Jonathan Tallant

The New A-theory of Time is the view, to be elaborated and defended in this article, that many times exist, and that time is real in virtue of every moment in time bearing each of the so-called A-properties: past, present and future. I argue that TNAT is at least as theoretically virtuous as mainstream views in the philosophy of time and may have some claim to being our best theory of time. I show that the properties ‘past’, ‘present’ and ‘future’ can be understood as compatible intrinsic properties. Having demonstrated that this account of the A-properties is coherent, I go on to demonstrate how TNAT can give us an account of passage, change and the truth-conditions for temporal sentences. In the final section of the article, I develop a tentative argument in favour of TNAT, though concede that we have to settle for the result that TNAT is on a par with our other theories of time. In the remainder of this opening section, my aim is to situate the current proposal as a direct response to Mc..

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

There is a charge sometimes made in metaphysics that particular commitments are ‘hypothetical’, ‘dubious’ or ‘suspicious’. There have been two analyses given of what this consists in—due to Crisp (2007) and Cameron (2011). The aim of this paper is to reject both analyses and thereby show that there is no obvious way to press the objection against said commitments that they are ‘dubious’ and objectionable. Later in the paper I consider another account of what it might be to be ‘dubious’, and argue that this too fails. I use Bigelow's (1996) Lucretian properties as a vehicle for the discussions of dubiousness that follow. As a consequence, the paper ends up offering a partial defense of Lucretianism.

A pretense theory of a given discourse is a theory that claims that we do not believe or assert the propositions expressed by the sentences we token (speak, write, and so on) when taking part in that discourse. Instead, according to pretense theory, we are speaking from within a pretense. According to pretense theories of mathematics, we engage with mathematics as we do a pretense. We do not use mathematical language to make claims that express propositions and, thus, we do not use mathematical discourse to make claims that are either true or false. In this paper I make use of recent findings from cognitive neuroscience and developmental science to suggest that pretense theories of mathematics fail. 1 Introduction 2 The Autism Objection 2.1 Autism and pretense 2.2 Autistic engagement with mathematics 2.2.1 Cortical folding 2.2.2 The language of mathematics 3 The Onset of the Number Sense and the Recognition of Pretense 3.1 A difference in neurology 3.2 Young and no numbers 3.2.1 When and where is the difference? 3.2.2 Damaged HIPS without impairment to engagement with fiction 4 Concluding Remarks

Dolev's ambitious project is to show that the traditional debate in the philosophy of time between the so-called ‘tensed’ and ‘tenseless’ theorists is not a sustainable one. The key to the negative portion argument is that both the tensed and tenseless view of time can be understood only from within their respective ontological frameworks. Moreover, that there is only really an appearance of understanding within these frameworks, since neither framework furnishes us with the wherewithal to genuinely understand temporal language. Moving past these frameworks is the goal Dolev sets us. The positive aspect of the text tries to teach us how to transcend this merely ontological dispute and engage in phenomenological considerations of time itself. The conclusion to the positive project is that we cannot postulate an adequate metaphysical system of time, though we can understand what time is if we treat it as the time of our experiences in everyday life .The prospect that we might be able to move past the existing debate into fresh philosophical terrain is exciting. But I am not quite persuaded by the arguments that are intended to motivate the move to pastures new. First, on occasion Dolev seems to slightly …

Baker (Mind 114:223–238, 2005; Brit J Philos Sci 60:611–633, 2009) has recently defended what he calls the “enhanced” version of the indispensability argument for mathematical Platonism. In this paper I demonstrate that the nominalist can respond to Baker’s argument. First, I outline Baker’s argument in more detail before providing a nominalistically acceptable paraphrase of prime-number talk. Second, I argue that, for the nominalist, mathematical language is used to express physical facts about the world. In endorsing this line I follow moves made by Saatsi (Brit J Philos Sci 62(1):143–154, 2011). But, unlike Saatsi, I go on to argue that the nominalist requires a paraphrase of prime-number talk, for otherwise we lack an account of what that ‘physical fact’ is in the case of mathematics that seemingly makes reference to prime numbers

This paper is an exploration of the role of intuition in physics. The ways in which intuition is appealed to in physics are not well understood. To the best of my knowledge, there is no analysis of the different contexts in which we might appeal to intuition in physics, nor is there any analysis of the different potential uses to which intuition might be put. In this paper I look to provide data that goes some way to giving a sense of the different contexts in which intuition is appealed to in physics. As I note in the conclusion, there is still much work to be done but I hope that the work here provides us with a first step in the journey to properly understand the use to which intuitions are put in physics and science more generally

In this paper I argue in favour of a new definition of presentism that I call ‘existence presentism’ (EP). Typically, presentism is defined as the thesis that ‘only present objects exist’, or ‘nothing exists that is non-present’.1 I assume these statements to be equivalent. I call these statements of presentism ‘conventional presentism’ (CP). First, in §2, I rehearse arguments due to Ulrich Meyer that purport to show that presentism is not adequately defined as CP. In §§2.1–2.4 I show that considerations of the sort raised by Meyer infect attempts to define presentism, due to Thomas Crisp, Tom Stoneham, and Theodore Sider. Thus the first half of the paper is constituted by a negative project that looks to show how extant definitions of presentism fail. In the second half of the paper, I continue in the negative theme in §3, before laying out EP and demonstrating that it solves the problems faced by CP and offering explanations of how to make sense of certain key notions that lie at the heart of EP. I conclude that EP is preferable to CP.

Priority monism (hereafter, ‘monism’) is the view that there exists one fundamental entity—the world—and that all other objects that exist (a set of objects typically taken to include tables, chairs, and the whole menagerie of everyday items) are merely derivative. Jonathan Schaffer has defended monism in its current guise, across a range of papers. Each paper looks to add something to the monistic picture of the world. In this paper we argue that monism—as Schaffer describes it—is false. To do so we develop an ‘island universe’ argument against Schaffer’s monistic theory.

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.

In two recent papers Button (Analysis 66:130–135, 2006, Analysis 67:325–332, 2007) has developed a particular view of time that he calls no-futurism. He defends his no-futurism against a sceptical problem that has been raised (by e.g. Bourne in Aust J Phil 80:359–371, 2002) for a similar growing block view—that of Tooley (Time, tense, and causation, Clarendon Press, Oxford, 1997). If Button is right, then we have an important third option available to us: a half-way house between presentism and eternalism. If, on the other hand, the criticism of Tooley-style Growing-Block views holds, then we are left with just presentism and eternalism. In this paper I show that Button’s defence fails.

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.