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I've been off the board for a few weeks, so excuse me if this has been covered. But I'd like to offer it up for inspection.

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The distinctive claim [made by the open view] is that it asserts that CONJOINED might counterfactuals have truth value.

* * *

And NOTE: Even if God decides not to actualize a world in which some might-counterfactuals are true (as the classical view holds), God would have to know other possible worlds as "maybes."

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* It is the case that "would" logically entails "might". It seems counter-intuitive, but on the square of oppositions this is in fact the case.

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Geebob, has Wolterstorff gone public with endorsing openness? If so, where?

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I apologize if this is a really, really stupid question, but...

Isn't it true that "might" by definition implies "might not", but that "would" by definition excludes "would not?"

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John, I had a similar question back when I understood this better
Look at the "contraries" and "sub-contraries" definition on this square of Alan's:
http://www.pcigrp.com/Alan/square.pdf

"would" and "would not" both can't be true (XOR, exclusive or)
"might" and "might not" both can't be false but both can be true

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Even if God decides not to actualize a world in which some [conjoined] might-counterfactuals are true (as the classical view holds), God would have to know other possible worlds as "maybes."

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The following excerpts are from Wolterstorff from God and Time: four views

Behind the change in action, there is, in turn, a change in knowledge: God's successive responses to Moses were motivated by God's knowledge, each time, of Moses' new protest; the changes in God's knowledge tracked the changes in Moses' protest. These, I say, are implications of how scripture represents God: God has a history, and in this history there are changes in God's actions, responses, and knowledge. (p 188)

What about the future? Are future events likewise components of facts and can we refer to them? Tense theorists divide on this point. My own view, which I won't defend here since it won't make any difference in what follows, is that only when an event is occuring or has occured can it be a component of facts and can it be referred to. There are lots of general facts about the future, but no facts having particular events as constituents. (pp 196-197)

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TGB:

Even if one argues that "might and might not" is logically possible, that doesn't prove that there are any TRUE such props.

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To understand the nature of education, we must see it against the background of God's mandate to subdue the earth. God called humanity to the task of dressing and keeping the garden, that is, developing and conserving the created order. Moreover, as God's image-bearers, people are capable of fulfilling this mandate, because God, in calling people to his task, also equips them. Education, in its broadest sense, is an essential element in the development and exercise of that capability.

Humanity's ability to develop the creation depends on insight. Consequently, people must study, examine, and understand the world. Furthermore, the results of such study and investigation must be preserved by transmission from one generation to another. Education, therefore, is fundamental to humanity's task of developing and conserving the created order.

Education also relates to the performance of humanity's cultural task in another way, however, God instructed men and women to be fruitful and multiply. This inevitably involves not merely the begetting but also the training of children. Such training, too, reflects the call to develop and conserve, for children must be trained to acquire and exercise insight.

Education, then, is a constituent of life itself, and in its broadest scope refers to all human efforts to gain and transmit insight, whether at the forefront of science in universities and research centers or in the kindergarten class or on mother's lap. Seen thus, education pervades all of life. It is operative in every human relationship. In marriage, it manifests itself in the deepening of understanding between the two partners. In the home, the rearing of children is essentially an educational activity. In the church, we are instructed in the Scriptures. In all other spheres, too, such as commerce, industry, the arts and the media, there is development and conservation which requires growing insight.

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