Contact
Biography
I joined Nottingham in 2007, having spent two years at the University of Leeds. Prior to that I completed a PhD on the metaphysics of time at Durham University, working with E.J. Lowe.
I've held a range of roles at Nottingham including Head of Department (2013-2016), Head of School of Humanities (2020-2025) and Chair of Quality and Standards (2018-2022).
I am currently Associate Faculty Pro Vice Chancellor for Education and the Student Experience in the Faculty of Arts and Academic Director for the Institute for Professional And Work Based Learning.
Teaching Summary
Because of administrative responsibilities, I'm not currently teaching UG or PGT students.
To find out much more about my teaching--past and present--take a look at my personal webpage: jonathantallant.com
I'm very happy to supervise undergraduate dissertations in any area of metaphysics and in any of the areas described in my 'research' tab.
Research Summary
I'm currently working on five main projects ranging across metaphysics, trust, and the philosophy of education. I'd be very happy to supervise PhD students working in any of these areas. I describe… read more
Selected Publications
Current Research
I'm currently working on five main projects ranging across metaphysics, trust, and the philosophy of education. I'd be very happy to supervise PhD students working in any of these areas. I describe each in more detail, below:
1. I'm trying to motivate and defend a version of presentism--that I call 'Existence Presentism'. This involves discussions of temporal passage, successful reference to the past, change, and how we should understand the connection between philosophy and science.
2. I'm interested in the connection between grounding and other relations. I've written a few things about his, recently focusing on a collaboration with Sam Baron and Kristie Miller on what we call 'grounding harmony'.
3. Working within philosophy and with colleagues outside of philosophy, I'm interested in trust: what it is, why it matters and what we can do with it.
4. We normally assume that time is real. Philosophical positions that deny the reality of time get a pretty short shrift. But what does it mean to deny the reality of time? People aren't always so clear. And what exactly is so bad about a model that denies the reality of time? Might such a view even be made to work? Well, maybe. I'm currently working on a project exploring these issues.
5. The question 'what is teaching?' is easy to articulate and hard to answer. With Andy Fisher, I've discussed this and other issues in the philosophy of education. I've also undertaken pedagogical work in exploring how to enhance education and the student experience.