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.

Der vorliegende Band versammelt Beiträge von Philosophen und Philosophinnen innerhalb der phänomenologischen Forschung, speziell derjenigen Husserls. Die Beiträge zeichnen sich durch ihre innovative Kraft aus, da sie Neuland betreten und der phänomenologischen Forschung neue Wege eröffnen. Die Beiträge repräsentieren den gegenwärtigen Forschungsstand auf internationalem Niveau. Forscher und Forscherinnen aus Österreich, Deutschland, Dänemark, Japan, Taiwan, Italien und den USA sind versammelt. Dieser Band enthält fünf Beiträge in englischer Sprache.

The Encyclopedia of Phenomenology presents phenomenological thought and the phenomenological movement within philosophy and within more than a score of other disciplines on a level accessible to professional colleagues of other orientations as well as to advanced undergraduate and graduate students. Entries average 3,000 words. In practically all cases, they include lists of works For Further Study'. The Introduction briefly chronicles the changing phenomenological agenda and compares phenomenology with other 20th Century movements. The 166 entries are about matters of seven sorts: the four broad tendencies and periods within the phenomenological movement; twenty-three national traditions of phenomenology; twenty-two philosophical sub-disciplines, including those referred to with the formula the philosophy of x'; phenomenological tendencies within twenty-one non-philosophical disciplines; forty major phenomenological topics; twenty-eight leading phenomenological figures; and twenty-seven non-phenomenological figures and movements of interesting similarities and differences with phenomenology. Concerning persons, years of birth and death are given upon first mention in an entry of the names of deceased non-phenomenologists. The names of persons believed to be phenomenologists and also, for cross-referencing purposes, the titles of other entries are printed entirely in SMALL CAPITAL letters, also upon first mention. In addition, all words thus occurring in all small capital letters are listed in the index with the numbers of all pages on which they occur. To facilitate indexing, Chinese, Hungarian and Japanese names have been re-arranged so that the personal name precedes the family name.Concerning works referred to, the complete titles of books and articles are given in the original language or in a transliteration into Roman script, followed by literalistic translations and the year of original publication in parentheses or, where the date of composition is substantially earlier than that of publication, by the year of composition between brackets.

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.

Interculturality has been one of key concepts in phenomenological literature. It seeks to clarify the philosophical basis for intercultural exchange within the horizon of our life-world. The essays in this volume focus on the themes around space, time and culture from the perspectives of Chinese and Western phenomenologists. Though the discussions begin with classical phenomenological texts in Husserl, Heidegger or Merleau-Ponty, they extend to the problems of Daoism and Buddhism, as well as to sociology and analytic philosophy. The collection of this volume is a fruitful result of inter-cultural exchange of phenomenology.

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.

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. Over the course of the book, he digs his way through a past that continues to evolve as he reports it.

That long-ago night he was so out of his mind that his best friend had to pull a gun on him to make him go away? A visit to the friend twenty years later reveals that Carr was pointing the gun.

His lucrative side business as a cocaine dealer? Not all that lucrative, as it turned out, and filled with peril.

His belief that after his twins were born, he quickly sobered up to become a parent? Nice story, if he could prove it.

The notion that he was an easy choice as a custodial parent once he finally was sober? His lawyer pulls out the old file and gently explains it was a little more complicated than that.

In one sense, the story of "The Night of the Gun" is a common one -- a white-boy misdemeanant lands in a ditch and is restored to sanity through the love of his family, a God of his understanding, and a support group that will go unnamed. But when the whole truth is told, it does not end there. After fourteen years -- or was it thirteen? -- Carr tried an experiment in social drinking. Double jeopardy turned out to be a game he did not play well. As a reporter and columnist at the nation's best newspaper, he prospered, but gained no more adeptness at mood-altering substances. He set out to become a nice suburban alcoholic and succeeded all too well, including two more arrests, one that included a night in jail wearing a tuxedo.

Ferocious and eloquent, courageous and bitingly funny, "The Night of the Gun" unravels the ways memory helps us not only create our lives, but survive them.

Drawing on classical Husserlian resources as well as existentialist and hermeneutical approaches, this book argues that critique is largely a question of method. It demonstrates that phenomenological discussions of acute social and political problems draw from a rich tradition of radically critical investigations in epistemology, social ontology, political theory, and ethics. The contributions show that contemporary phenomenological investigations of various forms of oppression and domination develop new critical-analytical tools that complement those of competing theoretical approaches, such as analytics of power, critical theory, and liberal philosophy of justice. More specifically, the chapters pay close attention to the following methodological themes: the conditions for the possibility of phenomenology as critique; critique as radical reflection and free thinking; eidetic analysis and reflection of transcendental facticity and contingency of the self, of others, of the world; phenomenology and immanent critique; the self-reflective dimensions of phenomenology; and phenomenological analysis and self-transfermation and world transformation. All in all, the book explicates the multiple critical resources phenomenology has to offer, precisely in virtue of its distinctive methods and methodological commitments, and thus shows its power in tackling timely issues of social injustice. Phenomenology as Critique: Why Method Matters will appeal to researchers and advanced students working in phenomenology, Continental philosophy, and critical theory.

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.

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.

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.

Both contemporary philosophers since Heidegger and post-modern philosophers have largely rejected modernist philosophy, particularly that of Kant and Husserl, because they see it as committed to an untenably metaphysical view of the self. This book is a review of these attacks and a defence of the concepts of self and subjectivity. Carr reviews and explains the general context and influence of Heidegger's critique of Kant and Husserl. He then presents a more accurate reading of Kant and Husserl, which he uses as a starting-point for presenting a sketch of his own transcendental account of the self.

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.

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 virtues The 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.

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.

What underlying philosophy and mission should museums pursue in the first half of the twenty-first century? In Museum Philosophy, twenty-four authors use the lenses of a variety of disciplines to answer this essential question. Museum professionals offer their answers alongside philosophers, historians, political scientists, educators, sociologists, and others in a wide-ranging exploration of institutions from art museums to zoos. Hugh Genoway's book offers philosophical and ethical guidelines, describes the ways specific institutions illustrate different philosophies, examines major divisions in the museum community, and explores outreach and engagement between the museum and its larger community. Both established museum professionals and students of museum studies will benefit from this insightful look into the foundations and future of their field.

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.

The possibilities and importance of a spiritual dimension to education are subjects receiving increased consideration from educational practitioners, policy makers and philosophers. "Spirituality, Philosophy and Education" brings together contributions to the debate by a team of renowned philosophers of education. Between them they 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. Students of the philosophy of education and anyone interested in how spiritual values might play a part in informing education policy and practice should find this collection a rich source of ideas and a major addition to the thinking on the meaning, role and possibilities of spirituality in education.

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 aims to make 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 pedagogy.
* Learning, knowledge and curriculum: issues concerning behaviourist and cognitive theories of learning, knowledge and meaning, curriculum aims and content, and evaluation and assessment.
* Schooling, 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 should assist 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

Contents:
Preface; Acknowledgements; PART I: EDUCATION, TEACHING AND PROFESSIONALISM; Chapter 1: Teaching and education; Chapter 2: Professions, professionalism and professional ethics; Chapter 3: Teaching and professionalism; PART II: EDUCATIONAL THEORY AND PROFESSIONAL PRACTICE; Chapter 4: Educational theory misapplied?; Chapter 5: Different faces of educational theory; Chapter 6: Teaching and competence;
ART III: PROFESSIONAL VALUES AND ETHICAL OBJECTIVITY; Chapter 7: Professional values and the objectivity of value; Chapter 8: Rival conceptions of education; PART IV: ETHICS AND EDUCATION, MORALITY AND THE TEACHER; Chapter 9: Educational rights and professional wrongs; Chapter 10 Aims of education, schooling and teaching; Chapter 11: The moral role of the teacher; PART V: PARTICULAR ISSUES; Chapter 12: Ethical issues concerning the role of the teacher; Chapter 13: Ethical issues concerning education and schooling; Bibliography; Index.

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 virtues
The 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.

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.

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