We develop the theory of Kim-independence in the context of NSOP $_{1}$ theories satisfying the existence axiom. We show that, in such theories, Kim-independence is transitive and that -Morley sequences witness Kim-dividing. As applications, we show that, under the assumption of existence, in a low NSOP $_{1}$ theory, Shelah strong types and Lascar strong types coincide and, additionally, we introduce a notion of rank for NSOP $_{1}$ theories.

I am not so insular and I hope not so presumptuous as to suppose that there is no contemporary philosophy apart from that empiricism which dominates very much of Great Britain, North America and Scandinavia. So let us notice that contemporary philosophy embraces broadly three points of view, though it will be part of my argument that they largely combine in the lessons they have to teach us, and in many of their implications for theology.

This article rebuts Ramsey's earlier theory, in 'Universals of Law and of Fact', of how laws of nature differ from other true generalisations. It argues that our laws are rules we use in judging 'if I meet an F I shall regard it as a G'. This temporal asymmetry is derived from that of cause and effect and used to distinguish what's past as what we can know about without knowing our present intentions.

A new and manageable edition of Locke has been badly needed. Professor Ramsey's judicious editing of these important texts fills the need and greatly enhances the value of the texts for the modern reader. Included are _The Reasonablesness of Christianity_, _A Discourse on Miracles_, _A Further Note on Miracles_, and some passages from _A Third letter concerning Toleration_. Each work is prefaced by an introduction,giving the background of its writing and indicating its contemporary significance.

Deweyan pedagogy seeks to promotes growth, characterized as an increased sensitivity, responsiveness, and ability to participate in an environment. Growth, Dewey says, is fostered by the development of habits that enable further habit formation. Unfortunately, humans have their own habitual ways of encountering other species, which often do not support growth. In this article, I briefly review some common conceptions of learning and the process of habit-formation to scope out the landscape of a more responsible and responsive approach to taking (...) growth seriously. What emerges is a reflexive biosemiotics that has humans explicitly concerned with the in situ emergence of new signification in themselves and in other organisms. This requires we take a pedagogical stance in our attitudes and practices towards other species, which we can enrich with insights derived from re-interpreting traditional empirical studies. By freeing the habit-forming process from confining stereotype, a biological pedagogy can enable a more fluid and creative biosphere, unencumbered to explore unfolding possibilities in semiotic space. (shrink)

I consider the case of the “simplest” living beings—bacteria—and examine how their embodied activity constitutes an organism/environment interaction, out of which emerges the possibility of learning from an environment. I suggest that this mutual co-emergence of organism and environment implies a panbiotic educational interaction that is at once the condition for, and achievement of, all living beings. Learning and being learned from are entangled in varied ways throughout the biosphere. Education is not an exclusively human project, it is part of (...) the ancient evolutionary process of elaborating and diversifying the relational possibilities inherent in metabolism that has brought forth our diverse and flourishing world.ed from context, “education” appears as a set of ways in which humans actively engage and take responsibility for the learning outcomes of relationships with each other. Insofar as we consider this distinction absolute rather than a performed construct to be assessed by its consequences, we blind ourselves to the educative dimension of other species as well as our many miseducative engagements with them. If learning processes are inherent and constitutive of ecological communities, education theorists should devote their pedagogical sensitivities and insights to the crucial challenge of developing educative sustainable human–nature relations. (shrink)