Jonathan Tallant

According to B-theorists, B-relations (‘earlier than’ and ‘later than’, see, e.g. Oaklander 2004: 24–25) constitute the reality of time. The B-relations are what distinguish our world from a timeless one. Yet our only awareness of the reality of time comes via our phenomenology of temporal passage. Why is this noteworthy? Our temporal phenomenology is mind-dependent and reflects no feature of reality. Epistemic access to the reality of time is, in fact, simply epistemic access to our own inner phenomenology. It doesn’t reflect the way reality is. Hence, we have no understanding of what ‘B-time’ is.

Can we help philosophy students become employable without offending those who say that such a task is not the job of an academic? Can we do this by using the insights from the literature that suggest the most effective way to teach employability is a close link to employers? We are happy to report that the answer is ‘yes.’ In this paper we share what we achieved and why we believe it was effective. We briefly discuss the background and genesis of ‘Communicating Philosophy,’ our employability course. We provide a detailed description of the objectives and content of the lectures and seminars and reflect on how the course was received by students. We then, using the notion of ‘transfer’ and ‘boundary-crossing,’ reflect on why our approach has been successful. We end by discussing some limitations of our course and about how the course might be developed in the future.

It is, I think, possible to generate a variation of McTaggart’s (Mind 17:457–474, 1908 ) paradox that infects all extant versions of presentism. This is not to say that presentism is doomed to failure. There may be ways to modify presentism and I can’t anticipate all such modifications, here. For the purposes of the paper I’ll understand ‘presentism’ to be the view that for all x , x is present (cf. Crisp ( 2004 : 18)). It seems only right that, at a conference devoted to McTaggart’s work on time, we continue to pursue new ways in which his now infamous arguments remain relevant to us today.

Priority Monism, as defined by Jonathan Schaffer, has a number of components. It is the view that: the cosmos exists; the cosmos is a maximal actual concrete object, of which all actual concrete objects are parts; the cosmos is basic—there is no object upon which the cosmos depends, ontologically; ontological dependence is a primitive and unanalysable relation. In a recent attack, Lowe has offered a series of arguments to show that Monism fails. He offers up four tranches of argument, with different focuses. These focal points are: being a concrete object; aggregation and dependence; analyses of ontological dependence; Schaffer’s no-overlap principle. These are all technical notions, but each figures at the heart of a cluster of arguments that Lowe puts forward. To respond, I work through each tranche of argument in turn. Before that, in the first section, I offer a cursory statement of Monism, as Schaffer presents it in his 2010 paper, Monism: The Priority of the Whole. I then respond to each of Lowe’s criticisms in turn, deploying material from Schaffer’s 2009 paper Spacetime: the One Substance, as well as various pieces of conceptual machinery from Lowe’s own works to deflect Lowe’s attacks. In the process of defending Monism from Lowe, I end up offering some subtle refinements to Schaffer’s view and explain how the resulting ‘hybrid’ view fares in the wider dialectic

Engaging undergraduate students and instigating debate within philosophy seminars is one of the greatest challenges faced by instructors on a daily basis. _How to Get Philosophy Students Talking: An Instructor’s Toolkit _is an innovative and original resource designed for use by academics looking to help students of all abilities get the most out of their time spent in group discussions. Each chapter features thought experiments, discussion questions and further readings on topics within the following core areas of philosophy: Metaphysics Epistemology Philosophy of Mind Philosophy of Language Philosophy of Religion Philosophy of Science Political Philosophy Normative Ethics Applied Ethics Metaethics Aesthetics Group discussions and debates are a key part of undergraduate study and one of the best ways for students to learn and understand often complex philosophical theories and concepts. This book is an essential toolkit for instructors looking to get the most out of their philosophy students.

McTaggart’s original arguments have been interpreted and reinterpreted in a series of highly complex and, oft times, original ways. In this introductory paper I will offer a brief exposition of the original argument that McTaggart first gave and note a number of different ways in which philosophers have seen fit to respond. In doing so I hope to offer little more than an introduction to the topic that will pave the way for the papers that follow. It should also be noted that many of the criticisms that I very tentatively suggest are not as developed as they should be were they to be taken to represent serious and insurmountable problems. All that I do here is to provide a very general overview of the philosophical terrain and point to some features that may turn out to be problematic if we attempt to navigate the terrain in any particular way