Aristotle's definition of time as 'a number of motion with respect to the before and after' has been branded as patently circular by commentators ranging from Simplicius to W. D. Ross. In this book Tony Roark presents an interpretation of the definition that renders it not only non-circular, but also worthy of serious philosophical scrutiny. He shows how Aristotle developed an account of the nature of time that is inspired by Plato while also thoroughly bound up with Aristotle's sophisticated analyses (...) of motion and perception. When Aristotle's view is properly understood, Roark argues, it is immune to devastating objections against the possibility of temporal passage articulated by McTaggart and other 20th century philosophers. Roark's novel and fascinating interpretation of Aristotle's temporal theory will appeal to those interested in Aristotle, ancient philosophy and the philosophy of time. (shrink)

The title of this paper is intended as a provocative reference to Ursula Coope 's recent article 'Why Does Aristotle Say That There Is No Time Without Change?', which provides much of the impetus for the present paper.1 For although Coope 's strategy in answering this question is admirable, and although I think that her criticisms of the standard interpretation of the argument that opens Physics IV 11 hit their mark, I believe that her own interpretation fails and that something (...) rather like the standard interpretation is correct. In the first section, I rehearse Coope 's treatment of the standard interpretation and critically evaluate her alternative to it. In the second section, I present an interpretation of the argument that seems to me to succeed where the others fail and also to hold the promise of being quite fruitful in reconstructing the rest of Aristotle's temporal theory. While such a reconstruction lies well beyond the scope of this paper, I shall conclude by mentioning a few of the more significant points that fall out of the interpretation developed here. (shrink)

Gyula Klima maintains that Anselm's ontological argument is best understood in terms of a theory of reference that was made fully explicit only by later medievals. I accept the interpretative claim but offer here two objections to the argument so interpreted. The first points up a certain ambiguity in Klima's formulation of the argument, the correction of which requires a substantive revision of the argument's conclusion. The second exploits the notion of semantic closure introduced by Tarski. Klima offers the atheist (...) an ?out? by drawing a distinction between constitutive and parasitic reference. I argue that using Klima's preferred description (?the thought object than which no thought object can be thought to be greater?) to refer constitutively to God results in conceptual closure, a condition analogous to semantic closure that renders the instant conceptual scheme inconsistent and subject to paradox. Although the proof ultimately fails, Klima's development of the notions of constitutive and parasitic reference has important and far-reaching implications. (shrink)

Since its inception in the Middle Ages, the university classroom can be characterized by students gathered around a sage who imparts his or her knowledge. However, the effective classroom of today looks vastly different: First-year engineering students not only learn basic engineering principles, but are also guided to consider their own inner values and motivations as they design and build adaptive devices for people with disabilities; students in a large chemistry lecture work animatedly together in small groups on inquiry-based activities (...) while an instructor and teaching assistants circulate and guide their learning; students learning differential equations practice explicit metacognitive skills while problem-solving in class. Even though educational research, especially research that is targeted at STEM disciplines, demonstrates what most effectively engages students and supports their learning, many of today's classrooms look much like they did a century ago, with a professor delivering a primarily one-way lecture and students passively sitting in seats bolted to the floor. At this juncture in history, colleges and universities face a public call to engage a more diverse representation of students in effective learning, persistence, and degree attainment, and to do so economically and efficiently. It is essential that institutions draw upon methods demonstrated to effectively increase student learning and success. Educational researchers have thoroughly explored the "basic" science in this area, and a body of literature documents effective evidence-based instructional practices, hereafter referred to as EBIPs. (shrink)

The central challenge for the temporal realist is providing a coherent analysis of temporal passage, the apparent ‘flow’ of time from earlier to later. I show here how the account of time Aristotle presents in Physics IV could serve as a basis for just such an analysis, for his view is immune to the standard stock of objections levelled by twentieth century philosophers. And although his account is itself subject to a damning objection, I believe that the troublemaking element might (...) be supplanted by alternative views suited to fulfil the requisite theoretical role. I conclude that, subject to such revision, an Aristotelian conception of time looks to be the leading candidate. (shrink)

Aristotle’s views on time have received sporadic at tention over the years, but Ursula Coope’s elegantl y- written book is the first monograph available in En glish dedicated exclusively to the account that Ari stotle develops in the final five chapters of Physics IV. Three topics form the thematic core of the boo k: time’s relation to change, time’s status as a kind of numb er, and the unity and diversity of times. I shall t ouch on each of these (...) themes and indicate how I think Coope ’s interpretation fares. While I disagree with her reconstruction of the account on several central po ints, it exhibits a great deal of ingenuity and sophistication and deserves careful consideration. (shrink)