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Profile: Thomas Brian Mooney
Profile: Teresa Mooney (Stanford University)
  1. Tim Mooney, Joyce and Modern Philosophy.
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  2. Tim Mooney, Derrida and Whitehead: Pathways of Process and the Critique of Essentialism.
    A rejection of the notion of substance, an emphasis on intraworldly experience and an incorporation of ideas from modern biology are just three of the distinctive features of Alfred North Whitehead’s process metaphysics or philosophy of organism. The last two features give his scheme a heavily naturalistic tinge, despite his positing of eternal objects or universal forms of definiteness, which - together with subjective aims or final causes - are instantiated in a divinity prior to worldly realization.1 Such a naturalism (...)
     
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  3. Tim Mooney, Deconstruction, Process and Openness: Philosophy in Derrida, Husserl and Whitehead.
    An attempt to compare the approaches of Alfred North Whitehead and Jacques Derrida might appear extremely unrewarding from the outset. Derrida has often been hailed (and reviled) as a figure who rejects many key concepts in the philosophical lexicon, amongst them those of subjectivity, rationality, creativity and progress. Whitehead, on the other hand, may seem to hold uncritically to the notion of a metaphysical system in which every element of our experience can be interpreted, so that everything of which we (...)
     
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  4. Tim Mooney, Hubris and Humility: Husserl's Reduction and Givenness.
    In Ian Leask and Eoin Cassidy (eds.), Givenness and God: Questions of Jean-Luc Marion (New York: Fordham University Press, 2005), pp. 47-68.
     
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  5. Tim Mooney, Irish Cartesian and Proto-Phenomenologist: The Case of Berkeley.
    Comparatively recent scholarship suggests that George Berkeley cannot be seen solely or even chiefly as a British empiricist who is reacting to the materialistic implications of Locke’s Essay on Human Understanding. C.J. McCracken has shown how Berkeley is influenced by Malebranche’s theses concerning the dependence of bodies on God, without himself doubting the evidence of the senses. McCracken also shows how Berkeley reconstructs and reapplies Malebranche’s fideism.1 Harry Bracken has argued, most notably, that Berkeley espouses certain theses that set him (...)
     
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  6. John N. Williams & T. Brian Mooney (Forthcoming). The Confucian Filial Duty to Care (Xiao 孝) for Elderly Parents. In Janis Ozolins (ed.), Culture and Christianity in Dialogue. Springer
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  7. T. Brian Mooney & Mark Nowacki, The Metaphysical, Epistemological, and Theological Background to Aquinas's Theory of Education in the De Magistro.
    This article explores the relation between Aquinas’ metaphysical, epistemological and theological ideas and his theory of education as presented in the De Magistro and other writings. Aquinas’ theory of education is based on a theological metaphysics of human nature and an account of human rationality that is grounded in human nature. In the first section after the introduction we provide a synopsis of Aquinas’ metaphysical narrative, but in a contemporary key that draws upon the resources of Analytical Thomism. However, this (...)
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  8. T. Brian Mooney, Cultures in Conflict: Attending to the Pathemata.
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  9. T. Brian Mooney, Inequality and Friendship.
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  10. T. Brian Mooney, A Response to Hart on Penumbra in Law: Kovesi's Account of Concept Formation.
    In a famous debate on jurisprudence held in 1958 between H. L. A. Hart and Lon Fuller, the protagonists argued about the nature of the law. On one side was H. L. A. Hart, who was a staunch defender of two ideas, first, that law was to be separated from morals, and secondly, that law as it is should be separated from law as it ought to be. These two ideas are subtly different. On the other side, is Fuller, who (...)
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  11. T. Brian Mooney, The Challenge of Unity and Interdisciplinarity in Tomorrow's Education.
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  12. T. Brian Mooney & Mark Nowacki, Aquinas, Education and the East.
    A confluence of scholarly interest has resulted in a revival of Thomistic scholarship across the world. Several areas in the investigation of St. Thomas Aquinas, however, remain under-explored. This volume contributes to two of these neglected areas. First, the volume evaluates the contemporary relevance of St. Thomas's views for the philosophy and practice of education. The second area explored involves the intersections of the Angelic Doctor’s thought and the numerous cultures and intellectual traditions of the East. Contributors to this section (...)
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  13. Ilya Farber, T. Brian Mooney, Mark Nowacki, Yoo Guan Tan & John N. Williams, Thinking Things Through: An Introduction to Analytical Skills.
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  14. Farber Ilya, Thomas Brian Mooney, Mark Nowacki, Yoo Guan Tan & John N. Williams, Thinking Things Through: An Introduction to Analytical Skills Second Edition.
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  15. T. Brian Mooney, Friendship with the Bad.
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  16. T. Brian Mooney, The Business of Education.
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  17. T. Brian Mooney & Churchman Lee, Kovesi's Concepts and Plato's Ideas.
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  18. T. Brian Mooney & Mark Nowacki, Aquinas on Connaturality and Education.
    Connatural knowledge is knowledge readily acquired by beings possessing a certain nature. For instance, dogs have knowledge of a scent-world exceeding that of human beings, not because humans lack noses, but because dogs are by nature better suited to process olfaction. As various ethicists have argued, possession of the virtues involves a sort of connatural knowing. Here, connatural knowledge emerges as a knowledge by inclination which systematically tracks the specific moral interests we humans possess precisely because we are human. In (...)
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  19. T. Brian Mooney & Mark Nowacki, Introduction.
    A confluence of scholarly interest has resulted in a revival of Thomistic scholarship across the world. Several areas in the investigation of St. Thomas Aquinas, however, remain under-explored. This volume contributes to two of these neglected areas. First, the volume evaluates the contemporary relevance of St. Thomas's views for the philosophy and practice of education. The second area explored involves the intersections of the Angelic Doctor’s thought and the numerous cultures and intellectual traditions of the East. Contributors to this section (...)
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  20. T. Brian Mooney & Alan Tapper, Introduction.
    Studies in Moral Philosophy is a new book series affiliated with the Journal of Moral Philosophy. This new series will publish books in all areas of normative philosophy, including applied ethics and metaethics, as well as moral, legal, and political theory. Book proposals exploring non-Western traditions are also welcome. The series seeks to promote lively discussions and debates among the wider philosophical community by publishing work that avoids unnecessary jargon without sacrificing academic rigour.
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  21. Timothy Mooney (2012). Michael D. Barber: The Intentional Spectrum and Intersubjectivity: Phenomenology and the Pittsburgh Neo-Hegelians. [REVIEW] Husserl Studies 28 (2):167-177.
  22. Timothy Mooney (2012). Phenomenology of Perception. International Journal of Philosophical Studies 20 (4):589-594.
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  23. Alan Tapper & T. Brian Mooney, Morality and Meaning: Essays on the Philosophy of Julius Kovesi.
    The essays in this volume address the importance of Kovesi's work on moral philosophy and concept formation. The essays extend Kovesi's insights on moral philosophy into broader areas and compares and contrasts his work with that of key ancient and contemporary thinkers.
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  24. Alan Tapper & T. Brian Mooney (eds.) (2012). Meaning and Morality: Essays on the Philosophy of Julius Kovesi. Brill.
    The essays in this volume address the importance of Kovesi's work on moral philosophy and concept formation.
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  25. T. Mooney (2011). Global Ethics: The Challenge of Loyalty Traditional Utilitarian Consequentialism and Deontology. Ethics Education 17 (1).
     
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  26. T. Brian Mooney, Aquinas: Commentary.
    Generous selections from these four seminal texts on the theory and practice of education have never before appeared together in a single volume. The Introductions that precede the texts provide brief biographical sketches of each author, situating him within his broader historical, cultural and intellectual context. The editors also provide a brief outline of key themes that emerge within the selection as a helpful guide to the reader. The final chapter engages the reflections of the classic authors with contemporary issues (...)
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  27. T. Brian Mooney, Augustine: Commentary.
    Generous selections from these four seminal texts on the theory and practice of education have never before appeared together in a single volume. The Introductions that precede the texts provide brief biographical sketches of each author, situating him within his broader historical, cultural and intellectual context. The editors also provide a brief outline of key themes that emerge within the selection as a helpful guide to the reader. The final chapter engages the reflections of the classic authors with contemporary issues (...)
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  28. T. Brian Mooney, Augustine: De Magistro. A New Translation.
    Generous selections from these four seminal texts on the theory and practice of education have never before appeared together in a single volume. The Introductions that precede the texts provide brief biographical sketches of each author, situating him within his broader historical, cultural and intellectual context. The editors also provide a brief outline of key themes that emerge within the selection as a helpful guide to the reader. The final chapter engages the reflections of the classic authors with contemporary issues (...)
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  29. T. Brian Mooney, Epilogue.
    Generous selections from these four seminal texts on the theory and practice of education have never before appeared together in a single volume. The Introductions that precede the texts provide brief biographical sketches of each author, situating him within his broader historical, cultural and intellectual context. The editors also provide a brief outline of key themes that emerge within the selection as a helpful guide to the reader. The final chapter engages the reflections of the classic authors with contemporary issues (...)
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  30. T. Brian Mooney, Mill: Commentary.
    Generous selections from these four seminal texts on the theory and practice of education have never before appeared together in a single volume. The Introductions that precede the texts provide brief biographical sketches of each author, situating him within his broader historical, cultural and intellectual context. The editors also provide a brief outline of key themes that emerge within the selection as a helpful guide to the reader. The final chapter engages the reflections of the classic authors with contemporary issues (...)
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  31. T. Brian Mooney, Newman: Commentary.
    Generous selections from these four seminal texts on the theory and practice of education have never before appeared together in a single volume. The Introductions that precede the texts provide brief biographical sketches of each author, situating him within his broader historical, cultural and intellectual context. The editors also provide a brief outline of key themes that emerge within the selection as a helpful guide to the reader. The final chapter engages the reflections of the classic authors with contemporary issues (...)
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  32. T. Brian Mooney, Prologue.
    Generous selections from these four seminal texts on the theory and practice of education have never before appeared together in a single volume. The Introductions that precede the texts provide brief biographical sketches of each author, situating him within his broader historical, cultural and intellectual context. The editors also provide a brief outline of key themes that emerge within the selection as a helpful guide to the reader. The final chapter engages the reflections of the classic authors with contemporary issues (...)
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  33. T. Brian Mooney, Understanding Teaching and Learning: Reflections on the Philosophy and Practice of Education.
    Generous selections from these four seminal texts on the theory and practice of education have never before appeared together in a single volume. The Introductions that precede the texts provide brief biographical sketches of each author, situating him within his broader historical, cultural and intellectual context. The editors also provide a brief outline of key themes that emerge within the selection as a helpful guide to the reader. The final chapter engages the reflections of the classic authors with contemporary issues (...)
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  34. T. Brian Mooney & Mark Nowacki, Understanding Teaching and Learning: Classic Texts on Education by Augustine, Aquinas, Newman and Mill.
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  35. T. Mooney, John N. Williams & Mark Nowacki (2011). Kovesi and the Formal and Material Elements of Concepts. Philosophia 39 (4):699-720.
    In his seminal work Moral Notions , Julius Kovesi presents a novel account of concept formation. At the heart of this account is a distinction between what he terms the material element and the formal element of concepts. This paper elucidates his distinction in detail and contrasts it with other distinctions such as form-matter, universal-particular, genus-difference, necessary-sufficient, and open texture-closed texture. We situate Kovesi’s distinction within his general philosophical method, outlining his views on concept formation in general and explain how (...)
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  36. Thomas Brian Mooney (2011). Global Ethics: The Challenge of Loyalty: Contemporary Consequentialism and Deontology. Ethics Education 17 (2):3-24.
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  37. Thomas Brian Mooney & John Williams, Asymmetrical Friendships.
    Famously, Aristotle in his discussion of friendship in Books 8 and 9 of the Nicomachaean Ethics (EN) introduces a tripartite distinction in friendship. Friendships are either friendships of pleasure or of utility or of character. This typology has struck a responsive chord among many other writers on friendship. Nevertheless it is our contention that there is a fourth important category of friendship that has been overlooked in the philosophical literature. We call this fourth category, asymmetrical friendship. Asymmetrical friendships do not (...)
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  38. Timothy Mooney (2011). Plasticity, Motor Intentionality and Concrete Movement in Merleau-Ponty. Continental Philosophy Review 44 (4):359-381.
    Merleau-Ponty’s explication of concrete or practical movement by way of the Schneider case could be read as ending up close to automatism, neglecting its flexibility and plasticity in the face of obstacles. It can be contended that he already goes off course in his explication of Schneider’s condition. Rasmus Jensen has argued that he assimilates a normal person’s motor intentionality to the patient’s, thereby generating a vacuity problem. I argue that Schneider’s difficulties with certain movements point to a means of (...)
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  39. John N. Williams, T. Brian Mooney & Mark Nowacki, Virtue, Connaturality and Know-How.
    Virtue epistemology is new in one sense but old in another. The new tradition starts with figures such as Code , Greco , Montmarquet , and Zagzebski . The old tradition has its pedigree in Plato, Aristotle, Aquinas, and their modern interpreters such as Anscombe and MacIntyre . Virtue epistemology recognizes that knowledge is something we value and that propositional knowledge requires intellectual virtues, that is to say, virtues as applied to the intellect. Although much pioneering work in the new (...)
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  40. B. Fanning & T. Mooney (2010). Pragmatism and Intolerance: Nietzsche and Rorty. Philosophy and Social Criticism 36 (6):735-755.
    Richard Rorty’s muscular liberalism and pragmatic intolerance draw sustenance from Nietzsche as well as from the earlier American pragmatists. We set out the ways in which Rorty adopts and adapts their ideas. We go on to suggest that the cultural ethnocentrism that he advocates carries certain risks, and can be divorced all too easily from his own qualifications, particularly in the post-9-11 scenario. It is our contention that Isaiah Berlin’s case for a pluralist liberalism warrants serious consideration as an alternative.
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  41. T. Brian Mooney, Rationality, Ethical Incommensurability and Existential Communication.
    This section of the conference addressed a series of interdisciplinary themes on the issues of rational incommensurability, ethical perspectives and strategies for existential communication. Rather than attempting to answer a set of specific questions presenters were asked to provide a series of meditations on the three themes. Seven presenters provided deeply interesting and varied perspectives on the topics and their inter-relations from multi-disciplinary perspectives. There was considerable time given over to discussion and this proved especially fruitful and enlightening.
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  42. Timothy Mooney (2010). Understanding and Simple Seeing in Husserl. Husserl Studies 26 (1):19-48.
    Husserl’s Logical Investigations has undergone explicitly conceptualist and non-conceptualist interpretations. For Richard Cobb-Stevens, he has extended understanding into the domain of sensuous intuition, leaving no simple perceptions that are actually separated from higher-level understanding. According to Kevin Mulligan, Husserl does in fact sunder nominal and propositional seeing from the simple or straightforward—and yet interpretative—seeing of particulars. To see simply is not to exercise an individual meaning or a general concept. Arguing that Logical Investigations provides evidence for both views, I endeavour (...)
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  43. Thomas Brian Mooney (2009). Platonic Friendship. Ethics Education 14 (2):16-32.
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  44. T. Brian Mooney, Global Ethics and Loyalty.
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  45. T. Brian Mooney, Inequality in Friendship.
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  46. Timothy Mooney (2008). The Basic Problems of Phenomenology: From the Lectures, Winter Semester, 1910-11. [REVIEW] Yearbook of the Irish Philosophical Society.
     
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  47. John Williams & Thomas Brian Mooney, Asymmetrical Friendships: Problems for Cosmopolitanism.
  48. T. Brian Mooney, Old Wine in New Skins: Aquinas, Just War and Terrorism.
    The tragic unfolding of world events since September 11, 2001, has added great urgency to practical and theoretical issues arising from the phenomenon of international terrorism. This paper applies a traditional concept of just war theory drawing largely on Aquinas and Augustine to legitimate violent action against groups who are not themselves representatives of states. Traditional just war theory is couched largely in terms of the legitimacy of defensive war directed at polities. New applications of the theory are required to (...)
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  49. T. Brian Mooney & Damien Norris, Merleau-Ponty on Embodiment.
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  50. T. Brian Mooney & Damien Norris (2007). Merleau-Ponty on Human Motility and Libet's Paradox. Indo-Pacific Journal of Phenomenology 7 (1):1-9.
    In 1979, neuroscientists Libet, Wright, Feinstein and Pearl introduced the “delay-and-antedating” hypothesis/paradox based on the results of an on-going series of experiments dating back to 1964 that measured the neural adequacy [brain wave activity] of “conscious sensory experience”. What is fascinating about the results of this experiment is the implication, especially when considered in the light of Merleau-Ponty’s notions of “intentionality” and the “pre-reflective life of human motility”, that the body, and hence not solely the mind, is a thinking thing. (...)
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