Results for 'M. A. O'Loughlin'

130 found
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  1.  32
    The Ideal of the Educated Woman: Jane Roland Martin on Education and Gender.J. C. Walker & M. A. O'Loughlin - 1984 - Educational Theory 34 (4):327-340.
  2.  2
    Priesthood as a Sacrament.Frank O'Loughlin - 2018 - The Australasian Catholic Record 95 (2):199.
    O'Loughlin, Frank In this article I want to look at the priesthood specifically as a sacrament of the church. Much of what is presented here would also apply, mutatis mutandis, to the episcopate and some of it to the diaconate, the other two forms of the sacrament of orders.
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  3.  5
    Responding to the Gospel in the Marriage Relationship.Frank O'Loughlin - 2017 - The Australasian Catholic Record 94 (1):3.
    O'Loughlin, Frank Over recent years there has been a great deal of discussion and disagreement about the nature of marriage and family both in the public sphere and within the church. Almost every aspect of human relationships and sexuality has come up for discussion. The two synods on marriage and the family that took place in Rome in 2014 and 2015 have been a watershed for Catholics in these discussions. Similar discussions will need to continue for some time yet (...)
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  4.  20
    Evaluating Connectionism: A Developmental Perspective.Claire F. O'Loughlin & Annette Karmiloff-Smith - 2003 - Behavioral and Brain Sciences 26 (5):614-615.
    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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  5.  11
    Facing a Liturgy‐Starved Church: Do We Need to Think Afresh About the Basics of Ministry?Thomas O'Loughlin - 2019 - New Blackfriars 100 (1086):171-183.
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  6.  11
    A Half‐Century After Ecclesiam Suam and ‘The 1964 Instruction’: The Practice of the Historical Disciplines Within the Practice of Theology.Thomas O'Loughlin - 2018 - New Blackfriars 99 (1081):312-331.
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  7.  10
    Are ‘the Bishops … the “High Priests” Who Preside at the Eucharist’?: A Note on the Sources of the Text of Sensus Fidei.Thomas O'Loughlin - 2017 - New Blackfriars 98 (1074):232-238.
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  8.  13
    Theologies of Intercommunion: Responding to a Recent Papal Request.Thomas O'Loughlin - 2016 - New Blackfriars 97 (1069):372-387.
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  9.  23
    Teaching Thinking Skills Through Discussion: Towards a Method of Evaluation.Marjorie O'Loughlin - 1991 - Educational Philosophy and Theory 23 (1):110–120.
  10.  7
    Is Every Translation a Vernacular Translation?Thomas O'Loughlin - 2013 - New Blackfriars 94 (1053):508-517.
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  11.  2
    Responsiblity and Moral Maturity in the Control of Fertility--Or, A Woman's Place Is in the Wrong.Mary Ann O'loughlin - 1983 - Social Research 50.
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  12. Learning Without Storing: Wittgenstein’s Cognitive Science of Learning and Memory.Ian O'Loughlin - 2017 - In Michael A. Peters & Jeff Stickney (eds.), Pedagogical Investigations: A Companion to Wittgenstein on Education. Singapore: Springer. pp. 601-614.
    Education has recently been shaped by the cognitive science of memory. In turn, the science of memory has been infused by revolutionary ideas found in Wittgenstein’s works. However, the memory science presently applied to education draws mainly on traditional models that are quickly becoming outmoded; Wittgenstein’s insights have yet to be fruitfully applied, though they have helped to develop the science of memory. In this chapter, I examine three Wittgensteinian reforms in memory science as they pertain to education . First, (...)
     
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  13.  11
    Embodiment and Education: Exploring Creatural Existence.Marjorie O'Loughlin - 2006 - Springer.
    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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  14.  40
    Overcoming the Problems of €˜Difference€™ in Education: Empathy as €˜Intercorporeality€™. [REVIEW]Marjorie O'Loughlin - 1998 - Studies in Philosophy and Education 17 (4):283-293.
    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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  15.  19
    Using Bibliometrics to Support the Facilitation of Cross-Disciplinary Communication.Christopher J. Williams, Michael O'Rourke, Sanford D. Eigenbrode, Ian O'Loughlin & Stephen Crowley - 2013 - Journal of the American Society for Information Science 64 (9):1768-1779.
    Given the importance of cross-disciplinary research, 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 structured, (...)
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  16.  6
    Adomnán's Plans in the Context of His Imagining'the Most Famous City'.Thomas O'Loughlin - 2012 - In Imagining Jerusalem in the Medieval West. pp. 15.
    Adomnán of Iona's work on the holy places of Jerusalem and surrounding regions has been used as a guide to seventh-century Palestine. In particular, its plans of monuments such as the Church of the Holy Sepulchre have been used by archaeologists for information about buildings, while their form interests historians of cartography. However, these plans must be read with the book's several purposes in mind. They attempt to harmonize biblical data visually. In addition, they project elements of Iona's monastic liturgy (...)
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  17.  8
    Remembering Without Storing: Beyond Archival Models in the Science and Philosophy of Human Memory.Ian O'Loughlin - 2014 - Dissertation,
    Models of memory in cognitive science and philosophy have traditionally explained human remembering in terms of storage and retrieval. This tendency has been entrenched by reliance on computationalist explanations over the course of the twentieth century; even research programs that eschew computationalism in name, or attempt the revision of traditional models, demonstrate tacit commitment to computationalist assumptions. It is assumed that memory must be stored by means of an isomorphic trace, that memory processes must divide into conceptually distinct systems and (...)
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  18.  4
    The Controversy on Methusalem's Death.Thomas O'loughlin - 1995 - Recherches de Theologie Et Philosophie Medievales 62:182-225.
    From, at least, the mid-fourth century until the mid-fifth-century AD a controversy concerning a seemingly trivial fact engaged Christian scholars: when did Methuselah die? Although most of the major Latin fathers were drawn into the fray — and echoes of the debate continued in Latin exegesis for another five centuries — this controversy has escaped historians and is today unknown. So this paper has a double task. First, uncover from its remnants what we can know of this problem that elicited (...)
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  19.  5
    Individual Anonimity and Collective Identity.Th O'loughlin - 1997 - Recherches de Theologie Et Philosophie Medievales 64 (2):291-314.
    Despite more than a century of historical research on Latin patristic and medieval theology, one period still lags behind: the theologians between Augustine and Charlemagne — Boethius and Bede being exceptions — are an unstudied group. There are a few monographs on individuals and themes, but no more. The period is, in the eyes of many, a «dark age». This neglect is all the more surprising when we consider that when the «revival» of Latin learning took place it was based (...)
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  20. Seepage, Objectivity, and Climate Science.Ryan O'Loughlin - forthcoming - Studies in History and Philosophy of Science Part A.
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  21.  23
    Paying Attention to Bodies in Education: Theoretical Resources and Practical Suggestions.Marjorie O'loughlin - 1998 - Educational Philosophy and Theory 30 (3):275–297.
  22.  10
    Ministry: Who Ministers What To Whom?Thomas O'Loughlin - 2019 - New Blackfriars 100 (1086):139-141.
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  23. Reinstating Emotion in Educational Thinking.Marjorie O'Loughlin - forthcoming - Philosophy of Education.
     
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  24.  12
    The Philosophy of Memory: Introduction.Ian O'Loughlin & Sarah Robins - 2018 - Essays in Philosophy 19 (2).
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  25.  26
    Ways of Thinking About Being: Explorations in Ontology. [REVIEW]Marjorie O'Loughlin - 1996 - Studies in Philosophy and Education 15 (1-2):139-145.
  26.  31
    Introduction: Continuity and Diversity: Philosophy of Education at the Beginning of the New Millennium.Marjorie O'Loughlin - 2003 - Studies in Philosophy and Education 22 (3/4):175-181.
  27.  21
    The New Evangelisation of the Twenty First Century.Frank O'Loughlin - 2007 - The Australasian Catholic Record 84 (4):401.
  28.  27
    Life, Work and Learning: Practice Without Power?Marjorie O'Loughlin - 2003 - Educational Philosophy and Theory 35 (1):113–115.
  29.  10
    The Credibility of the Catholic Church as Public Actor.Thomas O'Loughlin - 2013 - New Blackfriars 94 (1050):129-147.
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  30.  24
    Educational Exemplars, Democratic Dialogue and the Misuse of Quotation Marks: Some PESA Conference Papers From 2006.Marjorie O'loughlin - 2011 - Educational Philosophy and Theory 43 (5):506-507.
  31.  9
    Newman on Doing Theology.Thomas O'Loughlin - 1995 - New Blackfriars 76 (890):92-98.
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  32.  9
    How Many Priests Do We Need?Thomas O'Loughlin - 2005 - New Blackfriars 86 (1006):642-657.
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  33.  11
    Why Sunday Eucharist?Frank O'Loughlin - 1997 - The Australasian Catholic Record 74 (2):142.
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  34.  6
    Celibate Clergy: The Need for Historical Debate.Thomas O'Loughlin - 2004 - New Blackfriars 85 (1000):583-597.
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  35.  9
    Listening, Heeding, and Respecting the Ground at One's Feet: Knowledge and the Arts Across Cultures.Marjorie O'Loughlin - forthcoming - Philosophy of Music Education Review 5 (1).
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  36.  5
    Why Study the Past? The Quest for the Historical Church by Rowan Williams, Darton, Longman and Todd, London, 2005, Pp. 129, F8.95 Pbk. [REVIEW]Thomas O'Loughlin - 2006 - New Blackfriars 87 (1008):199-201.
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  37.  4
    Unexplored Irish Influence on Eruigena.Th O'loughlin - 1992 - Recherches de Theologie Et Philosophie Medievales 59:23-40.
  38. The Mysticism of Number in the Medieval Period Before Ériugena'.Thomas O'loughlin - 1997 - In John J. Cleary (ed.), The Perennial Tradition of Neoplatonism. Leuven University Press. pp. 397--415.
  39. Review: Memory and Movies: What Films Can Teach Us About Memory. [REVIEW]Ian O'Loughlin - 2017 - Memory Studies 10:93-96.
  40.  24
    The Development of Augustine the Bishop’s Critique of Astrology.Thomas O'Loughlin - 1999 - Augustinian Studies 30 (1):83-103.
  41.  10
    Teaching by Example: What a Confused Attempt to “Advance” EBM Reveals About its Underlying Problems: Commentary on Jenicek, M. . Do We Need Another Discipline in Medicine? From Epidemiology and Evidence-Based Medicine to Cognitive Medicine And.Michael Loughlin, Peter Wyer & Sandra J. Tanenbaum - 2016 - Journal of Evaluation in Clinical Practice 22 (4):628-633.
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  42.  9
    Analysis: A Physician's Self‐Paced Guide to Critical Thinking. Jenicek, M.Michael Loughlin - 2007 - Journal of Evaluation in Clinical Practice 13 (4):540-544.
  43.  20
    A Basis for Positivist and Political Public Law: Reconciling Loughlin's Public Law with Legal Positivism.Michael Gordon - 2016 - Jurisprudence 7 (3):449-477.
    This article analyses the work of Martin Loughlin on the nature of public law, and in particular, his ostensibly strident anti-positivism. It is argued that despite this, Loughlin's work can be reconciled with a normative account of legal positivism, based on the work of Jeremy Waldron. The article maintains that Loughlin's account of public law as political jurisprudence is methodologically compatible with, and potentially even substantively complementary to, normative legal positivism. It is ultimately suggested that this reconciliation provides a methodology (...)
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  44.  2
    The State: A Sine Qua Non of Public Law? A Critique of Martin Loughlin’s State-Centred Approach to Public Law.Haris Psarras - 2018 - Jurisprudence 10 (1):39-53.
    ABSTRACTThis article critically considers a state-centred approach to public law that has been epitomised in Martin Loughlin’s claim that the concept of the state is the sine qua non of public law....
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  45. Andrew Hoskins and Ben O'Loughlin, War and Media: The Emergence of Diffused War.Joyce Goggin - 2011 - Radical Philosophy 166:53.
     
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  46.  7
    Shakespeare and the Emotions, Inheritances, Enactments, Legacies. Edited by R.S. White, Mark Houlahan, Katrina O'Loughlin. Pp.Xii+270, Palgrave Macmillan, Basingstoke, Hants. 2015, $90.00. [REVIEW]Peter Milward - 2016 - Heythrop Journal 57 (5):850-851.
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  47. Science with Humanity Versus Scientism and Technocracy: The Need for a Radical Change in Clinical Philosophy.A. Miles & M. Loughlin - 2011 - Journal of Evaluation in Clinical Practice 17 (4).
     
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  48.  3
    Participant Responsibility, Researcher Vulnerability and Empirical Ethics: A Reply to Loughlin.Peter Duncan & Anne Stephenson - 2013 - Journal of Evaluation in Clinical Practice 19 (3):553-558.
  49.  11
    The Wisdom of Lay Knowledge: A Reply to Loughlin and Prichard.David Pilgrim & Anne Rogers - 1998 - Health Care Analysis 6 (1):65-71.
  50.  59
    Aquinas' Summa Theologiae: A Reader's Guide. By Stephen J. Loughlin.Fergus Kerr - 2012 - The European Legacy 17 (3):415 - 416.
    The European Legacy, Volume 17, Issue 3, Page 415-416, June 2012.
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