The Way of Siddhartha: a life of the Buddha. David J. and Indrani Kalupahana. Shambhala, Boulder [now Boston] 1982. Distributed by Routledge & Kegan Paul, London. xiii + 238pp. $9.00/£5.95.

I had known Professor David Kalupahana for over fifty years. David, his wife Indrani, my wife, and I were undergraduates at the same time at the University of Ceylon, Peradeniya. He was, of course, senior to us. David and I lived in the same hall of residence and used to meet frequently at breakfast and dinner. Even as an undergraduate, David evinced a great interest in Buddhism and philosophy. I recall that one of his earliest articles that he (...) sent to the students’ magazine was on the idea of causality in Buddhism, an idea which was to be comprehensively explored in his magnum opus. Many of us knew instinctively that he would end up as a university professor; what we did not know then is that he would emerge as a .. (shrink)

Papers presented in two seminars organized by Centre for Sri Aurobindo Studies, during 2004 and 2005, held at Calcutta, India; on the philosophy and thoughts of Aurobindo Ghose, 1872-1950, philosopher, and writer from India.

David J. Kalupahana's Buddhist Philosophy: A Historical Analysis has, since its original publication in 1976, offered an unequaled introduction to the philosophical principles and historical development of Buddhism. Now, representing the culmination of Dr. Kalupahana's thirty years of scholarly research and reflection, A History of Buddhist Philosophy builds upon and surpasses that earlier work, providing a completely reconstructed, detailed analysis of both early and later Buddhism.

This introduction to Buddhism examines its basic philosophical teachings and historical development, setting forth complex and significant ideas in a straightforward and simple style that is easily accessible to the student. The author's orientation is philosophical, rather than religious or sociological. This approach is both the uniqueness and the strength of the work.Part I outlines the historical background out of which Buddhism arose and emphasizes the teachings of early Buddhism. Part II examines developments in the history of Buddhist thought and (...) the emergence of the various schools of Buddhism. (shrink)

"Throughout the centuries, moral philosophers, both Eastern and Western, considered a permanent and eternal law a necessary requirement for the formulation of a moral principle. If such a law was not empirically given, it had to be determined through reason. In contrast, early Buddhism presented a radical theory of impermanence. Interpreters of early Buddhism have been unable to abandon the presupposition of permanence, however, and hence have persisted in viewing nirvana or freedom as a permanent and eternal state to be (...) contrasted with the impermanent world of sensory experience and bondage. Ethics in Early Buddhism is David J. Kalupahana's balanced and brilliantly concise attempt to place the early Buddhist descriptions of the world of experience, the state of freedom, and the moral principle leading to such freedom within the framework of impermanence."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved. (shrink)

This introduction to Buddhism examines its basic philosophical teachings and historical development, setting forth complex and significant ideas in a straightforward and simple style that is easily accessible to the student. The author's orientation is philosophical, rather than religious or sociological. This approach is both the uniqueness and the strength of the work.Part I outlines the historical background out of which Buddhism arose and emphasizes the teachings of early Buddhism. Part II examines developments in the history of Buddhist thought and (...) the emergence of the various schools of Buddhism. (shrink)

This book focuses on moral and political education and critically engages with educational issues from a philosophical perspective. It engages with questions of moral education as well as questions about citizenship education, to address apprehensions on learning in a liberal democracy while parallelly invoking issues from within the curriculum, the school environment and teacher-student relationship. With contributions from renowned philosophers and educationists, this volume discusses themes like civic education and liberal democracy; toleration and freedom; Tagore's conception of the moral and (...) political self; key issues in moral education; cosmopolitanism, compassion, care ethics and moral purpose of schooling; to revisit and rethink some foundational questions related to education, curriculum and pedagogy. This volume will be essential reading for educationists and educators, and will be important for scholars and researchers of philosophy of education, education, teacher education and school education. (shrink)

As an epistemological perspective, 'nomadism' is an emerging field of scholarship, offering intersectionality with eco-criticism, feminism, post-colonialism, migration studies, and translation. Much of the scholarship that uses the precepts of nomadism to read cultural texts and phenomena is scattered as separate articles in academic journals or as single chapters in books wherein the primary focus is the intersectional fields. Few book-length publications solely focus on the ramifications of nomadism; Posthumanist Nomadisms across non-Oedipal Spatiality fills that void. The fifteen chapters in (...) this volume explore the possibilities offered by the nomadic perspective to explore a wide range of literary and cultural texts; organized into three sections, "Nomadic Assemblages," "Non-Oedipal Cartographies", and "Space-Time Montages", that work as one to negate absorption into the interiority of sovereign territory. These sections are not an attempt at corralling the nomadic spirit into separate enclosures; instead, they are bands of warriors that operate the violence of the hunted animal, dehumanized human others, and earth others. The chapters are in constant multi-vocal conversations with narratives that camp on the turbulent weathers of global transitory spaces. They charter real or intellectual turfs of interstitial/rhizomatic nomadic epistemologies as political resistance to the exclusionary practices of a violently wired world. This book will appeal to post-graduate students, researchers, and faculty in the departments of literature, comparative literary and cultural studies. Researchers in sociology, cultural anthropology, gender studies, and migration studies will also find the material applicable to the expanding approaches available in their fields. (shrink)

Translation of selected portions of Buddhist canonical literature.

Translation of selected portions of Buddhist canonical literature.

I highlight the philosophical standpoints of two traditions, one from the East and the other from the West, that seem to avoid any form of reductionism resulting from the search for ultimate objectivity in human knowledge and understanding. I compare the pragmatic teachings of the Buddha and William James in order to show how both accommodate the human perspective as an inalienable part of the philosophical enterprise, and, further, how these perspectives contribute to their humanistic approaches and to the valuing (...) of the environment in a way that is essential for human survival. (shrink)

I highlight the philosophical standpoints of two traditions, one from the East and the other from the West, that seem to avoid any form of reductionism resulting from the search for ultimate objectivity in human knowledge and understanding. I compare the pragmatic teachings of the Buddha and William James in order to show how both accommodate the human perspective as an inalienable part of the philosophical enterprise, and, further, how these perspectives contribute to their humanistic approaches and to the valuing (...) of the environment in a way that is essential for human survival. (shrink)

In 1997, the DfEE suggested that schools should consider 'setting' pupils by ability as it was believed that this would contribute to raising standards. This survey of primary schools aimed to establish the extent to which primary schools, with same and mixed age classes, implement different grouping practices including setting, streaming, within class ability and mixed ability groupings for different curriculum subjects. Schools were asked to complete a questionnaire indicating their grouping practices for each subject in each year group. The (...) findings showed that schools predominantly adopted within class ability groupings, either mixed or ability grouped, for most subjects. Ability grouping (within class and setting) was most common in mathematics, followed by English and science. Its implementation increased as pupils progressed through school. The type of setting adopted, same or cross-age, tended to reflect the nature of the class structures within the school. (shrink)

RADHIKA HERZBERGER, Bhartrhari and the Buddhists. An essay in the development of fifth and sixth century Indian thought. Dordrecht, Boston, Lancaster, Tokyo: D. Reidel Publishing Company, 1986. xxvi + 252 pp. DF1.145/$64/£40.25.

Professor David Jinadasa Kalupahana (1936–2014)It is with a deep sense of sadness that we received the message of the passing of Professor David J. Kalupahana. Professor Kalupahana lived a life devoted to Buddhist studies. In addition to being a dedicated teacher, he was a researcher and writer with enormous energy. Even after his retirement from active university teaching, he kept on producing works on Buddhist philosophy and attending seminars and conferences on Buddhist studies in various parts of (...) the world. His passing is a loss to the Buddhist academic world.Professor Kalupahana was a former head of the Department of Philosophy, University of Hawai’i, where he served as a professor from 1972. Prior to joining .. (shrink)