Works by D. Carr
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- Time, Narrative, and History.David Carr -1986 - Bloomington: Indiana University Press."For description and defense of the narrative configurations of everyday life, and of the practical and social character of those narratives, there is no better treatment than Time, Narrative, and History.... a clear, judicious, and truthful account, provocative from beginning to end." —Journal of the British Society for Phenomenology "... a superior work of philosophy that tells a unique and insightful story about narrative." —Quarterly Journal of Speech.
- Phenomenology and the problem of history: a study of Husserl's transcendental philosophy.David Carr -1974 - Evanston, Ill.: Northwestern University Press.In Phenomenology and the Problem of History. David Carr examines the paradox involving Husserl's transcendental philosophy and his later historicist theory.
- Husserl: An Analysis of His Phenomenology.Paul Ricoeur,David Carr,Edward G. Ballard &Lester E. Embree -1967 - Evanston, Ill.: Northwestern University Press. Edited by Edward G. Ballard, Lester Embree & David Carr.Paul Ricoeur was one of the foremost interpreters and translators of Edmund Husserl's philosophy. These nine essays present Ricoeur's interpretation of the most important of Husserl's writings, with emphasis on his philosophy of consciousness rather than his work in logic. In Ricoeur's philosophy, phenomenology and existentialism came of age and these essays provide an introduction to the Husserlian elements which most heavily influenced his own philosophical position.
- The logic of knowing how and ability.David Carr -1979 -Mind 88 (351):394-409.
- 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.
- The paradox of subjectivity: the self in the transcendental tradition.David Carr -1999 - New York: Oxford University Press.Challenging prevailing interpretations of the development of modern philosophy, this book proposes a reinterpretation of the transcendental tradition, as represented primarily by Kant and Husserl, and counters Heidegger's influential reading of these philosophers. Author David Carr defends their subtle and complex transcendental investigations of the self and the life of subjectivity, and seeks to revive an understanding of what Husserl calls "the paradox of subjectivity"--an appreciation for the rich and sometimes contradictory character of experience.
- 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.No categories
- Educating the Virtues: An Essay on the Philosophical Psychology of Moral Development and Education.Robin Attfield &David Carr -1992 -Philosophical Quarterly 42 (168):379.
- Making sense of education: an introduction to the philosophy and theory of education and teaching.David Carr -2003 - New York: RoutledgeFalmer.Making Sense of Education provides a contemporary introduction to the key issues in educational philosophy and theory. Exploring recent developments as well as important ideas from the twentieth century, this book aims to make philosophy of education relevant to everyday practice for teachers and student teachers, as well as those studying education as an academic subject.
- Professionalism and Ethics in Teaching.David Carr -1999 - New York: Routledge._Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. After discussing the moral implications of professionalism, Carr explores the relationship of education theory to teaching practice and the impact of this relationship on professional expertise. He then identifies and examines some central ethical and moral issues in education and teaching. Finally David Carr gives a detailed analysis of a range of issues concerning the role of the teacher and the managements (...) of educational issues. _Professionalism and Ethics in Teaching_ presents a thought-provoking and stimulating study of the moral dimensions of the teaching professions. (shrink)
- Knowledge in Practice.David Carr -1981 -American Philosophical Quarterly 18 (1):53 - 61.
- Experience and History: Phenomenological Perspectives on the Historical World.David Carr -2014 - New York, NY: Oup Usa.David Carr outlines a distinctively phenomenological approach to history. Rather than asking what history is or how we know history, a phenomenology of history inquires into history as a phenomenon and into the experience of the historical.
- (1 other version)The paradox of subjectivity: The self in the transcendental tradition.David Carr -1999 -Philosophical Review 110 (3):454-456.No categories
- Cultivating Moral Character and Virtue in Professional Practice.David Carr (ed.) -2018 - New York: Routledge."[This book is] focused on the place of character and virtue in professional practice. Professional practices usually have codes of conduct designed to ensure good conduct; but while such codes may be necessary and useful, they appear far from sufficient, since many recent public scandals in professional life seem to have been attributable to failures of personal moral character. This book argues that there is a pressing need to devote more attention in professional education to the cultivation or development of (...) such moral qualities as integrity, courage, self-control, service and selflessness... [This] volume looks beyond traditional professions to explore the ethical dimensions of a broad range of important professional practices. Inspired by a successful international and interdisciplinary conference on the topic, the book examines various ways of promoting moral character and virtue in professional life from the general ethical perspective of contemporary neo-Aristotelian virtue theory."--. (shrink)
- Educating Character Through Stories.David Carr &Tom Harrison -2015 - Imprint Academic.What could be the point of teaching such works of bygone cultural and literary inheritance as Cervantes' _Don Quixote_ and Shakespeare’s _The Merchant of Venic_e in schools today? This book argues that the narratives and stories of such works are of neglected significance and value for contemporary understanding of human moral association and character. However, in addition to offering detailed analysis of the moral educational potential of these and other texts, the present work reports on a pioneering project, recently pursued (...) by the Jubilee Centre for Character and Virtues, concerned precisely with the use of these and other stories for moral and character education in schools. The success of the 'Knightly Virtues’ project is an inspiring story in its own right and should therefore be of enormous interest to all schools, teachers and parents rightly concerned with this all-important aspect of their children’s educational development. (shrink)No categories
- Varieties of Gratitude.David Carr -2013 -Journal of Value Inquiry 47 (1-2):17-28.
- Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching.David Carr -2005 -British Journal of Educational Studies 53 (1):105-110.
- Where's the Educational Virtue in Flourishing?David Carr -2021 -Educational Theory 71 (3):389-407.Educational Theory, Volume 71, Issue 3, Page 389-407, June 2021.
- PART 4 107 Weakness and integrity 8 Moral growth and the unity of the virtues 109.Bonnie Kent,Jan Steutel,David Carr,John Haldane,Paul Crittenden,Eamonn Callan,Joel J. Kupperman,Ben Spiecker &Kenneth A. Strike -1999 - In David Carr & Jan Willem Steutel,Virtue ethics and moral education. New York: Routledge.
- Narrative and the Real World: An Argument for Continuity.David Carr -1986 -History and Theory 25 (2):117-131.Narrative and the real world are not mutually exclusive. Life is not a structureless sequence of events; it consists of complex structures of temporal configurations that interlock and receive their meaning from within action itself. It is also not true that life lacks a point of view which transforms events into a story by telling them. Our focus of attention is not the past but the future, because we grasp configurations extending into the future. Action involves the adoption of an (...) anticipated future-retrospective point of view on the present. The actions of life can be viewed as the process of telling ourselves stories. The retrospective view of the narrator is an extension and refinement of a viewpoint inherent in action itself. Because storytelling is a social activity, the story of one's life is told as much to others as to oneself. Social human time, like individual human time, is constructed into configured sequences. The practical first-order narrative process that constitutes a person or a community can become a second-order narrative whose subject is unchanged but whose interest is primarily cognitive or aesthetic. (shrink)
- Personal identity is social identity.David Carr -2020 -Phenomenology and the Cognitive Sciences 20 (2):341-351.The question of the identity or persistence of the self through time may be interesting for philosophers, but it is hardly a burning question for most individuals. On the other hand, the question of who I am, what or who I take myself to be, can be a vital, even burning question for most of us at some time in our lives. This is the notion of personal identity I take up in this paper. It is an identity that is (...) not pre-given a priori but is always in some sense an open question, never completely decided. Here the narrative conception of self is relevant, since it is often a question of what story or kind of story my identity instantiates. This notion of personal identity is inherently temporal, but not in the sense of temporal persistence but of temporal coherence of past, present and future. And here the question of personal identity is inevitably social, since it is largely a question of what group I identify myself with, what social role I take myself to embody. And what complications occur when I identify myself with more than one group? Here many social conflicts and also intrapersonal conflicts have their source. My topic thus turns on ideas of personal identity that are reflected in the popular expressions “identity crisis” and “identity politics.”. (shrink)
- Varieties of Moral Personality: Ethics and Psychological Realism.David Carr -1993 -Philosophical Quarterly 43 (170):104-107.No categories
- Character in teaching.David Carr -2007 -British Journal of Educational Studies 55 (4):369-389.Qualities of personal character would appear to play a significant role in the professional conduct of teachers. It is often said that we remember teachers as much for the kinds of people they were than for anything they may have taught us, and some kinds of professional expertise may best be understood as qualities of character After (roughly) distinguishing qualities of character from those of personality, the present paper draws on the resources of virtue ethics to try to make sense (...) of the former. In the course of this, it is argued that while the key virtue ethical concept of phronesis orpractical wisdom has been widely deployed to account for aspects of professional teacher expertise, it has also been subject to rather un-Aristotelian interpretation as a kind of situation specific productive reasoning. The present paper seeks to show that it is better employed for understanding character in general and character in teaching in particular. The paper concludes with some observations about the professional education or cultivation of character. (shrink)
- Virtue Ethics and Moral Education.David Carr &Jan Steutel -2001 -Philosophical Quarterly 51 (204):411-414.No categories
- Is gratitude a moral virtue?David Carr -2015 -Philosophical Studies 172 (6):1475-1484.One matter upon which the already voluminous philosophical and psychological literature on the topic seems to be agreed is that gratitude is a psychologically and socially beneficial human quality of some moral significance. Further to this, gratitude seems to be widely regarded by positive psychologists and virtue ethicists as a moral virtue. This paper, however, sets out to show that such claims and assumptions about the moral character of gratitude are questionable and that its status as a moral virtue is (...) by no means straightforward. (shrink)
- 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 (...) to sustain this distinction -- considered in this paper -- maintains that the contrary-to-virtue emotions and desires of the virtuous (by contrast with those of the continent) must relinquish their motive power as reasons for action. Following some attention to the psychological status of feelings and emotions -- in particular their complex relations with cognition and reason -- this paper rejects this solution in favour of a more constructive view of emotional conflict. (shrink)
- Perfectionism.David Carr -1995 -Philosophical Quarterly 45 (178):115-117.No categories
- The Practical Wisdom of Phronesis in the Education of Purported Virtuous Character.David Carr -2023 -Educational Theory 73 (2):137-152.In the context of the recent revival of virtue ethics, the notion of character formation under the rational guidance of Aristotle's notion of phronesis, or practical wisdom, has been exalted as the principal aim of moral education. However, this is not unproblematic insofar as the promotion of Aristotelian phronesis seems to operate on rather different levels or to be ambivalent between the two rather different (and demonstrably separable) aims or goals of fostering reasonably sound deliberation and judgment concerning “right” or (...) good (moral or other) agency or action and the allegedly optimal (empirical) psychological ordering of cognition and affect to the end of good or commendable human character. In this paper, David Carr argues that while the first of these aims is by and large educationally acceptable and defensible, the second is neither a desirable nor coherent educational goal. (shrink)
- Husserl's Problematic Concept of the Life-World.David Carr -1970 -American Philosophical Quarterly 7 (4):331 - 339.
- Where's the Merit if the Best Man Wins?David Carr -1999 -Journal of the Philosophy of Sport 26 (1):1-9.
- The Human and Educational Significance of Honesty as an Epistemic and Moral Virtue.David Carr -2014 -Educational Theory 64 (1):1-14.While honesty is clearly a virtue of some educational as well as moral significance, its virtue-ethical status is far from clear. In this essay, following some discussion of latter-day virtue ethics and virtue epistemology, David Carr argues that honesty exhibits key features of both moral and epistemic virtue, and, more precisely, that honesty as a virtue might best be understood as the epistemic component of Aristotelian practical wisdom. In the wake of arguments to be found in Plato's Laws, as well (...) as in those of more modern philosophers such as Jean-Jacques Rousseau and Iris Murdoch, Carr then traces the main roots of moral dishonesty to various forms of vain and self-delusive ego attachment. In this light, he argues in the final section of the essay that literature and the arts may provide a powerful educational antidote to such attachment. (shrink)
- Interpreting Husserl: critical and comparative studies.David Carr -1987 - Hingham, MA, USA: Distributors for the U.S. and Canada, Kluwer Academic.Husserl's Lengthening Shadow: A Historical Introduction In the Maurice Merleau- Ponty wrote an essay called 'Le philosophe et son ombre'. ...
- 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 (...) argues, against possible counter-arguments, for a view of virtue ethics which embraces the diversity of moral character. (shrink)
- 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 (...) to argue that, notwithstanding any and all pressure to regard teaching in institutional and professional contexts as a form of technical or managerial expertise directed to specific social ends, neither teaching nor the moral ends which it more widely serves seem reducible to practices in any such socially defined sense. (shrink)
- 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 (...) powerful critique of this essentially liberal conception of the nature of moral life and values has lately gathered momentum under the influence of contemporary post-analytical and communitarian social and moral theorists variously under the spell of Aristotle. In the first place, then, this paper argues that a basically Kohlbergian approach to thinking about moral education is difficult — if not impossible — to sustain in the face of this neo-Aristotelian critique; secondly, however, it attempts to explore the possibilities of an alternative virtue-theoretical basis for understanding the nature of moral life and education. (shrink)
- The philosophy of literature * by Peter Lamarque.David Carr -2009 -Analysis 69 (3):593-594.As a recent distinguished editor of British Journal of Aesthetics and a major contributor in his own right to recent debates on aesthetics and the philosophy of art – not least in the particular field with which this particular volume is concerned – Peter Lamarque is particularly well placed to author this survey of past and contemporary work on the philosophy of literature. Moreover, as those already familiar with Professor Lamarque's work will no doubt expect, this volume offers remarkably clear (...) and extensive coverage of a wide and complex philosophical field in its relatively short space of under 300 pages.Following a short preface, the work is divided into seven chapters. The first, entitled ‘Art’, generally explores the relationship between philosophy, literary theory, art …. (shrink)
- The "fifth meditation" and Husserl's cartesianism.David Carr -1973 -Philosophy and Phenomenological Research 34 (1):14-35.
- ‘Ghastly marionettes’ and the political metaphysics of cognitive liberalism: Anti-behaviourism, language, and the origins of totalitarianism.Danielle Judith Zola Carr -2020 -History of the Human Sciences 33 (1):147-174.While behaviourist psychology had proven its worth to the US military during the Second World War, the 1950s saw behaviourism increasingly associated with a Cold War discourse of ‘totalitarianism’. This article considers the argument made in Hannah Arendt’s The Origins of Totalitarianism on totalitarianism as a form of behaviourist control. By connecting Arendt’s Cold War anti-behaviourism both to its discursive antecedents in a Progressive-era critique of industrial labour, and to contemporaneous attacks on behaviourism, this paper aims to answer two interlocking (...) questions: Why was behaviourism overtaken by cognitivism as the dominant theoretical orientation of psychologists in the 1960s, and what role did the concept of language play in this shift? (shrink)
- Virtue and Character in Higher Education.David Carr -2016 -British Journal of Educational Studies 65 (1):109-124.Despite much recent concern with the possibilities of moral character education in elementary schooling and professional training, the university and higher educational prospects of such education have only lately received much attention. This paper begins by considering – and largely endorsing – the general case for character education in contexts of pre-adult schooling and adult professional and vocational training. However, it proceeds to argue that the case for intervention in character formation in some educational contexts is not generally applicable to (...) university and higher education. Key points are that there can be no clear normative warrant for such intervention in the case of learners who are: (i) beyond the age of majority and (ii) voluntarily engaged in study wherein significant professional or public implications of personal character development are not a pressing concern. In short, while good moral character is clearly of general human importance, its deliberate or explicit promotion may not be equally warranted in all educational contexts. (shrink)
- 1. narrative explanation and its malcontents.David Carr -2008 -History and Theory 47 (1):19–30.In this paper I look at narrative as a mode of explanation and at various ways in which the explanatory value of narrative has been criticized. I begin with the roots of narrative explanation in everyday action, experience, and discourse, illustrating it with the help of a simple example. I try to show how narrative explanation is transformed and complicated by circumstances that take us beyond the everyday into such realms as jurisprudence, journalism, and history. I give an account of (...) why narrative explanation normally satisfies us, and how or in what sense it actually explains. Then I consider how narrative is challenged and rejected as a mode of explanation in many scientific and other contexts and why attempts are made to replace it with something else. I try to evaluate the nature and sources of these challenges, and I describe this controversy over narrative against the historical background of its emergence. My paper ends with a pragmatic defense of narrative explanation against these challenges. (shrink)
- Virtue ethics and the virtue approach to moral education.Jan Steutel &David Carr -1999 - In David Carr & Jan Willem Steutel,Virtue ethics and moral education. New York: Routledge. pp. 3--18.
- Varieties of Virtue Ethics.David Carr (ed.) -2016 - London: Palgrave-Macmillan.This book explores recent developments in ethics of virtue. While acknowledging the Aristotelian roots of modern virtue ethics – with its emphasis on the moral importance of character – this collection recognizes that more recent accounts of virtue have been shaped by many other influences, such as Aquinas, Hume, Nietzsche, Hegel and Marx, Confucius and Lao-tzu. The authors also examine the bearing of virtue ethics on other disciplines such as psychology, sociology and theology, as well as attending to some wider (...) public, professional and educational implications of the ethics of virtue. This pioneering book will be invaluable to researchers and students concerned with the many contemporary varieties and applications of virtue ethics. (shrink)
- The crisis as philosophy of history.D. Carr -2009 - In David Hyder & Hans-Jörg Rheinberger,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 (...) affirm the absolutely universal character of philosophy, but he was similarly aware that in conceiving of philosophy as a European tradition, he opened it to the charge of cultural relativism. (shrink)
- 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 (...) so-called emotional intelligence. In this regard, despite ambiguities in their accounts of the relationship of reason to emotion, advocates of emotional intelligence generally incline to therapeutic conceptions of emotional health which are not inconsistent with currently fashionable cognitivist accounts of feeling and emotion. All the same, it is arguable that therapeutic or other strategies which overplay the possibility of cognitive or other resolution of emotional conflict are prey to certain difficulties. First, they underemphasise those passive but identity-constitutive aspects of affect which are not obviously rationally accountable. Secondly, they insufficiently recognise the extent to which emotional conflicts can be significantly implicated in moral diversity. In view of either or both of these points, they may fail to appreciate the moral inappropriateness of attempts to resolve certain forms of emotional conflict or tension. (shrink)
- 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 (...) more sympathetic to the suggestion that virtue and virtues may need to accommodate some absence or deficit of knowledge and proceeds to further scrutiny of this possibility. More radically, however, the paper concludes by arguing that while knowledge is an overall desideratum of virtue and virtuous conduct, there are circumstances in which even complete knowledge may be insufficient to identify or determine the precise course and direction of such conduct. (shrink)No categories
- Spirituality, spiritual sensibility and human growth.David Carr -2018 -International Journal for Philosophy of Religion 83 (3):245-260.While notions of spirituality, spiritual experience and spiritual development seem much neglected in the literature of modern analytical philosophy, such terminology continues to be current in both common usage and religious contexts. This author has previously taken issue with some recent attempts to develop conceptions of spirituality and spiritual experience as substantially independent of religious attachment. Notwithstanding this, the present paper considers whether such a ‘religiously-untethered’ notion of spirituality, spiritual experience or sensibility might yet be sustainable in terms of two (...) key criteria: as a capacity for non-instrumental perspectives on, or interpretations of, the world of ordinary experience; and as a corresponding capacity to identify goals and values that transcend or are not reducible to the meeting of immediate natural or material—either individual or social—needs. (shrink)
- 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 (...) learning. In the light of this it would be altogether better for us to expunge the language of process from the discourse of education. (shrink)
- Interpreting Husserl: Critical and Comparative Studies.David CARR -1987 -Tijdschrift Voor Filosofie 51 (2):372-373.No categories
- 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 (...) alternative perspective on the moral role of the teacher is sought, drawing on communitarian insights into the nature of moral and other values and their function in human affairs. (shrink)
- 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, (...) then, this paper is concerned to expose some of the confusions which have been allowed to obscure the nature of religious enquiry as a viable rational enterprise, Second, however, the paper also attempts to develop a coherent und workable account of the nature and operations of knowledge and truth in religious enquiry. (shrink)
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David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Area Editors:
David Bourget
Gwen Bradford
Berit Brogaard
Margaret Cameron
David Chalmers
James Chase
Rafael De Clercq
Ezio Di Nucci
Esa Diaz-Leon
Barry Hallen
Hans Halvorson
Jonathan Ichikawa
Monte Johnson
Michelle Kosch
Øystein Linnebo
Paul Livingston
Brandon Look
Manolo Martínez
Matthew McGrath
Michiru Nagatsu
Susana Nuccetelli
Giuseppe Primiero
Jack Alan Reynolds
Darrell P. Rowbottom
Aleksandra Samonek
Constantine Sandis
Howard Sankey
Jonathan Schaffer
Thomas Senor
Daniel Star
Jussi Suikkanen
Aness Kim Webster
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