_A much-needed consideration of methodology in comparative philosophy._.

‘When Manu met MS’ is a story told to explain the origins of the dhammathats. ‘This is where the text came from’ implies the corollary ‘... and that is why we must obey the contents of the text.’ The special feature of this story, which rendered it unsuitable for inclusion in our ‘Postcanonical Adventures’ survey, is that MS shares equal billing with Manu. The legitimation of law is such a heavy task that it requires the combined efforts of two culture (...) heroes. Forchhammer and Lingat recognised the strangeness of this shared responsibility and interpreted it in terms of sources. Putting their shared position in colloquial language. (shrink)

The aim of this article is to describe and defend jurisprudence as an enterprise of theorising about law that is distinct from what is now understood as legal philosophy in the Anglophone world. Jurisprudence must draw on legal philosophy but also from many other resources. It should be an open quest for juristically significant insights about law. Its purpose is to inform and guide the juristic task of making organised social regulation a valuable practice, rooted and effective in the specific (...) contexts and historical conditions in which it exists but also aimed at serving demands for justice and security through regulation, as these perennial values are understood in their time and place, and as they might be further clarified and reconciled as legal ideals. (shrink)

There exists a fundamental convergence between some major trends of modern epistemology—as outlined, for instance, by Filmer Northrop and Henry Margenau—and the theories actually developed within sciences of the human mind where two types of thought—one implicit and, the other, explicit—tend to refer to two different lines of development. Moreover, these theories can find in the psychology of Lev Vygotsky some seminal hypotheses of a major importance. In order to highlight this convergence, we parallel the role played by structured conceptual (...) systems in Vygotsky’s conception of intellectual development and Northrop’s epistemology. We show how these conceptual systems account for the notion of causality and can explain the success of scientific thought, i.e. its possible match with the real world, while this match falsely justified an overall biological model of intellectual development in Jean Piaget’s work. We conclude that dual process theorists should no longer neglect cognitive tools, and especially conceptual systems, which underpin the awareness and mastery of thought that are characteristic of type 2 processes. This whole analysis leads us to maintain that human psychology is not characterized in the first instance by a need to act, but a quest for meaning. (shrink)