Oglethorpe University

Philosophy Instructor/Teaching Fellow

At OU, I designed and taught philosophy and courses in the core curriculum.

Chinese University of Hong Kong

Assistant Professor Of Philosophy

Gregory worked at Chinese University of Hong Kong as a Assistant Professor Of Philosophy

Clemson University

Lecturer in Philosophy

Gregory worked at Clemson University as a Lecturer in Philosophy

The Chinese University of Hong Kong

Assistant Professor Of Philosophy

Gregory worked at The Chinese University of Hong Kong as a Assistant Professor Of Philosophy

Rheinische Friedrich-Wilhelms-Universität Bonn

Fulbright Research Fellow

Gregory worked at Rheinische Friedrich-Wilhelms-Universität Bonn as a Fulbright Research Fellow

Motivating Transcendental Phenomenology: Husserl's Critique of Kant

Journal of the British Society for Phenomenology

Motivating Transcendental Phenomenology: Husserl's Critique of Kant

Journal of the British Society for Phenomenology

Four Paradoxes of Self-Reference: The Being of the Universal

The Journal of Speculative Philosophy

Motivating Transcendental Phenomenology: Husserl's Critique of Kant

Journal of the British Society for Phenomenology

Four Paradoxes of Self-Reference: The Being of the Universal

The Journal of Speculative Philosophy

The 'Facebook' effect: College students' perceptions of online discussions in the age of social networking.

International Journal for the Scholarship of Teaching and Learning

Despite the growing prominence of Facebook in the lives of college students, few studies have investigated the potential of these innovative web-based communication tools for engaging students in academic discussions. This study used a pre-test, post-test design in two introductory-level courses at a large public university to compare students’ (n = 107) perceptions of, attitudes toward, and perceived learning associated with two different online discussion tools: the Facebook group forum and a university-sponsored online tool. Although pre-course surveys indicated that few students enjoyed online discussions, postcourse analysis revealed significant changes in students’ opinions regarding the value and functionality of web-based discussion forums, with Facebook as their clear preference. Students who participated in Facebook discussions enjoyed the site’s familiarity, navigability, and aesthetically appealing interface. Facebook users also reported that they were able to become better acquainted with classmates, felt like valued participants in the course, and learned more course material. This study suggests that, if used appropriately, Facebook may help to increase college student engagement in certain learning contexts by cultivating classroom community and stimulating intellectual discourse. http://academics.georgiasouthern.edu/ijsotl/v6n2/articles/Acc%20Article_Hurt%20et%20al/index.html

Motivating Transcendental Phenomenology: Husserl's Critique of Kant

Journal of the British Society for Phenomenology

Four Paradoxes of Self-Reference: The Being of the Universal

The Journal of Speculative Philosophy

The 'Facebook' effect: College students' perceptions of online discussions in the age of social networking.

International Journal for the Scholarship of Teaching and Learning

Despite the growing prominence of Facebook in the lives of college students, few studies have investigated the potential of these innovative web-based communication tools for engaging students in academic discussions. This study used a pre-test, post-test design in two introductory-level courses at a large public university to compare students’ (n = 107) perceptions of, attitudes toward, and perceived learning associated with two different online discussion tools: the Facebook group forum and a university-sponsored online tool. Although pre-course surveys indicated that few students enjoyed online discussions, postcourse analysis revealed significant changes in students’ opinions regarding the value and functionality of web-based discussion forums, with Facebook as their clear preference. Students who participated in Facebook discussions enjoyed the site’s familiarity, navigability, and aesthetically appealing interface. Facebook users also reported that they were able to become better acquainted with classmates, felt like valued participants in the course, and learned more course material. This study suggests that, if used appropriately, Facebook may help to increase college student engagement in certain learning contexts by cultivating classroom community and stimulating intellectual discourse. http://academics.georgiasouthern.edu/ijsotl/v6n2/articles/Acc%20Article_Hurt%20et%20al/index.html

Free Mechanism: Hegel's Resurrection of the Concept

International Philosophical Quarterly

Motivating Transcendental Phenomenology: Husserl's Critique of Kant

Journal of the British Society for Phenomenology

Four Paradoxes of Self-Reference: The Being of the Universal

The Journal of Speculative Philosophy

The 'Facebook' effect: College students' perceptions of online discussions in the age of social networking.

International Journal for the Scholarship of Teaching and Learning

Despite the growing prominence of Facebook in the lives of college students, few studies have investigated the potential of these innovative web-based communication tools for engaging students in academic discussions. This study used a pre-test, post-test design in two introductory-level courses at a large public university to compare students’ (n = 107) perceptions of, attitudes toward, and perceived learning associated with two different online discussion tools: the Facebook group forum and a university-sponsored online tool. Although pre-course surveys indicated that few students enjoyed online discussions, postcourse analysis revealed significant changes in students’ opinions regarding the value and functionality of web-based discussion forums, with Facebook as their clear preference. Students who participated in Facebook discussions enjoyed the site’s familiarity, navigability, and aesthetically appealing interface. Facebook users also reported that they were able to become better acquainted with classmates, felt like valued participants in the course, and learned more course material. This study suggests that, if used appropriately, Facebook may help to increase college student engagement in certain learning contexts by cultivating classroom community and stimulating intellectual discourse. http://academics.georgiasouthern.edu/ijsotl/v6n2/articles/Acc%20Article_Hurt%20et%20al/index.html

Free Mechanism: Hegel's Resurrection of the Concept

International Philosophical Quarterly

Ernst Cassirer and the Autonomy of Language

Lexington Books

Ernst Cassirer and the Autonomy of Language examines the central arguments in Cassirer’s first volume of the Philosophy of Symbolic Forms. Gregory Moss demonstrates both how Cassirer defends language as an autonomous cultural form and how he borrows the concept of the “concrete universal” from G. W. F. Hegel in order to develop a concept of cultural autonomy. While Cassirer rejected elements of Hegel’s methodology in order to preserve the autonomy of language, he also found it necessary to incorporate elements of Hegel’s method to save the Kantian paradigm from the pitfalls of skepticism. Moss advocates for the continuing relevance of Cassirer’s work on language by situating it within in the context of contemporary linguistics and contemporary philosophy. This book provides a new program for investigating Cassirer’s work on the other forms of cultural symbolism in his Philosophy of Symbolic Forms, by showing how the autonomy of culture is one of the leading questions motivating Cassirer’s philosophy of culture. With a thorough comparison of Cassirer’s theory of symbolism to other dominant theories from the twentieth century, including Heidegger and Wittgenstein, this book provides valuable insight for studies in philosophy of language, semiotics, epistemology, pyscholinguistics, continental philosophy, Neo-Kantian philosophy, and German idealism.

South Carolina Society for Philosophy

Member

South Carolina Society for Philosophy

Member

Metaphysical Society of America

Member

South Carolina Society for Philosophy

Member

Metaphysical Society of America

Member

Georgia Philosophical Society

Member

South Carolina Society for Philosophy

Member

Metaphysical Society of America

Member

Georgia Philosophical Society

Member

Hegel Society of America

Member

South Carolina Society for Philosophy

Member

Metaphysical Society of America

Member

Georgia Philosophical Society

Member

Hegel Society of America

Member

Society for Systematic Philosophy

Member

South Carolina Society for Philosophy

Member

Metaphysical Society of America

Member

Georgia Philosophical Society

Member

Hegel Society of America

Member

Society for Systematic Philosophy

Member

American Philosophical Society

Member

South Carolina Society for Philosophy

Member

Metaphysical Society of America

Member

Georgia Philosophical Society

Member

Hegel Society of America

Member

Society for Systematic Philosophy

Member

American Philosophical Society

Member

South Carolina Society for Philosophy

Member

Metaphysical Society of America

Member

Georgia Philosophical Society

Member

Hegel Society of America

Member

Society for Systematic Philosophy

Member

American Philosophical Society

Member

South Carolina Society for Philosophy

Member

Metaphysical Society of America

Member

Georgia Philosophical Society

Member

Hegel Society of America

Member

Society for Systematic Philosophy

Member

American Philosophical Society

Member

South Carolina Society for Philosophy

Member

Metaphysical Society of America

Member

Georgia Philosophical Society

Member

Hegel Society of America

Member

Society for Systematic Philosophy

Member

American Philosophical Society

Member

South Carolina Society for Philosophy

Member

Metaphysical Society of America

Member

Georgia Philosophical Society

Member

Hegel Society of America

Member

Society for Systematic Philosophy

Member

American Philosophical Society

Member

South Carolina Society for Philosophy

Member

Metaphysical Society of America

Member

Georgia Philosophical Society

Member

Hegel Society of America

Member

Society for Systematic Philosophy

Member

American Philosophical Society

Member

South Carolina Society for Philosophy

Member

Metaphysical Society of America

Member

Georgia Philosophical Society

Member

Hegel Society of America

Member

Society for Systematic Philosophy

Member

American Philosophical Society

Member

South Carolina Society for Philosophy

Member

Metaphysical Society of America

Member

Georgia Philosophical Society

Member

Hegel Society of America

Member

Society for Systematic Philosophy

Member

American Philosophical Society

Member

South Carolina Society for Philosophy

Member

Metaphysical Society of America

Member

Georgia Philosophical Society

Member

Hegel Society of America

Member

Society for Systematic Philosophy

Member

American Philosophical Society

Member

South Carolina Society for Philosophy

Member

Metaphysical Society of America

Member

Georgia Philosophical Society

Member

Hegel Society of America

Member

Society for Systematic Philosophy

Member

American Philosophical Society

Member