David Carr – författare

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.

Much effort in recent philosophy has been devoted to attacking the metaphysics of the subject. Identified largely with French post-structuralist thought, yet stemming primarily from the influential work of the later Heidegger, this attack has taken the form of a sweeping denunciation of the whole tradition of modern philosophy from Descartes through Nietzsche, Husserl, and Existentialism. In this timely study, David Carr contends that this discussion has overlooked and eventually lost sight of the distinction between modern metaphysics and the tradition of transcendental philosophy inaugurated by Kant and continued by Husserl into the twentieth century. Carr maintains that the transcendental tradition, often misinterpreted as a mere alternative version of the metaphysics of the subject, is in fact itself directed against such a metaphysics. Challenging prevailing views of the development of modern philosophy, Carr proposes a reinterpretation of the transcendental tradition and counters Heidegger''s influential readings of Kant and Husserl. He defends their subtle and complex transcendental investigations of the self and the life of subjectivity. In Carr''s interpretation, far from joining the project of metaphysical foundationalism, transcendental philosophy offers epistemological critique and phenomenological description. Its aim is not metaphysical conclusions but rather an appreciation for the rich and sometimes contradictory character of experience. The transcendental approach to the self is skillfully summed up by Husserl as "the paradox of human subjectivity: being a subject for the world and at the same time being an object in the world." Proposing striking new readings of Kant and Husserl and reviving a sound awareness of the transcendental tradition, Carr''s distinctive historical and systematic position will interest a wide range of readers and provoke discussion among philosophers of metaphysics, epistemology, and the history of philosophy.

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. 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? History is usually associated with social existence and its past, and so Carr probes the experience of the social world and of its temporality. Experience in this context connotes not just observation but also involvement and interaction: We experience history not just in the social world around us but also in our own engagement with it. For several decades, philosophers' reflections on history have been dominated by two themes: representation and memory. Each is conceived as a relation to the past: representation can be of the past, and memory is by its nature of the past. On both of these accounts, history is separated by a gap from what it seeks to find or wants to know, and its activity is seen by philosophers as that of bridging this gap. This constitutes the problem to which the philosophy of history addresses itself: how does history bridge the gap which separates it from its object, the past? It is against this background that a phenomenological approach, based on the concept of experience, can be proposed as a means of solving this problem-or at least addressing it in a way that takes us beyond the notion of a gap between present and past.

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. 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? History is usually associated with social existence and its past, and so Carr probes the experience of the social world and of its temporality. Experience in this context connotes not just observation but also involvement and interaction: We experience history not just in the social world around us but also in our own engagement with it. For several decades, philosophers'' reflections on history have been dominated by two themes: representation and memory. Each is conceived as a relation to the past: representation can be of the past, and memory is by its nature of the past. On both of these accounts, history is separated by a gap from what it seeks to find or wants to know, and its activity is seen by philosophers as that of bridging this gap. This constitutes the problem to which the philosophy of history addresses itself: how does history bridge the gap which separates it from its object, the past? It is against this background that a phenomenological approach, based on the concept of experience, can be proposed as a means of solving this problem-or at least addressing it in a way that takes us beyond the notion of a gap between present and past.

"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

“A revelatory collection reminding us of what journalism used to be—and what it ought to be.” —Kirkus Reviews (starred review)Throughout his twenty-five-year career, David Carr was noted for his sharp and fearless observations, his uncanny sense of fairness and justice, and his remarkable compassion and wit. His writing was informed both by his own hardships as an addict and his intense love of the journalist’s craft. His range—from media politics to national politics, from rock ‘n’ roll celebrities to the unknown civil servants who make our daily lives function—was broad and often timeless. Edited by his widow, Jill Rooney Carr, and with an introduction by one of the many journalists David Carr mentored, Ta-Nehisi Coates, Final Draft is a career-spanning selection of the legendary reporter’s writing for the New York Times, Washington City Paper, New York Magazine, the Atlantic, and more.“Wit, style, empathy, tough questions—it’s all here, in this collection by the one-man journalism school that was David Carr . . . Final Draft allows us to read decades of David’s best reportage about corruption, racism, celebrity, addiction, disease, and his love for his family, his skills only outdone by his humanity.” —Jake Tapper, CNN Chief Washington Correspondent

This volume brings together a collection of recent essays on the philosophy and theory of history.This is a field of lively interdisciplinary discussion and research, to which historians, philosophers and theorists of culture and literature have contributed. The author is a philosopher by training, and his inspiration comes primarily from the continental-phenomenological tradition. Thus the influence of Husserl, Heidegger, Merleau-Ponty and Ricoeur can be discerned here. This background opens up a unique perspective on the issues under discussion. Phenomenology differs from other philosophical approaches, like metaphysics and epistemology. Phenomenology asks, of anything that exists or may exist: how is it given, how does it enter our experience, what is our experience of it like? Very broadly we can say: phenomenology is about experience. At first glance, this approach may seem ill-suited to history. In our language, “history” usually means either 1) what happened, i.e. past events, or 2) our knowledge of what happened. We can’t experience past events, and whatever knowledge we have of them must come from other sources—memory, testimony, physical traces. But the author maintains that we actually do experience historical events, and these essays explain how this is so.Sitting at the intersection of philosophy and history, and divided into three parts—Historicity, Narrative, and Time, Teleology and History, and Embodiment and Experience—this is the ideal volume for those interested in experience from a philosophical and historical perspective.

Cultivating Moral Character and Virtue in Professional Practice is a pioneering collection of essays 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.Featuring contributions from distinguished leaders in the application of virtue ethics to professional practice, such as Sarah Banks, Ann Gallagher, Geoffrey Moore, Justin Oakley and Nancy Sherman, the 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.The professional concerns of this work are of global significance and the book will be valuable reading for all working in contemporary professional practices. It will be of particular interest to academics, practitioners and postgraduate students in the fields of education, medicine, nursing, social work, business and commerce and military service.

This volume brings together a collection of recent essays on the philosophy and theory of history.This is a field of lively interdisciplinary discussion and research, to which historians, philosophers and theorists of culture and literature have contributed. The author is a philosopher by training, and his inspiration comes primarily from the continental-phenomenological tradition. Thus the influence of Husserl, Heidegger, Merleau-Ponty and Ricoeur can be discerned here. This background opens up a unique perspective on the issues under discussion. Phenomenology differs from other philosophical approaches, like metaphysics and epistemology. Phenomenology asks, of anything that exists or may exist: how is it given, how does it enter our experience, what is our experience of it like? Very broadly we can say: phenomenology is about experience. At first glance, this approach may seem ill-suited to history. In our language, “history” usually means either 1) what happened, i.e. past events, or 2) our knowledge of what happened. We can’t experience past events, and whatever knowledge we have of them must come from other sources—memory, testimony, physical traces. But the author maintains that we actually do experience historical events, and these essays explain how this is so.Sitting at the intersection of philosophy and history, and divided into three parts—Historicity, Narrative, and Time, Teleology and History, and Embodiment and Experience—this is the ideal volume for those interested in experience from a philosophical and historical perspective.

This collection aims to explore different conceptions of epistemological inquiry and their influence on pedagogy and the curricular content of primary and secondary education. It is arguable that curriculum policy makers have continued to subscribe to a foundationalist paradigm of rational educational planning. This is, however, considered largely untenable by educational philosophers in light of the impact of 'postmodern' philsophical critiques on the notions of objectivity, truth and authority in our claims for knowledge. This volume fills a major gap in the current literature of educational philosophy by calling for the establishment of a coherent route between rational foundationalism and intellectually promiscuous postmodernism in order to address the point and purpose of contemporary education.

This collection of original essays on virtue ethics and moral education seeks to fill this gap in the recent literature of moral education, combining broader analyses with detailed coverage of:* the varieties of virtue* weakness and integrity* relativism and rival traditions* means and methods of educating the virtuesThe rare collaboration of professional ethical theorists and educational philosophers provides a ground-breaking work and an exciting new focus in a growing area of research.

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.

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.

Making Sense of Education provides a contemporary introduction to the key issues in educational philosophy and theory. Exploring major past and present conceptions of education, teaching and learning, this book makes philosophy of education relevant to the professional practice of teachers and student teachers, as well of interest to those studying education as an academic subject.The book is divided into three parts:education, teaching and professional practice: issues concerning education, the role of the teacher, the relationship of educational theory to practice and the wider moral dimensions of pedagogylearning, knowledge and curriculum: issues concerning behaviourist and cognitive theories of learning, knowledge and meaning, curriculum aims and content and evaluation and assessmentschooling, society and culture: issues of the wider social and political context of education concerning liberalism and communitarianism, justice and equality, differentiation, authority and discipline.This timely and up-to-date introduction assists all those studying and/or working in education to appreciate the main philosophical sources of and influences on present day thinking about education, teaching and learning

Making Sense of Education provides a contemporary introduction to the key issues in educational philosophy and theory. Exploring major past and present conceptions of education, teaching and learning, this book makes philosophy of education relevant to the professional practice of teachers and student teachers, as well of interest to those studying education as an academic subject.The book is divided into three parts:education, teaching and professional practice: issues concerning education, the role of the teacher, the relationship of educational theory to practice and the wider moral dimensions of pedagogylearning, knowledge and curriculum: issues concerning behaviourist and cognitive theories of learning, knowledge and meaning, curriculum aims and content and evaluation and assessmentschooling, society and culture: issues of the wider social and political context of education concerning liberalism and communitarianism, justice and equality, differentiation, authority and discipline.This timely and up-to-date introduction assists all those studying and/or working in education to appreciate the main philosophical sources of and influences on present day thinking about education, teaching and learning

The possibilities and importance of a spiritual dimension to education are subjects receiving increased consideration from educational practitioners, policymakers and philosophers. Spirituality, Philosophy and Education brings together contributions to the debate by a team of renowned philosophers of education. They bring to this subject a depth of scholarly and philosophical sophistication that was previously missing, and between them offer a wide-ranging exploration and analysis of what spiritual values have to offer contemporary education.The contributors address such subjects as what we mean by 'spiritual values'; scholarship and spirituality; spirituality and virtue; spirituality, science and morality; the shaping of character; the value of spiritual learning; spiritual development and the curriculum and many others. All students of the philosophy of education and anyone interested in how spiritual values might play a part in informing education policy and practice will find this stimulating collection a rich source of ideas and a major addition to the thinking on the meaning, role and possibilities of spirituality in education.

Tracing the views on moral life of such past philosophers as Plato, Aristotle and Kant, as well as of such theorists as Durkheim, Freud, Piaget and Kohlberg, the author sets forth a full discussion of the nature and educational implications of the idea of moral virtue.

This thought-provoking collection of essays is essential reading for anyone who cares about cultural institutions and their role in the community of learners. These institutions-often museums or libraries-have the power to profoundly alter our sense of ourselves and of the world around us, but that power carries with it obligations. David Carr challenges us to contemplate both the effects and the responsibilities, to examine carefully the nuances of these experiences. Yet a visit to a cultural institution is itself only one act in the broader activity of learning throughout our lives. Carr has much to say about the experience of learning in its best sense and thus speaks not only to lovers of cultural institutions, but also to lovers of learning everywhere.

From David Carr (1956–2015), the “undeniably brilliant and dogged journalist” (Entertainment Weekly) and author of the instant New York Times bestseller that the Chicago Sun-Times called “a compelling tale of drug abuse, despair, and, finally, hope.”Do we remember only the stories we can live with? The ones that make us look good in the rearview mirror? In The Night of the Gun, David Carr redefines memoir with the revelatory story of his years as an addict and chronicles his journey from crack-house regular to regular columnist for The New York Times. Built on sixty videotaped interviews, legal and medical records, and three years of reporting, The Night of the Gun is a ferocious tale that uses the tools of journalism to fact-check the past. Carr’s investigation of his own history reveals that his odyssey through addiction, recovery, cancer, and life as a single parent was far more harrowing—and, in the end, more miraculous—than he allowed himself to remember. Fierce, gritty, and remarkable, The Night of the Gun is “an odyssey you’ll find hard to forget” (People).

This thought-provoking collection of essays is essential reading for anyone who cares about cultural institutions and their role in the community of learners. These institutions—often museums or libraries—have the power to profoundly alter our sense of ourselves and of the world around us, but that power carries with it obligations. David Carr challenges us to contemplate both the effects and the responsibilities, to examine carefully the nuances of these experiences. Yet a visit to a cultural institution is itself only one act in the broader activity of learning throughout our lives. Carr has much to say about the experience of learning in its best sense and thus speaks not only to lovers of cultural institutions, but also to lovers of learning everywhere.

Museums and libraries inspire us to cross the limits of routine thought, into experiences of reflection and possibility. Each of the essays in A Place Not a Place examines the ways these and other cultural institutions influence us and proposes ways to strengthen their role as advocates for critical thinking and inquiry.

Museums and libraries inspire us to cross the limits of routine thought, into experiences of reflection and possibility. Each of the essays in A Place Not a Place examines the ways these and other cultural institutions influence us and proposes ways to strengthen their role as advocates for critical thinking and inquiry.

Museums and libraries inspire us to cross the limits of routine thought, into experiences of reflection and possibility. Each of the essays in A Place Not a Place examines the ways these and other cultural institutions influence us and proposes ways to strengthen their role as advocates for critical thinking and inquiry.

Examines the paradox between Husserl's transcendental philosophy and his later historicist theory. Rejecting the arguments of earlier critics, this book proposes a model of the transcendental philosopher who balances historical reduction with a strict mind of historical context.

Psychologists, philosophers, theologians and educationalists have all lately explored various conceptual, moral, psychological and pedagogical dimensions of gratitude in a rapidly expanding academic and popular literature. However, while the distinguished contributors to this work hail from these distinct disciplines, they have been brought together in this volume precisely in recognition of the need for a more interdisciplinary perspective on the topic. While further developing such more familiar debates in the field as whether it is appropriate to feel grateful in circumstances in which there is no obvious benefactor, whether it is proper to feel grateful to those who have benefited one only from a sense of duty and whether it makes sense to be grateful if so doing colludes with injustice, the essays in this collection explore a wide variety of fresh conceptual, psychological and moral issues. For example, in addition to identifying some new moral paradoxes about gratitude and seeking a generally more morally discriminating approach to gratitude education, relations are explored between gratitude and humility, forgiveness and appreciation and the religious and spiritual dimensions of the concept are also given much overdue attention. By drawing together serious academic engagement with the study of gratitude and a serious attempt to undertake this within an interdisciplinary perspective, Perspectives on Gratitude will be of value to academics and graduate students in the fields of philosophy, psychology and theology, as well as other research-based disciplines.