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Mark Nowacki [31]Mark R. Nowacki [5]
  1. Kalam Cosmological Argument for God.Mark R. Nowacki - 2006 - Prometheus Books.
  2.  91
    Death Stings Back: A Reply to Sorensen.Mark Nowacki - 2006 - Analysis 66 (289):82–92.
    Lucretius argues that death does not harm the person who dies. Harm could occur only if a person’s future non-existence were harmful. But one’s future non-existence is no more harmful than one’s non-existence before birth. Since a person is not harmed by lacking existence before birth, one is not harmed by lacking existence after dying.
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  3.  50
    Kovesi and the Formal and Material Elements of Concepts.T. Mooney, John N. Williams & Mark Nowacki - 2011 - 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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  4. Against Voluntarism: Or, Why a Free Will Is Subject to Natural Necessity.Mark Nowacki & Jared Poon - 2010 - Philosophia Christi 12 (2):335-356.
     
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  5.  9
    Teacher Guide to GQ: Skills for Global Citizenship.Mark Nowacki & Natalie Hong - unknown
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  6.  19
    The Unquiet Universe.Mark R. Nowacki - 2000 - American Catholic Philosophical Quarterly 74 (2):197-222.
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  7.  7
    Whatever Comes to Be has a Cause of its Coming to Be: A Thomist Defense of the Principle of Sufficient Reason.Mark Nowacki - 1998 - The Thomist 62:291-302.
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  8.  6
    Teacher Guide to CQ: Communication, Collaboration and Socio-Emotional Skills.Mark Nowacki, Yew Leong Wong, Natalie Hong & Zechariah Zhuang - unknown
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  9.  7
    Aquinas, Education and the East.T. Brian Mooney & Mark Nowacki - unknown
    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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  10.  5
    The Metaphysical, Epistemological, and Theological Background to Aquinas's Theory of Education in the De Magistro.T. Brian Mooney & Mark Nowacki - unknown
    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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  11.  7
    Death Stings Back: A Reply to Sorensen's "The Cheated God".Mark Nowacki - unknown
    Lucretius argues that death does not harm the person who dies. Harm could occur only if a person’s future non-existence were harmful. But one’s future non-existence is no more harmful than one’s non-existence prior to being born. Since a person is not harmed by lacking existence prior to being born, it follows that one is not harmed by lacking existence after dying. There is thus no need to fear death’s sting.
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  12.  4
    Aquinas on Connaturality and Education.Brian Mooney & Mark R. Nowacki - unknown
    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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  13.  5
    Virtue, Connaturality and Know-How.John N. Williams, T. Brian Mooney & Mark Nowacki - unknown
    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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  14.  3
    A Thomist Defense of the Principle of Sufficient Reason.Mark Nowacki - unknown
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  15.  5
    Aquinas on Connaturality and Education.T. Brian Mooney & Mark Nowacki - unknown
    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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  16.  5
    Modality for Metaphysicians and Applications.Mark Nowacki & Ilya Farber - unknown
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  17.  5
    The Modality of Miracles.Mark Nowacki - unknown
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  18.  4
    Using the Economic Concept of a Merit Good to Justify the Teaching of Ethics Across the University Curriculum.Mark Nowacki & Wilfried Ver Eecke - unknown
    What follows is an argument that can be used to justify the introduction of philosophical, and specifically ethical, discourse into a wide range of university courses. The argument advanced is, we hope, both sufficiently formal to convince administrators, and sufficiently broad to convince students, of the practical importance that at least one area of philosophy has for the successful pursuit of even the most praxis-oriented career.
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  19.  2
    Using the Economic Concept of a 'Merit Good' to Introduce Ethics Across the Curriculum.Wilfried Ver Eecke & Mark Nowacki - unknown
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  20.  2
    Against Voluntarism: Or, Why Ockham Can't Tell You Why the Chicken Crossed the Road.Mark Nowacki & Jared Poon - unknown
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  21.  2
    On the Philosophical Life: A Refutation of Cultural Theory's Impossibility Theorem.Mark Nowacki - unknown
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  22.  2
    Social Virtues Within and Across Cultures: Against the Idea of University Rationality.Mark Nowacki - unknown
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  23.  2
    The Superiority of 'Chemical Thinking' for Understanding Free Human Society According to Hegel.Mark Nowacki & Wilfried Ver Eecke - unknown
    This paper examines the claim of G.W.F. Hegel that chemical thinking-the method of thinking employed in chemistry-marks a significant advance upon meCHANistic thinking-the method of thinking characteristic of physics. This is done in the context of Mancur Olson's theory of collective action and public goods. The analogy between the efficiency of a catalyst in bringing about chemical transformation and the function of leaders in free human society in developing latent groups to provide public goods is explored.
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  24.  3
    Introduction.T. Brian Mooney & Mark Nowacki - unknown
    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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  25.  1
    A Critique of Cultural Theory's Impossibility Theorem.Mark Nowacki - unknown
    Various proponents of Cultural Theory have claimed that CT's Impossibility Theorem, namely that there are precisely five viable ways of life, has been formally proved. In this paper, I show that the Impossibility Theorem has not been formally proved and present a refutation of the Impossibility Theorem. With regard to , the problem areas identified include a failure to take into account the analogical nature of their theory and also a failure to carefully consider the nature of the relationship between (...)
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  26.  1
    How to Prove the Existence of God From the Necessary Finitude of the Past.Mark Nowacki - unknown
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  27.  1
    Teacher Guide to Analytical Thinking Skills.Mark Nowacki, Jared Poon, Nagarajan Selvanathan & Jeremy Wong - unknown
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  28.  1
    The Inexplicable Indifferent Will.Mark Nowacki - unknown
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  29.  1
    How to Test Cultural Theory: Suggestions for Future Research.Marco Verweij, Shenghua Luan & Mark Nowacki - unknown
    This symposium highlighted the relevance of the cultural theory pioneered by anthropologists Mary Douglas, Steve Rayner, and Michael Thompson and political scientists Aaron Wildavsky and Richard Ellis for explaining political phenomena. In this concluding article, we suggest ways in which CT can be further tested and developed. First, we describe how the theory has been applied thus far and some of the achievements of these applications. Then, we examine some of the challenges revealed by this research. Finally, we discuss ways (...)
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  30.  2
    Thinking Things Through: An Introduction to Analytical Skills.Ilya Farber, T. Brian Mooney, Mark Nowacki, Yoo Guan Tan & John N. Williams - 2009 - McGraw-Hill.
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  31.  18
    Thinking Things Through: An Introduction to Analytical Skills Second Edition.Farber Ilya, Thomas Brian Mooney, Mark Nowacki, Yoo Guan Tan & John N. Williams - 2011 - McGraw-Hill.
  32.  5
    Understanding Teaching and Learning: Classic Texts on Education by Augustine, Aquinas, Newman and Mill.T. Brian Mooney & Mark Nowacki (eds.) - 2011 - Imprint Academic.
    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. Assessing the Kalam Cosmological Argument: A Reply to Guminski.Mark Nowacki - 2010 - Philosophia Christi 12 (1):201-212.
  34.  94
    The Kalam Cosmological Argument for God.Mark R. Nowacki - 2007 - Prometheus Books.
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  35. The Kalam Cosmological Argument in Contemporary Analytic Philosophy.Mark R. Nowacki - 2002 - Dissertation, The Catholic University of America
    Approximately 1,500 years ago John Philoponus proposed a simple argument for the existence of God. The argument runs thus: Whatever comes to be has a cause of its coming to be. The universe came to be. Therefore, the universe has a cause of its coming to be. ;Due to the influence of William Lane Craig, this argument and the family of arguments that support it have come to be known as the "kalam" cosmological argument . Craig's account of the KCA (...)
     
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  36.  8
    Analytical Skills: Constructing and Evaluating Arguments.Yoo Guan Tan, John Williams, Mark Nowacki & Yew Leong Wong - 2004 - McGraw-Hill.
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