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Profile: Thomas Brian Mooney
Profile: Timothy Mooney (University College Dublin)
Profile: Teresa Mooney (Stanford University)
  1.  81
    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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  2.  31
    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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  3.  25
    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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  4.  46
    T. Brian Mooney (1990). Plato's Theory of Love in the 'Lysis'. Irish Philosophical Journal 7 (1/2):131-159.
  5.  48
    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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  6.  9
    T. Brian Mooney, The Public Philosopher in the Academies: Reflections on Merleau-Ponty's Eloge de la Philosophie.
    Recently we have come to witness an assault on the traditional conception of the university as a centre of detached concern for pure research. The economic rationalist vision which has occasioned this assault has deeply permeated almost every facet of contemporary life and even the specific kind of discourse emanating from this interpretation has managed to ensconce itself within the academies. Philosophers are at particular risk in the uncertain climate that has been created. However philosophers have not addressed the issues (...)
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  7.  46
    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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  8.  32
    Timothy Mooney (2012). Michael D. Barber: The Intentional Spectrum and Intersubjectivity: Phenomenology and the Pittsburgh Neo-Hegelians. [REVIEW] Husserl Studies 28 (2):167-177.
  9.  15
    Thomas Brian Mooney (2009). Platonic Friendship. Ethics Education 14 (2):16-32.
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  10.  42
    T. Brian Mooney (2002). Plato and the Love of Individuals. Heythrop Journal 43 (3):311–327.
    A perennial problem in the philosophy of love has centred around what it is to love persons qua persons. Plato has usually been interpreted as believing that when we love we are attaching ourselves to qualities that inhere in the objects of our love and that these qualities transcend the objects. Vlastos has argued, along with Nussbaum, Price and many others that such an account tells against a true love of persons as unique and irreplaceable individuals. I argue that Plato’s (...)
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  11.  3
    T. Brian Mooney & Anthony Imbrosciano (2005). The Curious Case of Mr. Locke’s Miracles. International Journal for Philosophy of Religion 57 (3):147-168.
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  12.  12
    Tim Mooney (2003). How to Read Once Again: Derrida on Husserl. Philosophy Today 47 (3):305-321.
  13.  10
    Thomas Brian Mooney (2011). Global Ethics: The Challenge of Loyalty: Contemporary Consequentialism and Deontology. Ethics Education 17 (2):3-24.
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  14.  5
    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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  15.  29
    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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  16.  34
    T. Brian Mooney & Anthony Imbrosciano (2005). The Curious Case of Mr. Locke's Miracles. International Journal for Philosophy of Religion 57 (3):147 - 168.
    Locke considers miracles to be crucial in establishing the credibility and reasonableness of Christian faith and revelation. The performance of miracles, he argues, is vital in establishing the “credit of the proposer” who makes any claim to providing a divine revelation. He accords reason a pivotal role in distinguishing spurious from genuine claims to divine revelation, including miracles. According to Locke, genuine miracles contain the hallmark of the divine such that pretend revelations become intuitively obvious. This paper argues that serious (...)
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  17.  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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  18.  4
    Struan Jacobs & T. Brian Mooney, Sociology as a Serious Source of Anomaly in Thomas Kuhn's System of Science.
    It is a testimony to the enduring importance of Thomas Kuhn's The Structure of Scientific Revolutions that, 30 years on, its doctrines of normal science and paradigm, incommensurability and revolution continue to challenge metascien tists and stimulate vigorous debate. Critique has mainly come from philosophers and historians; by and large, interested sociologists have embraced Kuhn. Un justifiably so, this article argues, bringing to light a serious difficulty or anom aly in his account of the social side of science. Contrary to (...)
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  19.  11
    Thomas Brian Mooney (2005). The Epicurean Paradoxes and the Logical Problem of Evil. Ethics and Education 11 (2).
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  20.  15
    Damian Norris & T. Brian Mooney (2007). Merleau-Ponty on Human Motility. The Proceedings of the Twenty-First World Congress of Philosophy 12:93-104.
    This paper argues that human motility is essentially bound up in a pre-reflective being-in-the-world, and that contemporary science seems to bear out some of Merleau-Ponty's phenomenological explorations in this area.
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  21.  7
    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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  22.  7
    Thomas Brian Mooney (1990). Plato's Theory of Philia in the Lysis. Irish Philosophical Journal 7:131-159.
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  23.  20
    Tim Mooney (1999). Derrida's Empirical Realism. Philosophy and Social Criticism 25 (5):33-56.
    A major charge levelled against Derrida is that of textual idealism - he effectively closes his deconstructive approach off from the world of experience, the result being that it is incapable of being coherently applied to practical questions of ethics and politics. I argue that Derrida's writings on experience can in fact be reconstructed as an empirical realism in the Husserlian sense. I begin by outlining in very broad strokes Husserl's account of perception and his empirical realism. I then set (...)
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  24.  3
    T. Brian Mooney, The Dialectical Interchange Between Socrates and Agathon: Symposium 198b-201d.
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  25.  2
    T. Mooney (2014). A Phenomenology of Christian Life: Glory and Night. Philosophical Quarterly 64 (256):532-534.
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  26.  12
    Timothy Mooney (2012). Phenomenology of Perception. International Journal of Philosophical Studies 20 (4):589-594.
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  27.  7
    T. Brian Mooney, Inequality and Friendship.
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  28.  14
    Timothy Mooney (1988). Whitehead and Leibniz. Philosophical Studies 32:197-212.
  29.  6
    T. Brian Mooney, Cultures in Conflict: Attending to the Pathemata.
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  30.  6
    T. Brian Mooney, Global Ethics and Loyalty.
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  31.  5
    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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  32.  3
    T. Brian Mooney (2000). Dennett on Ethics: Fitting the Facts Against Greed for the Good. In Don Ross, Andrew Brook & David L. Thompson (eds.), Dennett's Philosophy: A Comprehensive Assessment. MIT Press 309.
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  33.  5
    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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  34.  5
    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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  35.  5
    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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  36.  2
    T. Brian Mooney, In Spite of Plato: A Feminist Rewriting of Ancient Philosophy [Book Review].
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  37.  2
    T. Brian Mooney, Loving Persons.
    A perennial problem in the philosophy of love has centered around what it is to love persons qua persons. Plato has usually been interpreted as believing that when we love we are attaching ourselves to qualities that inhere in the objects of our love and that these qualities transcend the objects. Vlastos has argued, along with Nussbaum, Price and many others that such an account tells against a true love of persons as unique and irreplaceable individuals. I argue that Plato’s (...)
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  38.  2
    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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  39.  2
    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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  40.  2
    T. Brian Mooney, The Good of Communication: An Existential Analysis of Communication Breakdown.
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  41.  2
    T. Brian Mooney, The Platonic Theory of Philia - a Defence.
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  42.  2
    T. Brian Mooney, Terrorism, Tragedy and Natural Law.
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  43.  4
    T. Brian Mooney & Churchman Lee, Kovesi's Concepts and Plato's Ideas.
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  44.  4
    T. Brian Mooney & Damien Norris, Merleau-Ponty on Embodiment.
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  45.  4
    T. Brian Mooney & Mark Nowacki, Understanding Teaching and Learning: Classic Texts on Education by Augustine, Aquinas, Newman and Mill.
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  46.  4
    T. Brian Mooney, Friendship with the Bad.
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  47.  4
    T. Brian Mooney, The Challenge of Unity and Interdisciplinarity in Tomorrow's Education.
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  48.  3
    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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  49.  3
    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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  50.  3
    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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1 — 50 / 86