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David Carr
Is Professor of Philosophy of Education. He is author of Educating the 英语论文范文Virtues( Routledge 1991), Professionalism and Ethical Issues in Teaching (Routledge 1999) and unmerous philosophical and educational papers, as well as editor of Education knowledge and truth and co-editor (with Jan Steutel) of Virtue Ethics and Moral Education. He is also Secretary of the Scottish Branch of the British philosophy of Education Society, Fellow of the American Philosophy of Education Society and Member of the Scots Philosophical Club.

The Moray House School of Education, The University of Edinburgh..
  Educational theory researchers Professor David Carr, Professor Ruth Jonathan
keywords Educational theory
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.
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duration / funding 1996 - ongoing / Internal
contact David.Carr@ed.ac.uk. Department of Educational Studies
Ruth.Jonathan@ed.ac.uk. Department of Education & Society
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Toward a Re-Evaluation of the Role of
Educational Epistemology in the
Professional Education of Teachers
David Carr
University of Edinburgh
THE POST-WAR RISE OF EDUCATIONAL EPISTEMOLOGY
The rise and fall of epistemological theorizing as a central concern of educational philosophy - and thereby as a key constituent of the theoretical education of professional educationalists - is a striking feature of postwar educational 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。