - 2022 - History of the Human Sciences 35 (3-4):218-236.
    This article presents the findings of a study about the history of aversion therapy as a treatment technique in the English mental health system to convert lesbians and bisexual women into heterosexual women. We explored published psychiatric and psychological literature, as well as lesbian, gay, and bisexual archives and anthologies. We identified 10 examples of young women receiving aversion therapy in England in the 1960s and 1970s. We situate our discussion within the context of post-war British and transnational medical history. (...)
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  40.  42
    Is that what I wanted to do? Cued vocalizations influence the phenomenology of controlling a moving object.John A. Dewey & Thomas H. Carr - 2012 - Consciousness and Cognition 21 (1):507-525.
    The phenomenology of controlled action depends on comparisons between predicted and actually perceived sensory feedback called action-effects. We investigated if intervening task-irrelevant but semantically related information influences monitoring processes that give rise to a sense of control. Participants judged whether a moving box “obeyed” or “disobeyed” their own arrow keystrokes or visual cues representing the computer’s choices . During 1 s delays between keystrokes/cues and box movements, participants vocalized directions cued by letters inside the box. Congruency of cued vocalizations was (...)
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  41. Consciousness in models of human information processing: Primary memory, executive control, and input regulation.T. H. Carr - 1979 - In G. Underwood & R. Stevens, Aspects of Consciousness: Volume 1, Psychological Issues. Academic Press.
  42.  74
    Education for democracy? A philosophical analysis of the national curriculum.Wilfred Carr - 1991 - Journal of Philosophy of Education 25 (2):183–191.
    ABSTRACT This paper shows that the stated principles and content of the National Curriculum are those presupposed in any justification of education in a democracy. What it also shows is that the National Curriculum can only genuinely exercise its democratic role in the kind of society which provides the social and cultural conditions necessary for its practical application. But since the National Curriculum is being implemented in a society which lacks these conditions, any failure to provide an ‘education for democracy’ (...)
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  43.  91
    The cardinal virtues and Plato's moral psychology.David Carr - 1988 - Philosophical Quarterly 38 (151):186-200.
  44.  40
    [Sacute]ankara and the principle of material causation.Brian Carr - 1999 - Religious Studies 35 (4):425-439.
    One of Śaṅkara's most fundamental claims is that nirguṇa brahman, 'unqualified reality', is the origin of the world of experience. A serious challenge is posed by the Sāṅkhyan philosophers in terms of a principle of material causation, that the properties manifested in the effect are inherited from the material cause. Since nirguṇa brahman and the experienced world are so different, the principle implies that the former cannot be the material cause of the latter. Versions of the principle in relation to (...)
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  45.  20
    From (Apparently) Feeling to Being Grateful.David Carr - 2020 - Journal of Value Inquiry 55 (1):145-154.
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  46.  46
    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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  47.  45
    Husserl's world and ours.David Carr - 1987 - Journal of the History of Philosophy 25 (1):151-167.
  48.  62
    Is understanding the professional knowledge of teachers a theory-practice problem?David Carr - 1995 - Journal of Philosophy of Education 29 (3):311–331.
    The currently fashionable professional ideal of reflective practice has focused on how good teaching might be informed by theoretical (invariably social scientific) enquiry and has been commonly construed as a matter of the effective application of theory. This paper rejects technicist assumptions underpinning the idea of applied theory, tracing them to confusion between two different sorts of practical deliberation, phronesis and techne. Understanding professional reflection primarily in term of phronesis calls into doubt both the precise role of genuine theoretical studies (...)
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  49.  90
    Meaning in dance.David Carr - 1997 - British Journal of Aesthetics 37 (4):349-366.
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  50. Music, meaning, and emotion.David Carr - 2004 - Journal of Aesthetics and Art Criticism 62 (3):225–234.
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