Search results for 'Thomas O.’Loughlin' (try it on Scholar)

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  1. Martin Loughlin (2012). The Political Jurisprudence of Thomas Hobbes. In David Dyzenhaus & Thomas Poole (eds.), Hobbes and the Law. Cambridge University Press.score: 360.0
  2. Joyce Goggin (2011). Andrew Hoskins and Ben O'Loughlin, War and Media: The Emergence of Diffused War. Radical Philosophy 166:53.score: 140.0
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  3. Michael Loughlin, George Lewith & Torkel Falkenberg (2013). Science, Practice and Mythology: A Definition and Examination of the Implications of Scientism in Medicine. [REVIEW] Health Care Analysis 21 (2):130-145.score: 120.0
    Scientism is a philosophy which purports to define what the world ‘really is’. It adopts what the philosopher Thomas Nagel called ‘an epistemological criterion of reality’, defining what is real as that which can be discovered by certain quite specific methods of investigation. As a consequence all features of experience not revealed by those methods are deemed ‘subjective’ in a way that suggests they are either not real, or lie beyond the scope of meaningful rational inquiry. This devalues capacities (...)
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  4. Thomas O'Loughlin (1989). Knowing God and Knowing the Cosmos. Irish Philosophical Journal 6 (1):27-58.score: 87.0
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  5. Thomas O'Loughlin (1989). Who is Anselm's Fool? New Scholasticism 63 (3):313-325.score: 87.0
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  6. Thomas O'Loughlin (1999). The Development of Augustine the Bishop's Critique of Astrology. Augustinian Studies 30 (1):83-103.score: 87.0
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  7. Thomas O'Loughlin (2012). 1 Adomnán's Plans in the Context of His Imagining'the Most Famous City'. Proceedings of the British Academy 37:15.score: 87.0
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  8. Thomas O'loughlin (1995). The Controversy on Methusalem's Death. Recherches de Theologie Et Philosophie Medievales 62:182-225.score: 87.0
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  9. Thomas O'loughlin (1997). The Mysticism of Number in the Medieval Period Before Ériugena'. In John J. Cleary (ed.), The Perennial Tradition of Neoplatonism. Leuven University Press. 397--415.score: 87.0
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  10. Marjorie O'Loughlin (1998). Overcoming the Problems of €˜Difference€™ in Education: Empathy as €˜Intercorporeality€™. [REVIEW] Studies in Philosophy and Education 17 (4):283-293.score: 28.0
    In this paper I am concerned with the notion of empathy and its capacity for overcoming the problem of difference in social life. The concept of empathy has a long history in the Western philosophic tradition but has become discursively submerged in recent times. I am particularly interested in what philosophies of the body may contribute to our understanding of empathy. Psychoanalytic feminism provides some insights. However I identify Merleau-Ponty's conception of body-subject and the intersubjective encounter as offering a potentially (...)
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  11. Claire F. O'Loughlin & Annette Karmiloff-Smith (2003). Evaluating Connectionism: A Developmental Perspective. Behavioral and Brain Sciences 26 (5):614-615.score: 28.0
    This commentary questions the applicability of the Newell Test for evaluating the utility of connectionism. Rather than being a specific theory of cognition (because connectionism can be used to model nativist, behaviorist, or constructivist theories), connectionism, we argue, offers researchers a collection of computational and conceptual tools that are particularly useful for investigating and rendering specific fundamental issues of human development. These benefits of connectionism are not well captured by evaluating it against Newell's criteria for a unified theory of cognition.
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  12. J. C. Walker & M. A. O'Loughlin (1984). The Ideal of the Educated Woman: Jane Roland Martin on Education and Gender. Educational Theory 34 (4):327-340.score: 28.0
  13. Ian O.’Loughlin, Describing the Unspeakable and Demonstrating the Unprovable.score: 28.0
    of (from British Columbia Philosophy Graduate Conference) Despite the apparent polarity between the philosophies of Wittgenstein and G�del, I here seek to demonstrate and consider important similarities in these two allegedly disparate interpretations of mathematical proposition. Wittgenstein asserts that the meaning is comprised by proof, while G�del relegates provability to an intrinsically imperfect status. Each represents metamathematical statements as severely limited, and analysis emphasizing the complementary here yields a rich interpretation of mathematical proposition: invention, but not without a basis for (...)
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  14. Marjorie O'Loughlin (1991). Teaching Thinking Skills Through Discussion: Towards a Method of Evaluation. Educational Philosophy and Theory 23 (1):110–120.score: 28.0
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  15. Paul Thagard & Claire O'Loughlin (2002). False Photos, False Beliefs, and Coherence: A Response to Kamawar Et Al. Mind and Language 17 (3):273–275.score: 28.0
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  16. Marjorie O'Loughlin (2006). Embodiment and Education: Exploring Creatural Existence. Springer.score: 28.0
    Discursive accounts of the body have been prominent recently. While acknowledging the usefulness of these, the author, drawing upon specific philosophers of the body and a wide range of other theorists, focuses attention on the experiencing body which she refers to as 'creatural existence’. Thinking in terms of the creatural, she argues, can better situate human beings in their environment, thus emphasizing a kind of 'ecological notion of subjectivity’, in which place-based existence is understood anew. The educational implications of focusing (...)
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  17. Marjorie O'Loughlin (1997). Corporeal Subjectivities: Merleau-Ponty, Education and the Postmodern Subject. Educational Philosophy and Theory 29 (1):20-31.score: 28.0
  18. Marjorie O'loughlin (2011). Educational Exemplars, Democratic Dialogue and the Misuse of Quotation Marks: Some PESA Conference Papers From 2006. Educational Philosophy and Theory 43 (5):506-507.score: 28.0
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  19. Marjorie O'Loughlin (2003). Life, Work and Learning: Practice Without Power? Educational Philosophy and Theory 35 (1):113–115.score: 28.0
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  20. Marjorie O'loughlin (1998). Paying Attention to Bodies in Education: Theoretical Resources and Practical Suggestions. Educational Philosophy and Theory 30 (3):275–297.score: 28.0
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  21. Marjorie O.’Loughlin (2007). Rejoinder. Educational Philosophy and Theory 39 (7):777–782.score: 28.0
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  22. Christopher J. Williams, Michael O'Rourke, Sanford D. Eigenbrode, Ian O'Loughlin & Stephen Crowley, Using Bibliometrics to Support the Facilitation of Cross-Disciplinary Communication.score: 28.0
    Given the importance of cross-disciplinary research (CDR), facilitating CDR effectiveness is a priority for many institutions and funding agencies. There are a number of CDR types, however, and the effectiveness of facilitation efforts will require sensitivity to that diversity. This article presents a method characterizing a spectrum of CDR designed to inform facilitation efforts that relies on bibliometric techniques and citation data. We illustrate its use by the Toolbox Project, an ongoing effort to enhance cross-disciplinary communication in CDR teams through (...)
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  23. Jennifer O'Loughlin, J. Chris Graves, Stephen F. Davis & Randolph A. Smith (1993). Caffeine Exposure Affects Barpressing. Bulletin of the Psychonomic Society 31 (4):321-322.score: 28.0
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  24. Th O'loughlin (1997). Individual Anonimity and Collective Identity. Recherches de Theologie Et Philosophie Medievales 64 (2):291-314.score: 28.0
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  25. Marjorie O'Loughlin (2003). Introduction: Continuity and Diversity: Philosophy of Education at the Beginning of the New Millennium. Studies in Philosophy and Education 22 (3/4):175-181.score: 28.0
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  26. Marjorie O'Loughlin (forthcoming). Listening, Heeding, and Respecting the Ground at One's Feet: Knowledge and the Arts Across Cultures. Philosophy of Music Education Review 5 (1).score: 28.0
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  27. Marjorie O'Loughlin (forthcoming). Reinstating Emotion in Educational Thinking. Philosophy of Education.score: 28.0
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  28. Graham Schafer, Tim I. Williams & Philip T. Smith (2013). Which Words Are Hard for Autistic Children to Learn? Mind and Language 28 (5):661-698.score: 28.0
    Motivated by accounts of concept use in autistic spectrum disorder (ASD) and a computational model of weak central coherence (O'Loughlin and Thagard, 2000) we examined comprehension and production vocabulary in typically-developing children and those with ASD and Down syndrome (DS). Controlling for frequency, familiarity, length and imageability, Colorado Meaningfulness played a hitherto unremarked role in the vocabularies of children with ASD. High Colorado Meaningful words were underrepresented in the comprehension vocabularies of 2- to 12-year-olds with ASD. The Colorado Meaningfulness of (...)
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  29. Marjorie O'Loughlin (2013). Hager and Embodied Practice in Postmodernity: A Tribute. Educational Philosophy and Theory 45 (12):1219-1229.score: 28.0
    In this celebration of the work of Paul Hager, I draw attention to his highly successful collaborations with David Beckett and John Halliday as indicative of his collegiality and his conviction that knowledge is produced in cooperation with others. I highlight his enduring theme of practice and his deep concern for vocational and technical education. The theme of embodiment underpins his extensive explorations of practical knowledge, work and learning. Hager?s focus on those processes of making and repairing are foregrounded in (...)
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  30. Marjorie O'Loughlin (2009). Pesa Then and Now: Recollections and Congratulations. Educational Philosophy and Theory 41 (7):804-807.score: 28.0
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  31. Mary Ann O'loughlin (forthcoming). Responsibility and Moral Maturity in the Control of Fertility—or, A Woman's Place Is in the Wrong. Social Research.score: 28.0
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  32. Frank O'Loughlin (2007). The New Evangelisation of the Twenty First Century. Australasian Catholic Record, The 84 (4):401.score: 28.0
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  33. Th O'loughlin (1992). Unexplored Irish Influence on Eruigena. Recherches de Theologie Et Philosophie Medievales 59:23-40.score: 28.0
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  34. Marjorie O'Loughlin (1996). Ways of Thinking About Being: Explorations in Ontology. [REVIEW] Studies in Philosophy and Education 15 (1-2):139-145.score: 28.0
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  35. Frank O'Loughlin (1997). Why Sunday Eucharist? Australasian Catholic Record 74 (2):142.score: 28.0
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