As Buddhist externalists, both Saṅghabhadra and Śubhagupta claim the existence of an external object on the basis of atomism. In this paper, I will show the interrelationship between Saṅghabhadra’s and Śubhagupta’s atomic theories. Regarding the ontological status of the aggregation of atoms, both of them agree on a Vaibhāṣika principle that the aggregation of atoms, as a real substance, can serve as an object-support of cognition. Based on this principle, their similarities can be further explicated from three aspects. Regarding epistemology, (...) Śubhagupta differs from Saṅghabhadra on the cognitive process of the awareness of something blue. For Saṅghabhadra, a gross object is grasped by non-conceptual sensory consciousness because it is a real entity aggregated by atoms. Through the function of vitarka of sensory consciousness, an object with its essential nature, i.e., the colour blue, is distinguished from other entities. Then, it is known as the notion ‘blue’, which is a mere provisional existence, through the conceptual thought of mental consciousness. However, for Śubhagupta, a coarse object such as something blue is only a mental error of conceptual construction. (shrink)

A growing group of Chinese students is returning to China following graduation, especially young returnees. This group is seen as one of the most innovative sectors of Chinese society. Based on the theory of planned behavior and three kinds of capital theories, this study explores entrepreneurial intention and its influencing factors among Newly Returned Chinese International Students. A survey of 211 NRCIS showed a low level of EI and little knowledge of supporting policies about entrepreneurship. Influencing factors included culture harmony (...) as culture capital, overseas social networks as social capital, and foreign entrepreneurship education and foreign language proficiency as human capital. Attitude mediated the effects of foreign language proficiency, culture harmony, and foreign entrepreneurship education on EI. Perceived behavior control mediated the effect of foreign language proficiency, Chinese language proficiency, culture harmony, foreign entrepreneurship education, domestic entrepreneurship education, and overseas social networks on EI, and subjective norms have no significant mediating effect in any mediation path. Based on these findings, policymakers could pay attention to examining whether the current policies are working and accessible for NRCIS, and domestic entrepreneurship education could keep cultivating students' cross-cultural communication and understanding abilities, and society and education sectors could encourage positive cognition of entrepreneurship and guide students to form a positive attitude toward entrepreneurship and enhance their confidence. (shrink)

Vasubandhu’s arguments against atomism in Viṃśikā stanzas 12–13 are not strong enough to disprove that atoms are simple partless substances. However, if we take the special composition question into consideration, Viṃśikā stanza 13ab can be regarded as an objection to so-called series-style answers, which results in an undesirable conclusion for the opponents, i.e. the Vaibhāṣikas. A step back to a simple bonding answer is not a good choice for the Vaibhāṣikas in responding to this objection because the simple bonding answer (...) leads to other difficulties and because some notions in Vaibhāṣika atomic theory entail multigrade relations in the material aggregates of atoms. Hence, the objection to series-style answers still makes sense in the refutation of Buddhist atomism through the claim that atoms are not proper parts of a material aggregate. (shrink)

The relationship between exposure to prosocial media content and prosocial behavior has been extensively explored. However, previous studies mainly explore the effect of prosocial media content exposure by comparing an individual’s exposure to the different types of content, and generally focus on traditional media and video games, with less attention given to the increasingly popular new media platforms. In this study, we explored new dimensions by considering individuals’ exposure to different consequences of the same prosocial behavior in the context of (...) short videos. Drawing upon Social Cognitive Theory and the General Learning Model, this experimental study identified the effect of such exposure on subsequent prosocial behavior among adolescents. We found that compared to the no consequences group, exposure to the reward consequence did not significantly predict moral elevation and subsequent prosocial behavior. Meanwhile, exposure to the punishment consequence had a significantly negative effect on subsequent prosocial behavior via moral elevation. Furthermore, the results revealed that empathy moderated the relationship between moral elevation and prosocial behavior, and moral elevation only positively predicted prosocial behavior among those with low empathy. Theoretically, this study deepens our understanding of the impact of exposure to different consequences of prosocial behavior on adolescents’ subsequent prosocial behavior, and highlights the importance of moral elevation and empathy to understand the underlying mechanism. The study also provides some practical implications for parents and practitioners to nurture prosocial behavior among adolescents. (shrink)

To answer the question about an internal object serving as a cause of cognition, in his Ālambanaparīkṣāvṛtti, Dignāga elaborates two types of causality in the significance of object-support : simultaneous causality and successive causality. Simultaneous causality is characterized as invariably concomitant, which refers to the inevitable co-existence of an object and its cognition. Successive causality is characterized as resemblance, which refers to a definite causal relationship between the immediate previous consciousness and its subsequent consciousness. That is, the preceding consciousness remains (...) a potential power that transmits gradually to the subsequent consciousness. The potential power is carried with an object appearance in the stream of consciousness and becomes an actual internal object similar to the previous object in the subsequent consciousness. There are two alternatives of Dignāga’s ambiguous interpretation: either the internal object of the previous consciousness or the potential power can be regarded as an object-support for the subsequent consciousness. However, in his Bāhyārthasiddhikārikā, Śubhagupta criticizes both alternatives, writing that neither of these two serves as an object-support because neither appears in the subsequent consciousness. Therefore, they fail to fulfil the first requirement of an object-support even though they could fulfil the second requirement of an object-support. In addition, Śubhagupta argues that the causal relationship between the preceding consciousness and its subsequent consciousness is not necessary. (shrink)

Considering the increasing influx of international students to Chinese universities in recent decades, it is surprising to find that few empirical research, especially longitudinal ones, have been conducted in exploring the motivation of international students in China. To fill up the existing gap, this study explored and tracked international students' motivations dynamically. Mixed research design, such as surveys, reflective journals, and interviews, was employed in this study. Data were collected from 671 international students and three teachers in three Chinese universities (...) in Zhejiang province, mainland China on a longitudinal basis. The present study found that international students' motivation could be discussed with considerations to the following two different phases: preliminary phase before they come to China and follow-up phase when they are in China. This study found that the integrative understanding of the external pulling force and the self-motivated pushing force plays a vital role in answering international students' motivations to China. International students were driven more by the self-motivated pushing force than the external pulling force in selecting China as their study destinations. Moreover, international students experienced motivational changes when their expectations conflict with reality and their positive motivational adjustments and social interaction were important to the sustainability of their academic journey. Moreover, this study provides implications for the government, universities and international students in the aspects of policymaking, education and application. (shrink)