The purpose of this paper is to present an analysis of the conceptions of the self to be found in Wittgenstein, Hume and Buddhism and to draw comparisons between them. I aim to show that Wittgenstein’s arguments against the Cartesian model of the self find some parallels in the Pudgalavādin controversy within Buddhism, and that Hume’s rejection of the notion of the self as an abiding entity and his claim that the self is simply a bundle or collection of distinct (...) impressions and ideas bears a certain resemblance to the Buddhist doctrine of anatta. The motivation for propounding these notions of the self clearly differs in each case but this does not detract from or affect the way in which I have attempted to draw comparisons. For the sake of clarity the paper will be divided into three sections, but the interrelation between the sections and the unity of the whole is hopefully preserved by the comparisons I have attempted to draw. (shrink)
I propose in this paper to examine and analyse the concept of śūnyatā as it is expressed in the Hrdaya sūtras of the Buddhist prajñā-pāramitā literature and in the Mū1amadhyamaka-kārikās of Nāgārjuna. I shall attempt to show some of the difficulties involved in seeking an objective referent or counter part for the concept and also in trying to preserve the tension implicit in the affirmation of the middle way. I hope to indicate that the via negativa approach has positive implications (...) for the understanding of śūnyatā and that in the final analysis we may have to look for its meaning in the way it is used. (shrink)
This in-depth study of Gandhi's philosophy of education examines the modern nature of his thought. In addition, it relates his intriguing philosophy to his views on Swaraj, religion, and reform. Sure to spark interest among readers of Gandhi, this book will undoubtedly appeal to all those wanting a better understanding of education in general, and of the attainment of knowledge.
These studies in religion, which include comparisons of Hindu, Buddhist and Christian themes, examine the spiritual insights and philosophical reflections of prominent thinkers from different religious traditions.
It is difficult to understand Gandhi's philosophy without some kind of idea of what he means by Truth. When I put the question of what he meant by Truth to some of his followers in India the replies I received showed quite clearly that his concept of Truth was linked to the concepts of dharma and rta. What this would seem to point to is that his understanding of Truth is something that is acquired within his own form of life (...) and that his experiments with Truth are ultimately determined by his understanding of the Hindu religious tradition. This is not to say that insights from other religious traditions did not influence his apprehension of Truth: his acknowledgement of those influences is sufficient in itself to substantiate that claim. But it is clear that it would not be possible to understand his concept of Truth without some understanding of the tradition in which he was nurtured and which determined his way of life. (shrink)
