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Abstract |
Briefly,
the main task of educational theory is to clarify or give principled
expression to the practice of education. From this view-point, educational
theory has been called by some 'applied theory', by others 'practical
theory'. While the purpose and nature of educational theory continue
to be debated, it seems reasonable to suggest that it is concerned
with three main tasks - the conceptual, the descriptive and the normative.
It is these tasks which such time- honoured forms of principled educational
enquiry as philosophy, social and political science and normative
ethics have sought, either separately or in collaboration, to pursue.
Examples of the types of analyses undertaken recently will be found
in the references shown below. Further information should be sought
from the authors.
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Publications |
Carr,
D. (1999). The dichotomy of liberal versus vocational education:
some basic conceptual geography. In S. Toxer (Ed.) Philisophy and
Education. Urbana, Illinois: Philosophy of Education Society.
Carr, D. (1999). Professional education and professional ethics. Journal
of Applied Philosophy, 16, 33-46.
Carr, D. (1999). Rational curriculum planning: in pursuit of an illusion.
In R. Marples, The Aims of Education. London: Routledge.
Carr, D. & Landon, J. (1998). Teachers and schools as agencies of
values education: reflections on teachers' perceptions I & II, Journal
of Beliefs and Values, 19, 165-176; 20, ??-??.
Jonathan, R. (2000). Cultural diversity and education: reasonable negotiation
and hard cases. Journal of the Philosophy of Education, 33, 4.
Jonathan, R. (2000). Illusory Freedoms: Liberalism, Education and the
Market. Oxford: Blackwell.
Jonathan, R. (1999). Citizenship, identity and public education. In W.
Morrow & K. King (Eds.) Vision and Reality: Education in Transition.
Cape Town: UCT Press.
Jonathan, R. (1999). Agency and contingency in moral development and
education. In J. M. Halstead & R. H. McLaughlin (Eds.), Educational
and Morality: Philosophical Papers. London: Routledge.
Carr, D. (2003). Spiritual, moral and heroic virtue: Aristtotelian character
in the Arthurian and Grail narritives. Journal of Beliefs and Values,
24, 15-26.
Carr, D. (2003). Character and moral choice in the cultivation of virtue.
Philosophy, 78, 219-232
Carr, D. (2003). Philosophy and the meaning of 'education'. Theory and
Research in Education, 2, 195-212
Carr, D. (2003). Rival conceptions of practice in education and teaching.
Journal of Philosophy of Education, 37, 2, 253-266.
Carr, D. (2003). The moral educational implications of rival conceptions
of education and teaching. Journal of Moral Education, 32, 3, 219-232.
Carr, D. (2004). Music, meaning and emotion. Journal of Aesthettics and
Art Criticism, Summer.
Carr, D. (2004). Reason, meaning and truth in religious narrative: towards
and epistemic rationale for religious and faith school education. Studies
in Christian Ethics, Spring.
Carr, D. (2004). Moral values and the arts in environmental education:
towards an ethics of aesthetic appreciation. Journal of Philosophy of
Education, 38, 2, 221-239.
Carr, D. (2004). Taking narrative seriously: exploring the educational
status of story and myth, (featured paper) in K. Alston (ed) Philosophy
of Education 2003, Urbana, Illinois, Philosophy of Education Society.
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