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).
"... a superior work of philosophy that tells a unique and insightful story about narrative." -- Quarterly Journal of Speech
Howard Rheingold, Derrick de Kerckhove, Arthur Kroker, Eric McLuhan, Michael McLuhan, Douglas Rushkoff, Michael Wesch, Hilarie Cash, Erik Davis, Michael Heim, Maggie Jackson, Ervin Laszlo and others on the forefront of technology and media studies praised The Digitally Divided Self as a milestone in the understanding of human nature in relationship with digital technology.
Intersecting media studies, psychology and spirituality, The Digitally Divided Self exposes the nature of the malleable mind and explores the religious and philosophical influences which leave it obsessed with the incessant flow of information.
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 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 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.
Section one of the book exemplifies different styles of philosophy, paying attention to the contemporary debates as to the nature, possibilities and limitations of these different approaches to philosophy of education. Section two is devoted to particular thinkers of the past, and more general coverage of the history of philosophy of education. Section three is dedicated to contemporary philosophic thought on education, providing the basis and reference point for an exploration of contemporary issues.
The handbook is designed primarily to be useful to students studying the field of philosophy of education, in the context of the study of educational foundations or theory. But it is also designed to be of use to practising teachers who wish to gain easy access to current philosophical thinking on particular contemporary educational issues, and to educationalists of all types who want a succinct guide to questions relating to the nature, the history, and the current state of the art of philosophy of education.
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Author David Carr believes professionals in libraries and museums need to think more broadly. He challenges them to address communities, national social change, psychology, and learning and to think about ways to frame their institutions, not as repositories or research chambers, but as instruments for human thinking. Now is the time for these institutions to recover their integrity and purpose as fundamental, informing structures in a struggling democracy. Based on lectures and previously published writings by the author, and drawing on new scholarship and research, the essays here will inspire professionals to understand their collections and institutions as instruments of personal, social, and cultural change.
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.
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.
Author David Carr believes professionals in libraries and museums need to think more broadly. He challenges them to address communities, national social change, psychology, and learning, and to think about ways to frame their institutions, not as repositories or research chambers, but as instruments for human thinking. Now is the time for these institutions to recover their integrity and purpose as fundamental, informing structures in a struggling democracy. Based on lectures and previously published writings by the author, and drawing on new scholarship and research, the essays here will inspire professionals to understand their collections and institutions as instruments of personal, social, and cultural change.
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.