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  1.  26
    Valuable Asymmetrical Friendships.T. Brian Mooney & John N. Williams - 2016 - Philosophy 92 (1):51-76.
    Aristotle distinguishes friendships of pleasure or utility from more valuable ‘character friendships’ in which the friend cares for the other qua person for the other’s own sake. Aristotle and some neo-Aristotelians require such friends to be fairly strictly symmetrical in their separateness of identity from each other, in the degree to which they identify with each other, and in the degree to which they are virtuous. We argue that there is a neglected form of valuable friendship–neither of friendship nor utility–that (...)
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  2.  16
    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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  3.  63
    Plato and the Love of Individuals.T. Brian Mooney - 2002 - 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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  4. Plato’s Theory of Love in the ‘Lysis’: A Defence.T. Brian Mooney - 1990 - Irish Philosophical Journal 7 (1/2):131-159.
  5.  15
    Understanding Teaching and Learning: Classic Texts on Education by Augustine, Aquinas, Newman and Mill.T. Brian Mooney & Mark Nowacki - unknown
    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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  6.  57
    The Curious Case of Mr. Locke’s Miracles.T. Brian Mooney & Anthony Imbrosciano - 2004 - 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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  7.  23
    If Pigs Could Fly, Should They?T. Brian Mooney & Samantha Minett - 2006 - Ethical Perspectives 13 (4):621-645.
    Life-science art is a generic term which describes a new kind of collaboration between artists and scientists which adds a new dimension to the polemics of the ‘philosophy of art.’ Utilising the techniques and materials made available by developments in biotechnology, artists, and scientists produce objects not for scientific benefit but aesthetic objects designed to enchant, shock, or familiarize the audience with the fanciful applications to which this technology can be put: the creation of pig wings, fish that can draw, (...)
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  8.  4
    Plato and the Love of Individuals.T. Brian Mooney - 2002 - 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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  9.  22
    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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  10.  22
    Sociology as a Serious Source of Anomaly in Thomas Kuhn's System of Science.Struan Jacobs & T. Brian Mooney - unknown
    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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  11.  6
    Aquinas: Commentary.T. Brian Mooney - unknown
    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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  12.  12
    Augustine: Commentary.T. Brian Mooney - unknown
    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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  13. Augustine: De Magistro. A New Translation.T. Brian Mooney - unknown
    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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  14.  13
    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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  15.  12
    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.  8
    Cultures in Conflict: Attending to the Pathemata.T. Brian Mooney - unknown
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  17. Cicero Unbound.T. Brian Mooney - forthcoming - The European Legacy:1-5.
    It matters a lot, not just what we are taught, but how, by whom and why. As a schoolboy in Belfast, a city besieged by internecine conflict, at least partly related to denominational Christian riva...
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  18.  17
    Dennett on Ethics: Fitting the Facts Against Greed for the Good.T. Brian Mooney - 2000 - In Don Ross, Andrew Brook & David L. Thompson (eds.), Dennett's Philosophy: A Comprehensive Assessment. MIT Press. pp. 309.
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  19.  5
    Epilogue.T. Brian Mooney - unknown
    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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  20.  12
    Friendship with the Bad.T. Brian Mooney - unknown
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  21.  10
    Global Ethics and Loyalty.T. Brian Mooney - unknown
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  22.  7
    Greed for the Good: Contra Ethical Perfectionism.T. Brian Mooney - unknown
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  23.  20
    Introduction.T. Brian Mooney & Alan Tapper - 2012 - In Meaning and Morality: Essays on the Philosophy of Julius Kovesi. Leiden: Brill. pp. 1-14.
    Some philosophers need no introduction. Julius Kovesi is a philosopher who, regrettably, does need introducing. Kovesi’s career was as a moral philosopher and intellectual historian. This book is intended to reintroduce him, more than twenty years after his death and more than forty years after the publication of his only book, Moral Notions. This Introduction will sketch some of the key features of his life and philosophical thought.
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  24.  7
    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.  9
    Internal and External Aspects of Business Community.T. Brian Mooney - unknown
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  26.  20
    Inequality and Friendship.T. Brian Mooney - unknown
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  27.  12
    Individuals, Communities and States: The Case of Merleau-Ponty's Eloge De La Philosophle.T. Brian Mooney - unknown
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  28.  7
    Inequality in Friendship.T. Brian Mooney - unknown
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  29.  19
    In Spite of Plato: A Feminist Rewriting of Ancient Philosophy [Book Review].T. Brian Mooney - unknown
  30.  6
    Introduction: Some Thoughts on Colonialism.T. Brian Mooney - 2020 - The European Legacy 25 (5):499-501.
    Volume 25, Issue 5, August 2020, Page 499-501.
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  31.  90
    Kovesi and the Formal and Material Elements of Concepts.T. Brian Mooney, John N. Williams & Mark Nowacki - 2010 - 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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  32.  18
    Kovesi's Concepts and Plato's Ideas.T. Brian Mooney & Churchman Lee - unknown
  33.  18
    Loving Persons.T. Brian Mooney - unknown
    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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  34.  5
    Life Science Art. A Critique.T. Brian Mooney - unknown
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  35.  11
    Monasticism and Modern Philosophy.T. Brian Mooney - unknown
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  36.  11
    Monasticism and Modernity.T. Brian Mooney - unknown
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  37.  3
    Mill: Commentary.T. Brian Mooney - unknown
    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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  38.  19
    Merleau-Ponty on Embodiment.T. Brian Mooney & Damien Norris - unknown
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  39.  5
    Newman: Commentary.T. Brian Mooney - unknown
    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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  40.  24
    A Response to Hart on Penumbra in Law: Kovesi's Account of Concept Formation.T. Brian Mooney - unknown
    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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  41.  23
    Old Wine in New Skins: Aquinas, Just War and Terrorism.T. Brian Mooney - unknown
    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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  42.  13
    Prologue.T. Brian Mooney - unknown
    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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  43.  8
    Philosophy as a Way of Life: Spiritual Exercises From Socrates to Foucault [Book Review].T. Brian Mooney - unknown
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  44.  3
    Politeness and Pietas as Annexed to the Virtue of Justice.T. Brian Mooney & Damini Roy - 2020 - Dialogue and Universalism 30 (1):37-56.
    “Politeness” appears to be connected to a quite disparate set of related concepts, including but not limited to, “manners,” “etiquette,” “agreeableness,” “respect” and even “piety.” While in the East politeness considered as an important social virtue is present in the theoretical and practical expressions of the Confucian, Taoist and Buddhist traditions, it has not featured prominently in philosophical discussion in the West. American presidents Thomas Jefferson, Benjamin Franklin and George Washington all devoted discussion to politeness within the broader ambit of (...)
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  45.  12
    Pythagorean Cosmology and Number Theory.T. Brian Mooney - unknown
  46.  10
    Philosophy of Law: An Introduction with Selected Readings.T. Brian Mooney - unknown
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  47.  18
    Plato’s Theory of Love in the ‘Lysis’: A Defence.T. Brian Mooney - 1990 - Irish Philosophical Journal 7 (1/2):131-159.
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  48.  18
    Plato's Theory of Desire.T. Brian Mooney - unknown
  49.  10
    Rationality, Ethical Incommensurability and Existential Communication.T. Brian Mooney - unknown
    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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  50.  5
    The Business of Education.T. Brian Mooney - unknown
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1 — 50 / 64