Can we understand conscious experience? It can seem that the answer is ‘no’. Even when we have well-supported cognitive accounts of consciousness, such as global workspace theory, experience itself seems to elude our grasp. It is easy to see how a global workspace might be a useful adaptation, much harder to see what role is played by conscious experience. For instance, if I'm looking for a blue notebook, why do I need to experience colours? Why wouldn't it suffice to have (...) an unconscious mechanism that recognized colours, and could make such information available to other systems? Why couldn't the mechanisms of the workspace operate without experience at all? (shrink)

J.W. Olson addresses the Christian doctrine of revelation by asking how theological truth claims can possibly be rooted in God’s incarnational self-communication. Engaging with the phenomenology of Martin Heidegger, Olson offers an interpretation of the Eucharist that grounds Christian knowledge in an embodied understanding of the sacrament.

Ethics is the emphasis of our first-year Introduction to Clinical Medicine-1 course. Introduction to Clinical Medicine-1 uses problem-based learning to involve groups of seven to nine students and two facilitators in realistic clinical cases. The cases emphasize ethics, but also include human behaviour, basic science, clinical medicine, and prevention learning issues. Three cases use written vignettes, while the other three cases feature standardized patients. Groups meet twice for each case. In session one, students read the case introduction, obtain data from (...) the written case or standardized patient, identify the case's ethical problems, formulate learning issues, discuss ways to resolve the moral conflicts, and assign research responsibilities. In session two, students discuss their assigned learning issues and specify and justify clinical actions to address the case's ethical dilemmas. Following three cases, groups write an essay discussing what they learned and describing how they would approach and resolve the case's learning issues. (shrink)

It is shown that an approach to quantum phenomena in which charged particles are treated as macroscopically extended periodic disturbances in a nonlinear c-number field, interacting with each other via massless excitations of that field, leads almost uniquely to the five basic equations of classical electrodynamics: the Lorentz force law and Maxwell's equations. The fundamental electromagnetic quantity in this approach is the 4-vector potential Aα—interpreted absolutely as a measure of the local shift of each particle off its mass shell—rather than (...) theE andB fields, and it thus provides a new viewpoint on the questions of Aharonov-Bohm phase shifts, the existence of magnetic monopoles, and the role of gauge invariance. (shrink)