Not much attention has been paid to Malebranche’s philosophy of time. Scholars who have written on it have typically written about it only in passing, and by and large discuss it only in relation to his philosophy of religion. This is appropriate insofar as Malebranche doesn’t discuss his views of time in isolation from his religious metaphysics. I argue that Malebranche’s conception of how created beings have their properties commits him to saying that God is omnitemporal rather than atemporal. For (...) just as bodies get their spatiality by participating in God’s omnipresence, so all creatures get their temporality by participating in God’s omnitemporality. Moreover, Malebranche is a substantivalist about space and time: infinite space and time are one and the same divinely simple substance, God (partially considered), who contains the world. My exploration of Malebranche’s metaphysics sheds light on his views of eminent containment, participation, and causation. (shrink)

Traditionally, phenomenal consciousness has been restricted to the realm of perceptual and otherwise sensory experiences. If there is a kind of phenomenology altogether unlike sensory phenomenology, then this was a mistake, and requires an accounting. I argue such cognitive phenomenology exists by appealing to a phenomenal contrast case that relies on meaningful and relatively meaningless dialogue. I explain why previous phenomenal contrast arguments are less likely to be effective on even neutral parties to the debate: these arguments rely on a (...) ‘hard-to understand’ sentence, which may elicit sensory crutches that one focuses on, thereby obscuring cognitive phenomenology. I also argue for a positive characterization of the phenomenal contrast in terms of seeming to be aware of abstract relations that obtain between different contributions in a dialogue. This paves the way for arguing that what it’s like to entertain a cognitive content that p differs from that of q in their cognitive phenomenology. (shrink)

Is it possible to prepare oneself to become a Christian? For Kierkegaard, there is no straightforward answer to this question, especially since such a transition depends upon a divine activity that is outside the realm of human control. Despite the challenge that this question poses, Kierkegaard's writings do provide us with a way to respond, and this response will be the subject matter of this article. Following an analysis of his position, this article will conclude that, although Kierkegaard recognizes that (...) there are precedent ways of existing that are more conducive to becoming a Christian, it is not helpful to describe them as preparatory. (shrink)

Scholarly processes play a pivotal role in discovering, challenging, improving, advancing, synthesizing, codifying, and disseminating knowledge. Since the 17th Century, both the quality and quantity of knowledge that scholarship has produced has increased tremendously, granting academic research a pivotal role in ensuring material and social progress. Artificial Intelligence (AI) is poised to enable a new leap in the creation of scholarly content. New forms of engagement with AI systems, such as collaborations with large language models like GPT-3, offer affordances that (...) will change the nature of both the scholarly process and the artifacts it produces. (shrink)

Math prospective teachers must be able to think creatively and solve problems. The study looked into preservice teachers’ creative thinking and problem-solving abilities in statistics. The investigation was guided by a correlational design in a public university in the Philippines. Stratified random sampling was used to select the 103 study participants from two teacher education programs. Through google forms, data were collected using Torrance et al. (2008)’s tests of creative thinking and researcher-made statistics problem test. The findings revealed that (...) preservice teachers have commendable creative thinking, particularly fluency, flexibility, and elaboration skills. Still, they lack problem-solving skills in statistics, specifically with central tendency, dispersion, and position measures. The correlational analysis revealed no link between creative thinking and problem-solving. Still, creative thinking and problem-solving courses are recommended to help preservice teachers develop their fundamental skills as mathematics educators. (shrink)

While the recent special issue of JCS on machine consciousness (Volume 14, Issue 7) was in preparation, a collection of papers on the same topic, entitled Artificial Consciousness and edited by Antonio Chella and Riccardo Manzotti, was published. 1 The editors of the JCS special issue, Ron Chrisley, Robert Clowes and Steve Torrance, thought it would be a timely and productive move to have authors of papers in their collection review the papers in the Chella and Manzotti book, and (...) include these reviews in the special issue of the journal. Eight of the JCS authors (plus Uziel Awret) volunteered to review one or more of the fifteen papers in Artificial Consciousness; these individual reviews were then collected together with a minimal amount of editing to produce a seamless chapter-by-chapter review of the entire book. Because the number and length of contributions to the JCS issue was greater than expected, the collective review of Artificial Con- sciousness had to be omitted, but here at last it is. Each paper’s review is written by a single author, so any comments made may not reflect the opinions of all nine of the joint authors! (shrink)

Adopting modal logic the doctrine of the primacy of Christ is defined and defended in relation to the Thomistic – Scotistic debates over the primary and efficient causes of the incarnation. This leads to a defence of the Scotistic thesis and a reserved affirmation for the Scotistic hypothesis that there would have been an incarnation irrespective of the fall. This hypothesis is tested by reference to the work of four recent theologians, Thomas Weinandy O.F.M. cap., Karl Barth, J¨urgen Moltmann, and (...) Thomas Torrance. Finally, a sketch describ-ng another possible-world incarnation that builds upon the Scotistic hypothesis is provided. (shrink)

An exploration of the metaphysics of process-ordering in Quantum Theory and Relativity Theory that is guided by Bohm, Peirce, Levinas, and Torrance.