This is a unique volume by a unique scientist, which combines conceptual, formal, and engineering approaches in a way that is rarely seen. Its core is the relation between ways of learning and knowing on the one hand and different modes of time on the other. Partial Boolean logic and the associated notion of complementarity are used to express this relation, and mathematical tools of fundamental physics are used to formalize it. Along the way many central philosophical problems are touched and addressed, above all the mind-body problem. Completed only shortly before the death of the author, the text has been edited and annotated by the author's close collaborator Harald Atmanspacher.

Hailed for its lucid presentation, TSK blends reasoning and experiential inquiry to offer a unique path of transformation. A deeply exhilarating book, TSK gives readers a language to ask the questions that conventional training teaches us to ignore. Thirty-five exercises reunite philosophy with direct experience.

"This outstanding book... is a genuinely pivotal contribution to the lively current debate over divine foreknowledge and human freedom.... Hasker's book has three commendable features worthy of immediate note. First, it contains a carefully crafted overview of the recent literature on foreknowledge and freedom and so can serve as an excellent introduction to that literature. Second, it is tightly reasoned and brimming with brisk arguments, many of them highly original. Third, it correctly situates the philosophical dispute over foreknowledge and freedom within its proper theological context and in so doing highlights the intimate connection between the doctrines of divine omniscience and divine providence."—Faith and Philosophy"[God, Time, and Knowledge] is an elegantly written, forcefully argued challenge to traditional views, and a major contribution to the discussion of divine foreknowledge."—Philosophical Review"This is a very competent, thorough analysis of the conflict between free will and divine foreknowledge (or, on some acounts, timeless divine knowledge of our future). It is exceptionally clear."—Theological Book Review

"Only a wayfarer born under unruly stars would attempt to put into practice in our epoch of proliferating knowledge the Heraclitean dictum that `men who love wisdom must be inquirers into very many things indeed.'" Thus begins this remarkable interdisciplinary study of time by a master of the subject. And while developing a theory of "time as conflict," J. T. Fraser does offer "many things indeed"--an enormous range of ideas about matter, life, death, evolution, and value.

Knowledge in Motion brings together archaeologists, historians, and cultural anthropologists to examine communities from around the globe as they engage in a range of practices constituting situated learned and knowledge transmission. The contributors lay the groundwork to forge productive theories and methodologies for exploring situated learning and its broad-ranging outcomes.

In the cosmic dance of time and space, how does knowledge take form? The relationship between intimacy, great love, and knowledge.

Using an analysis of learning by a case study comparison of two undergraduate courses at a United States University, Nespor examines the way in which education and power merge in physics and management. Through this study of politics and practices of knowledge, he explains how students, once accepted on these courses, are facilitated on a path to power; physics and management being core disciplines in modern society. Taking strands from constructivist psychology, post-modern geography, actor-network theory and feminist sociology, this book develops a theoretical language for analysing the production and use of knowledge. He puts forward the idea that learning, usually viewed as a process of individual minds and groups in face-to-face interaction, is actually a process of activities organised across space and time and how organisations of space and time are produced in social practice.; Within this context educational courses are viewed as networks of a larger whole, and individual courses are points in the network which link a wider relationship by way of texts, tasks and social practices intersecting with them. The book shows how students enrolled on such courses automatically become part of a network of power and knowledge.

When Einstein destroyed the old view of the universe, he destroyed the old notion of time with it. His new theory explained that time is a dimension of the physical cosmos like space, and like space it is relative. This collection of essays by theologians, physicists, and philosophers explores the theoretical aspects of the problem of time and its implications for faith and the understanding of God.

Drawing on current research in psychology, a new philosophical account of remembering as imagining the past. In this book, Kourken Michaelian builds on research in the psychology of memory to develop an innovative philosophical account of the nature of remembering and memory knowledge. Current philosophical approaches to memory rest on assumptions that are incompatible with the rich body of theory and data coming from psychology. Michaelian argues that abandoning those assumptions will result in a radically new philosophical understanding of memory. His novel, integrated account of episodic memory, memory knowledge, and their evolution makes a significant step in that direction. Michaelian situates episodic memory as a form of mental time travel and outlines a naturalistic framework for understanding it. Drawing on research in constructive memory, he develops an innovative simulation theory of memory; finding no intrinsic difference between remembering and imagining, he argues that to remember is to imagine the past. He investigates the reliability of simulational memory, focusing on the adaptivity of the constructive processes involved in remembering and the role of metacognitive monitoring; and he outlines an account of the evolution of episodic memory, distinguishing it from the forms of episodic-like memory demonstrated in animals. Memory research has become increasingly interdisciplinary. Michaelian's account, built systematically on the findings of empirical research, not only draws out the implications of these findings for philosophical theories of remembering but also offers psychologists a framework for making sense of provocative experimental results on mental time travel.

As online distractions increasingly colonize our time, why has productivity become such a vital demonstration of personal and professional competence? When corporate profits are soaring but worker salaries remain stagnant, how does technology exacerbate the demand for ever greater productivity? In Counterproductive Melissa Gregg explores how productivity emerged as a way of thinking about job performance at the turn of the last century and why it remains prominent in the different work worlds of today. Examining historical and archival material alongside popular self-help genres—from housekeeping manuals to bootstrapping business gurus, and the growing interest in productivity and mindfulness software—Gregg shows how a focus on productivity isolates workers from one another and erases their collective efforts to define work limits. Questioning our faith in productivity as the ultimate measure of success, Gregg's novel analysis conveys the futility, pointlessness, and danger of seeking time management as a salve for the always-on workplace.