Buddist literature; explanatory commentaries on Tantra philosophy, and commentary on the Mañjuśrīnāmasaṅgīti (Praise to Manjushri).

Critical study on philosophical concept of Buddhist logic interpreted by prominent Buddhist logicians; contributed articles.

Collection of texts on dialectial study of Buddhist logic.

On correct method of understanding various Buddhist philosophical concepts according to sutras and tantras in accordance with Karmapa VIII Mi-bskyod-rdo-rje interpreation.

Comparative study on philosophical position (siddhānta) of the Vaibhāṣika, Sautrāntika, Yogācārya, and Mādhyamika schools of Buddhism.

Study on Buddhist logic and Mādhyamika philosophy according to ʾBrug-pa Bkaʾ-brgyud's interpretation.

Compilation of some important works on basic course of study of elementary Buddhist logic and dialectrical studies of Bkra-śis-lhun-po Monastery, a college of Buddhist studies in Bylakuppe, Karnataka, India.

Critical analysis on essential points of the seven texts of Buddhist logic (Sapta Pramāṇaśāstra).

A comparative study of Tibetan Buddhist logic and Aristotelian logic of argument.

Study on Trilaksaṇa, the four seals of the Buddhist doctrine.

Exegetical notes on the explanation of philosophical positions (siddhānta) of the Vaibhāsika, Sautrāntika, Yogācārya, and Mādhyamika schools of Buddhism with Hinduism based on the Dkon-mchog ʾJigs-med-dbaṅ-po's text.

From the perspective of philosophy of religion, Part 1 of this essay examines the original vision of the faith ‘Brahmo Dharma’ as ‘Reform Hinduism’, a ‘sect’ within the larger religious tradition as ‘Vedantic monotheism’ founded by Raja Rammohun Roy in 1828—with the nineteenth-century ‘Bengal Renaissance’ in the background. Roy questioned the authority of revelation given in the Brahmanas in the Vedic Scriptures and endeavoured a democratization of the Vedanta, rejecting the caste system as well as idolatry. It charts the transition (...) of the Faith from ‘Reform Hinduism’ to Debendranath Tagore’s Codification given in his book Brahmo Dharma, 1850, interpreting it as an ‘independent religion’, not adhering to the authority of the Vedas including the Vedanta or any other religious scripture. This essay marks the recent legal claim in Supreme Court of the Brahmo Samaj that its Faith ‘Brahmo Dharma’ is non-Hindu, and as an ‘independent religion’, it is deserving of ‘minority’ status. The role of British colonialism pertaining to the legal history of ‘Brahmo Dharma’ is reviewed here to bring forward Brahmo Samaj’s contemporary claim of ‘Brahmo Dharma’ being ‘non-Hindu’. Focusing on ‘religious reform’ as primary to ‘social reform’, in this context, this essay reflects upon the interpretation of the Faith—arguing that ‘reform in religion’ ought to be recognizable in law, not merely customs and rituals, considering ‘the Spirit of the Faith’ which is essentially ‘Upanishad–Vedanta’. (shrink)

Collected works of ʼJam-dbyaṅs Blo-gter-dbaṅ-po on Nyingmapa and Sakyapa doctrines, philosophy, rituals etc.

Buddhits logical debates according to Kagyudpa school of Tibetan Buddhism.

Basic text for Buddhist logical studies in Gaden Jangtse Monastery (Mundgod, India) of Dge-lugs-pa sect.

Critical study on Mādhyamika philosophy of Madhyamakāvatāra of Candrakīrti.

作者是西藏共產黨的創始人，也是世界第一人以辯證法證出月球存有液態水。這是一本以辯證法原理闡述的論文彙編，書中詳細分析質量的運動周期，為了解辯證結構規律及運動規律之專著。.

本书基本内容可分主体的社会辩证法与次体的自然辩证法两大部分。对于辩证法构成根基的逻辑公式及推动根基的周期定律,对社会及自然各主要学科的辩证分析作了扼要的论述。.

本书作者耗费数十年心血,研究和总结出来辩证法结构与运动规律的逻辑公式、周期定律及其示意图解,对社会科学和自然科学各主要学科作了辩证的分析,探索了它们的本质联系和运动规律。.

On elementary Buddhist logic and dialectical studies.

Explanatory notes on the philosophical positions (sidhānta) of Vaibhāṣika, Sautrāntika, Yogācāra, and Mādhyamika schools of Buddhism with Hinduism.

This mini configurative review links theory of mind research with school-based social skills interventions to reframe theoretical understanding of ToM ability based on a conceptual mapping exercise. The review’s aim was to bridge areas of psychology and education concerned with social cognition. Research questions included: how do dependent variables in interventions designed to enhance child social-cognitive skills map onto ToM constructs empirically validated within psychology? In which ways do these mappings reframe conceptualization of ToM ability? Thirty-one studies on social-cognitive skill (...) with typically-developing children ages 3–11 were included as opposed to explicit ToM trainings in light of an identified performance plateau on ToM tasks in children. Intervention DVs mapped onto the following ToM constructs in at least 87% of studies: “Representation of Others and/or Self,” “Knowledge/Awareness of Mental States,” “Attributions/Explanations of Mental States,” “Social Competence,” “Predicting Behavior,” and “Understanding Complex Social Situations.” The absence of false-belief understanding as an intervention DV indicated a lack of direct training in ToM ability. A hierarchy to further organize the review’s ToM framework constructs as either skills or competences within the construct of ‘Representation of Others and/or Self’ is proposed. Implications for the conceptualization of ToM and social-cognitive research as well as educational practice are discussed, namely how school social skill interventions conceptualize skill along a continuum in contrast to the common artificial dichotomous assessment of ToM skill, yet the development of ToM can nevertheless be supported by the school environment. (shrink)

On Buddhist doctrinal and philosophical interpretation of Sakyapa tradition.

Philosophical meditation and images of science.