_Contemporary discussions of self and consciousness have for some time incorporated Hindu-Buddhist dialogue on the existence and nature of self (Ram-Prasad 2012). The ideal of responsibly_ _incorporating this dialogue raises an interpretive dilemma: on the one hand, we should eschew the simplistic picture of a “sterile contest” in which all Hindu schools are committed to the doctrine of the self (ātmavāda) and all Buddhists are invariantly committed to denying its existence (2012: 3). To treat Hindu ātmavādins (...) as monolithically opposed to Buddhist no-self theorists without attending to disagreements within the two camps would be to woefully underrepresent the complexity of the terrain at hand. Yet, we should not forget that what we are dealing with is still a structured debate of some sort. I propose that two Jaina “disambiguation strategies” (Balcerowicz 2017)—the theory of viewpoints (naya-vāda) and the theory of sevenfold predication (syād-vāda), also called the sevenfold formula (__sapta-bha__ṅ__g__ī__)—can together facilitate a re-imaginative reconstruction of Hindu-Buddhist dialogue on the self as something other than a two-sided battle or an arbitrary cluster of views. Following superimposition of the __sapta-bha__ṅ__g__ī__ onto what I temporarily term “the debate,” wherein each figure (bha__ṅ__ga)__ is understood as indexed in part by a specific viewpoint (naya) or a set thereof, we find a dynamic description of an indeterminate phenomenon, embracing affirmation and negation of the “self” (ātman) without antecedent commitment to the substantive existence of the referent of the term. This exercise in working with Jaina tools has implications for broader methodological concerns facing cross-cultural philosophical projects, and bears on how we might fruitfully re-imagine otherwise stymied contemporary debates. _. (shrink)

The compound “Hindu philosophy” is ambiguous. Minimally it stands for a tradition of Indian philosophical thinking. However, it could be interpreted as designating one comprehensive philosophical doctrine, shared by all Hindu thinkers. The term “Hindu philosophy” is often used loosely in this philosophical or doctrinal sense, but this usage is misleading. There is no single, comprehensive philosophical doctrine shared by all Hindus that distinguishes their view from contrary philosophical views associated with other Indian religious movements such as (...) Buddhism or Jainism on issues of epistemology, metaphysics, logic, ethics or cosmology. Hence, historians of Indian philosophy typically understand the term “Hindu philosophy” as standing for the collection of philosophical views that share a textual connection to certain core Hindu religious texts (such as the Vedas), and they do not identify “Hindu philosophy” with a particular comprehensive philosophical doctrine. -/- Hindu philosophy, thus understood, not only includes the philosophical doctrines present in Hindu texts of primary and secondary religious importance, but also the systematic philosophies of the Hindu schools: Nyāya, Vaiśeṣika, Sāṅkhya, Yoga, Pūrvamīmāṃsā and Vedānta. In total, Hindu philosophy has made a sizable contribution to the history of Indian philosophy and its role has been far from static: Hindu philosophy was influenced by Buddhist and Jain philosophies, and in turn Hindu philosophy influenced Buddhist philosophy in India in its later stages. In recent times, Hindu philosophy evolved into what some scholars call “Neo-Hinduism,” which can be understood as an Indian response to the perceived sectarianism and scientism of the West. Hindu philosophy thus has a long history, stretching back from the second millennia B.C.E. to the present. (shrink)

Is it accurate to speak of ‘Hindu virtue ethics’? Or would that amount to forcing the tradition into a conceptual framework it does not fit? The answers to these questions will depend upon (1) what one means by “virtue ethics”, (2) how one restricts the scope of the term “Hindu ethics”, and (3) whether one is construing the question as about the “external” or “internal” history of Hindu ethics. We consider three accounts of what it means to (...) be “an ethics of virtue” and use them to identify senses in which it is reasonable to speak of Hindu virtue ethics and senses in which it is not. We close with a look at one Indian philosophical school whose ethical commitments appear to fit within a virtue ethical frame, namely, the Yoga school. We argue that Yoga ethics offers the resources for developing a Hindu example of agent-based virtue ethics. The paper will be of value both to those with an interest in Hindu ethics as well as to those from other traditions who wish to understand the underlying structure of virtue ethical theories, in general, or of agent-based forms of virtue ethics, in particular. (shrink)

This is a translation of the chapter on perception by Kumarilabhatta's magnum opus, the Slokavarttika , which is one of the central texts of the Hindu response to the criticism of the logical-epistemological school of Buddhist thought. It is crucial for understanding the debates between Hindus and Buddhists about metaphysical, epistemological and linguistic questions during the classical period. In an extensive commentary, the author explains the course of the argument from verse to verse and alludes to other theories of (...) classical Indian philosophy and numerous other technical matters. Notes to the translation and commentary go further into the historical and philosophical background of Kumarila's ideas. The book provides an introduction to the history and the development of Indian epistemology, a synopsis of Kumarila's work and an analysis of its argument. It is a valuable contribution to the field of Indian philosophical studies. (shrink)

. This paper outlines some major ideas concerning cosmogony and cosmogony and cosmology that pervade the Hindu conceptual world. The basic source for this discussion is the philosophical literature of some of the principal schools of Hindu thought, such as VaiVaiśika, Sānkhya, and Advaita Vedānta, focusing on the themes of cosmology, time, and soteriology. The core of Hindu philosophical thinking regarding these issues is traced back to the Rk Vedic cosmogonical speculations, analyzed, and contrasted with the (...) “views of the opponent.” The relevance of the Hindu worldview for overcoming the conflict between science and religion is pointed out. (shrink)

This is a translation of the chapter on perception of Kumarilabhatta's magnum opus, the Slokavarttika, one of the central texts of the Hindu response to the criticism of the logical-epistemological school of Buddhist thought. In an extensive commentary, the author explains the course of the argument from verse to verse and alludes to other theories of classical Indian philosophy and other technical matters. Notes to the translation and commentary go further into the historical and philosophical background of Kumarila's ideas. (...) The book provides an introduction to the history and the development of Indian epistemology, a synopsis of Kumarila's work and an analysis of its argument. (shrink)

Contemporary consciousness studies, where it is not explicitly religious, is mostly physicalist. Theories of self and consciousness in classical Hindu thought can easily be seen to contribute to religious issues in consciousness studies. But it is also the case that there is much in that that can be useful within broadly physicalist parameters of study as well. The Mīmāṃsā and Nyāya schools, while having (nonphysicalist) soteriological goals for the metaphysical self, nonetheless provide theories of its relationship with consciousness (...) that allow for interpretative strategies that can make their theories relevant to a broadly physicalist study of consciousness. Advaita Vedānta cannot be so interpreted, but its inquiry into the nature of consciousness can provide material for a fundamental critique of the project of objectifying consciousness. (shrink)

As a pioneer Christian apology written as early as 1862, this work previously titled differently such as Hindu Philosophical Systems : A Rational Refutation (1862). A Rational Refutation of the Hindu Philosophical Systems (1897) and A Mirror of the Hindu Philosophical Systems (1911), is rated as scholarly as Krishna Mohun Banerjea's Dialogues on the Hindu Philosophy of 1861. The approach of both these works to the Hindu philosophical systems was negative and it is not acceptable (...) to Indian Christians any more. There have been many later works from Indian Christians scholars emphassing the possible contributions of one or other school of Indian philosophy to Christian thought. Whereas the merit of these two pioneering works was that they provide a Christian response to all the six systems of Hindu philosophy together comprehensively. For the later Indian Christian scholars to follow Inclusivism in Theology of Religious, somebody had to start at the school of Exclusivism and the two pioneers Goreh and Banerjea undertook this task. (shrink)

In this paper we present the relations between mathematics and mathematics education in Italy between the 12th and the 16th century. Since the subject is extremely wide, we will focus on two case-studies to point out some relevant aspects of this phenomenon: 1) Fibonacci’s studies (12th-13th century); 2) Abacus schools. More particularly, Fibonacci, probably the greatest European mathematician of the Middle Ages, made the calculations with Hindu-Arabic digits widely spread in Europe; Abacus schools were also based on (...) the teaching of the calculation with Hindu-Arabic digits. These case-studies are significant for understanding the connections between science, science education and the development of science within Western civilization. We think that the knowledge of such significant relations can be useful for the scholars who are nowadays engaged in mathematics education and in the research field of science-society relations. Finally, we attempt to outline the interaction between mathematics education and advanced mathematics in that period, focusing on the figure of Leonardo Pisano (c. 1170-c.1250), called Fibonacci, who played an influential role both in mathematics education and in advanced mathematics. (shrink)

Introducing the topics, themes and arguments of the most influential Hindu and Buddhist Indian philosophers, An Introduction to Indian Philosophy leads the reader through the main schools of Indian thought from the origins of Buddhism to the Saiva Philosophies of Kashmir. By covering Buddhist philosophies before the Brahmanical schools, this engaging introduction shows how philosophers from the Brahmanical schools-including Samkhya, Yoga, Nyaya, Vaisheshika, and Mimamsa, as well as Vedanta-were to some extent responding to Buddhist viewpoints. Together (...) with clear translations of primary texts, this fully-updated edition features:- A glossary of Sanskrit terms - A guide to pronunciation - Chronological list of philosophers & worksWith study tools and constant reference to original texts, An Introduction to Indian Philosophy provides students with deeper understanding of the foundations of Indian philosophy. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 9.4 (2002) 349-351 [Access article in PDF] Mystical States or Mystical Life?Buddhist, Christian, and Hindu Perspectives Marek Marzanski and Mark Bratton THIS IS AN ORIGINAL and conceptually precise paper. It is a significant attempt to bring religion and psychiatry into conversation. With particular reference to three Oriental epistemologies—Tibetan and Zen Buddhism and Tantric Hinduism—Caroline Brett seeks to offer a means of differentiating mystical states (...) from psychotic ones. She is critical of reductionism in modern psychiatry that seeks either to elide religious experience into psychopathology, or seeks too sharp a distinction between them. Brett claims, by implication, to offer a more fundamental level of discrimination between religious experience and psychopathology than the "cognitive problem-solving model" that Jackson and Fulford propose (1997a).In both mystical and psychotic states, the author argues, there are radical alterations in the structure of experience. Psychotic states, however, result from failures to complete, or, at least, to negotiate smoothly, the transition from a commitment to an epistemology based on illusory reality to one structured according to ultimate reality—a reality that is brought into focus through an alignment of transcendent vision and mundane cognition. Although this epistemological "stuck-ness" can manifest itself in action as destructive behavior, for example, psychological isolation or social and occupational dysfunction, the basis of the distinction between mystical and psychotic states lies in real differences in the states themselves.In our view, there is a tendency in much psychiatric and theological literature to homogenize mystical states and to treat experiences that (arguably) occur on a number of different levels as if they were on the same level. It is still widely thought that a mystical consciousness can somehow be abstracted from the religious traditions out of which this consciousness emerges. It is assumed that we can talk about experience in abstraction from the shared consciousness produced by schooling in a specific historical religion (Shannon 1985, 493). Thus, the altered mystical state of a Zen Master or Saint Teresa of Avila in ecstasy are regarded as identical states of consciousness. Yet it is far from clear that mystical states can be talked about without explicit reference to the language and tradition in which the self is formed, or, in terms that would have different meanings in Abrahamic and Oriental religious traditions, un-selfed. [End Page 349]There is a related tendency to regard religious doctrines as attempts to interpret mystical experience, as second-order reflections on the language of experience, as if religious doctrines were local religious dialects into which core experiences could be translated. We suggest, rather, that there is an iterative relationship between a mystical experience and the religious framework out of which it emerges. Religious doctrines are better seen as sets of instructions designed to guide the movement of prayer, and the movement of prayer, in turn, exemplifies the religious doctrine that shapes it.So could mystical states within the framework of Tibetan and Zen Buddhism and Tantric Hinduism better be understood as exemplification's of the worldviews of those particular religious traditions? For example, the relinquishing of ego structures, the dissolution of subject/object boundaries, the yielding of the contrastive identity between experience and the world, and progress toward undifferentiated union of the self with the cosmic self, seem to exemplify the monist cosmology associated with some of those traditions. By the same token, the psychotic state could be interpreted as an exemplification of an existential stance that has for some reason defected from the movement toward transcendental cognition. The point is that the "real differences" Brett identifies in the two states cannot be understood apart from the religious epistemology and doctrines, which those states, positively or negatively, exemplify. "So far 'from mystical states' being a sort of paradigm of certainty, they have authority only within a frame of reference which is believed in on quite other grounds and are therefore properly to be tested according to their consistency with this" (Williams 1991, 149)The force of Brett's paper, like Jackson and Fulford, is to identify the boundaries... (shrink)

This essay introduces central features of classical Hindu reflection on the existence and nature of God by examining arguments presented in the Nyāyamañjarī of Jayanta Bhatta (9th century CE), and the Nyāyasiddhāñjana of Vedānta Deśika (14th century CE). Jayanta represents the Nyāya school of Hindu logic and philosophical theology, which argued that God’s existence could be known by a form of the cosmological argument. Vedānta Deśika represents the Vedånta theological tradition, which denied that God’s existencecould be known by (...) reason, gave primacy to the revelatory texts known as the Upanisads, and firmly subordinated theological reasoning to the acceptance of revelation. Jayanta and Deśika are respected representatives of their traditions whose clear, systematic positions illumine traditional Hindu understandings of “God” and the traditional Hindu debates about God’s existence and nature. Attention to their positions highlights striking common features shared by Hindu and Christian theologies, and offers a substantial basis for comparative reflection on the Christian understanding of God’s existence and nature, and the roles of reason and revelation in knowledge of God. (shrink)

In this paper I develop a cross-cultural critique of contemporary critical thinking education in the United States, the United Kingdom, and those educational systems that adopt critical thinking education from the standard model used in the US and UK. The cross-cultural critique rests on the idea that contemporary critical thinking textbooks completely ignore contributions from non-western sources, such as those found in the African, Arabic, Buddhist, Jain, Mohist and Nyāya philosophical traditions. The exclusion of these traditions leads to the conclusion (...) that critical thinking educators, by using standard textbooks are implicitly sending the message to their students that there are no important contributions to the study of logic and argumentation that derive from non-western sources. As a case study I offer a sustained analysis of the so-called Hindu Syllogism that derives from the Nyāya School of classical Indian philosophy. I close with a discussion of why contributions from non-western sources, such as the Hindu Syllogism, belong in a Critical Thinking course as opposed to an area studies course, such as Asian Philosophy. (shrink)

The study of South Asian ethics presents a variety of problems for the comparative ethicist. This response focuses on one such problem relating to Hinduism: the pervasive use of nonsystematic lists as a source of ethical injunctions and guidelines. The author demonstrates how an indigenous hermeneutic may unpack a list that contains the gift of fearlessness among other gifts. The source of this interpretation is Pūrva Mīmāṃsā, an ancient Indian school of philosophy that specialized in language and the application of (...) sacrificial logic to law and ethics. The same principles that allowed ritual specialists to sort out a huge array of rules into proper injunctions also allow us to make sense of ethical principles embodied in puzzling lists of concrete items. (shrink)

With a history dating back at least 3000 years, the philosophical tradition of India is one of the oldest to continue to thrive today. Encompassing a wide variety of worldviews, Indian philosophy includes perspectives that have ongoing relevance to contemporary issues such as the nature of consciousness, the relationship between philosophy and the good life, the existence of a divine reality, and the meaning of happiness. Contrary to widespread stereotypes, Indian philosophy is not simply an extension of Indian religion. Scepticism (...) is a pervasive feature of this discourse, and there is even a school of thought which affirms materialism. The idea of a divine reality is debated extensively, not only in terms of the existence of such a reality-"Is there a God?"-but also in terms of its nature-"What is God?" This book, drawing upon some of the latest research in the field, traces the history of the Indian philosophical tradition from ancient times to the present, outlining the views and major thinkers of such schools of thought as Vedanta, Jainism, Buddhism, and many more. Jeffery D. Long treats each system, however, not simply as an historical artifact, but as a living reality with important insights to offer our world today. It is essential reading for anyone interested in world philosophies and how they address the 'big questions' that have always engaged human beings. (shrink)

The study of South Asian ethics presents a variety of problems for the comparative ethicist. This response focuses on one such problem relating to Hinduism: the pervasive use of nonsystematic lists as a source of ethical injunctions and guidelines. The author demonstrates how an indigenous hermeneutic may unpack a list that contains the gift of fearlessness among other gifts. The source of this interpretation is Purva Mimamsa, an ancient Indian school of philosophy that specialized in language and the application of (...) sacrificial logic to law and ethics. The same principles that allowed ritual specialists to sort out a huge array of rules into proper injunctions also allow us to make sense of ethical principles embodied in puzzling lists of concrete items. (shrink)

Study on the Mīmāṃsa school, as expounded by Kumārila Bhaṭṭa and Prabhākaramiśra, in Hindu philosophy.

Human embryonic moral status in the embryo debate in the Indian religious school of thoughts is a challenging issue. The paper tries to figure out whether ontological status implies moral status of embryo. Consciousness is an important determinant of animation of human embryo. In this paper an attempt had been made to understand the concept of man and soul in the Hindu philosophical thought. In the process we would also make a critical review of embryology in the Hindu (...) philosophical thought. The study would adopt a conceptual elucidation of morality. The paper made an elaborative study of Puruṣa as found in the Saṃkhya Philosophy and the study of consciousness and animation would try to resolve the related question, when does life begin to have that value? Embryo-protectionist regards embryos as a potential person. The Gita says the human person is individual self-called āttmā, whose nature is of pure consciousness, Brahman/Puruṣa. Consciousness constitutes the essentiality of individual Self. Human embryo developments are elaborately studied in the Yajñavalkya Smṛti, Garbha Upaniṣad, and Suśruta Saṃhitā. The self that remain latent in the embryo gets impetus with the association of consciousness until then it cannot be a human personality. In Hinduism sanctity of life gets combined with autonomy and self-determination. The sanctity of life applies both to the fetus as well as to the overall welfare of the society. The embryo being in an interim stage and the soul not being destroyed upon body annihilation, it may be claimed that since destruction or annihilation of the physical form does not destroy the soul, beneficial embryo research should thus not be abhorrent. The Hindu ethics as examined here precludes the consideration of the situation at hand, and causing the least harm and work according to one’s dharma. (shrink)

In this paper I develop a cross-cultural critique of contemporary critical thinking education in the United States, the United Kingdom, and those educational systems that adopt critical thinking education from the standard model used in the US and UK. The cross-cultural critique rests on the idea that contemporary critical thinking textbooks completely ignore contributions from non-western sources, such as those found in the African, Arabic, Buddhist, Jain, Mohist and Nyāya philosophical traditions. The exclusion of these traditions leads to the conclusion (...) that critical thinking educators, by using standard textbooks are implicitly sending the message to their students that there are no important contributions to the study of logic and argumentation that derive from non-western sources. As a case study I offer a sustained analysis of the so-called Hindu Syllogism that derives from the Nyāya School of classical Indian philosophy. I close with a discussion of why contributions from non-western sources, such as the Hindu Syllogism, belong in a Critical Thinking course as opposed to an area studies course, such as Asian Philosophy. (shrink)

Much of classical Hindu thought has centered on the question of self: what is it, how does it relate to various features of the world, and how may we benefit by realizing its depths? Attempting to gain a conceptual foothold on selfhood, Hindu thinkers commonly suggest that its distinctive feature is consciousness (caitanya). Well-worn metaphors compare the self to light as its awareness illumines the world of knowable objects. Consciousness becomes a touchstone to recognize the presence of a (...) self. A rock is insentient, void of consciousness, and purely an object. Selves, however, are loci of awareness and thus subjects. Some schools, most notably classical Sāṁkhya and Advaita Vedānta, take this approach to its furthest conclusion: consciousness is not only unique to the self, but is the fundamental feature of selfhood. Other putative features of the self—feelings, memories, moral responsibility, and importantly, agency (kartṛtva)—are taken to be the impositions of insentient matter (prakṛti) or symptoms of primordial illusion (avidyā). Against this position, Nyāya defends a more robust notion of selfhood, placing qualities like desire, aversion, volition, and moral responsibility alongside cognition as the self’s distinctive qualities. These various aspects of selfhood come together neatly when we consider agency. An agent performs intentional actions under her volition, which is triggered by her own cognitive and affective states. Her volitional acts further generate moral consequences which she must bear, and which are, in the Indian context, embodied in the form of karmic merit and demerit. For Nyāya, agency is, therefore, a special expression of the self’s different capacities and potentialities, which coherently binds them together. Nyāya’s view is an important contribution to Indian theories of self as it is a counterpoint to what we may call exclusively cognitive accounts of selfhood in other influential Hindu schools, as noted above. The first half of this paper will consider Nyāya’s conception of agency in relation to selfhood. The second half will discuss Nyāya’s arguments with other Hindu schools—specifically Sāṁkhya—in support of the thesis that the self must be an agent as well as a knower. (shrink)

This article focuses on the metaphors employed by Swami Vivekananda. The aim was to explain otherwise abstruse philosophical principles within the Hindu school of thought, with especial emphasis on Swami Vivekananda’s version of Advaita Vedanta, which maintains that there is no duality of existence despite the appearance of such. Using conceptual metaphor theory as a framework, and corpus linguistics as a tool, the metaphors used in Vivekananda’s Complete Works have been explored and it is concluded that he more often (...) than not draws on the water frame to explain concepts. This is contrary to mainstream Western religions, which seem to employ primarily the family frame to conceptualise God metaphorically; this is not so within Vivekananda’s Hinduism – though he does use the said frame. Hence, Vivekananda’s water-related metaphors are analysed here under various themes, and parallels are drawn between Christian mysticism and Vivekananda’s Hinduism, showing that there are significant similarities between these two influential traditions. (shrink)

This essay examines the unique conception of self (atman) developed by Utpaladeva, one of the greatest philosophers of the Kashmir Saiva Recognition (Pratyabhijña) school, in polemics with Buddhist no-self theorists and rival Hindu schools. The central question that fueled philosophical debate between Hinduism and Buddhism for centuries is whether a continuous stable entity, which is either consciousness itself or serves as the ground of consciousness, is required to sustain all the experienced features of embodied physical and mental activity, (...) and, in the context of the conceptualization of the world as saṃsara, whether such a self persists between rebirths and in liberation. Utpaladeva argues contra Buddhists and contra other atmavadins not only that differentiation and unity or change and continuity are compatible, but that a coherent account of our experience requires a continuous dynamic substratum that accommodates both. The Pratyabhijña's atman is opposed to that of Nyaya, Vaiseṣika, and Mimaṣs;a insofar as it is de-individuated, which makes it close to Advaita's Brahman, also a universal consciousness, from which it differs, however, insofar as it is theological and acts as the contentbearer by taking on forms, as opposed to being impersonal and passive. When compared with theologies, both from within and outside the wider domain of Hindu thought, the Pratyabhijña proves to be unique in that it gives a philosophically nuanced account of God, who stands in a nondual relationship to the individual self. This essay also compares the Pratyabhijña's theological account of self with the theological idealism of Berkeley and Bradley, finding it closer to the latter. Comparing the Pratyabhijña with its nearest Western philosophical counterparts should make it more accessible and intelligible from the standpoint of the Western academy and pave the way for involving its rich and distinctive conception of self in the fledgling cross-cultural philosophical dialogue on questions concerning self and consciousness. (shrink)

There are uses of the term merit in Indian religions which also appear in secular contexts, but in addition there are other uses that are not encountered outside religion. Transfer of merit is a specific doctrine in whose connection the term merit is used with an intention which is not the same as that found in nonreligious contexts. Two main types of transfer of merit can be distinguished. First, the transfer of merit has been associated with certain ritual practices in (...) Hinduism and in Buddhism. Another main type of transfer of merit is connected with Mahāyāna belief in bodhisattvas' loving-kindness towards other beings. In the orthodox Hindu schools, in Hnayāna Buddhism and in Jainism, transfer of merit has been rejected on account of the doctrine of karma according to which the person can acquire karmic outcomes for only those actions he or she has performed by himself. (shrink)

The Question Of The Relationship Between The Ultimate Reality Of The Universe, And Its Proximate Reality As Experienced By Us, Is Apt To Boggle The Mind. Nevertheless, The Hindu School Of Philosophy, Known As Advaita Vedanta, Tries To Render It Comprehensible At The Level Of The Individual Through Everyday Analogies Like Mistaking A Piece Of Seashell For A Piece Of Silver.

Polemic, with commentaries, on Śuddhādvaita philosophy, refuting other Hindu schools.

Critical study of Sankhya school in Hindu philosophy.

Schopenhauer is widely recognized as the Western philosopher who has shown the greatest openness to Indian thought and whose own ideas approach most closely to it. This book examines his encounter with important schools of Hindu and Buddhist philosophy and subjects the principal apparent affinities to a careful analysis. Initial chapters describe Schopenhauer’s encounter with Indian thought in the context of the intellectual climate of early nineteenth-century Europe. For the first time, Indian texts and ideas were becoming available (...) and the belief that they could bring about a second Renaissance—an “Oriental Renaissance”—was widespread. Schopenhauer shared in this enthusiasm and for the rest of his life assiduously kept abreast of the new knowledge of India. Principal sections of the book consider the two main pillars of Schopenhauer’s system in relation to broadly comparable ideas found, in the case of Hindu thought, in Advaita Vedānta, and within Buddhism in the Mādhyamika and Yogācāra schools. Schopenhauer’s doctrine of the world as representation, or a flow of impressions appearing in the consciousness of living beings, is first considered. The convergence between this teaching and Indian idealism, especially the doctrine of illusory appearance, has long been recognized. Schopenhauer himself was aware of it, emphasizing that it was the result not of influence but of a remarkable convergence between Eastern and Western thought. This convergence is subjected to a much more detailed examination than has previously been carried out, undertaken in the light of twentieth-century Indology and recent studies of Schopenhauer. The second main pillar of Schopenhauer’s system, the doctrine of the world as will, is then examined and its relationship to Indian thought explored. This section of the work breaks new ground in the study of Schopenhauer, for although the similarity of his ethical and soteriological teaching to that of Indian religions has long been noted the underlying reasons for this have not been grasped. It is demonstrated that they are to be found in hitherto unrecognized affinities, of which Schopenhauer himself was largely unaware, between the metaphysics of the will and Indian ideas relating to karmic impressions, the store-consciousness, the causal body, and śakti as the “force” or “energy” that maintains the existence of the world. Final chapters discuss the controversial and difficult question of the relation of the will to final reality in Schopenhauer’s thought in the light of Indian conceptions, and suggest that the two central pillars of his philosophy may be seen, to a greater extent than previously supposed, as a bridge by which the Eastern and Western traditions of philosophical thought may be brought into a closer and more creative relationship. (shrink)

Schopenhauer is widely recognized as the Western philosopher who has shown the greatest openness to Indian thought and whose own ideas approach most closely to it. This book examines his encounter with important schools of Hindu and Buddhist philosophy and subjects the principal apparent affinities to a careful analysis. Initial chapters describe Schopenhauer’s encounter with Indian thought in the context of the intellectual climate of early nineteenth-century Europe. For the first time, Indian texts and ideas were becoming available (...) and the belief that they could bring about a second Renaissance—an “Oriental Renaissance”—was widespread. Schopenhauer shared in this enthusiasm and for the rest of his life assiduously kept abreast of the new knowledge of India. Principal sections of the book consider the two main pillars of Schopenhauer’s system in relation to broadly comparable ideas found, in the case of Hindu thought, in Advaita Vedānta, and within Buddhism in the Mādhyamika and Yogācāra schools. Schopenhauer’s doctrine of the world as representation, or a flow of impressions appearing in the consciousness of living beings, is first considered. The convergence between this teaching and Indian idealism, especially the doctrine of illusory appearance, has long been recognized. Schopenhauer himself was aware of it, emphasizing that it was the result not of influence but of a remarkable convergence between Eastern and Western thought. This convergence is subjected to a much more detailed examination than has previously been carried out, undertaken in the light of twentieth-century Indology and recent studies of Schopenhauer. The second main pillar of Schopenhauer’s system, the doctrine of the world as will, is then examined and its relationship to Indian thought explored. This section of the work breaks new ground in the study of Schopenhauer, for although the similarity of his ethical and soteriological teaching to that of Indian religions has long been noted the underlying reasons for this have not been grasped. It is demonstrated that they are to be found in hitherto unrecognized affinities, of which Schopenhauer himself was largely unaware, between the metaphysics of the will and Indian ideas relating to karmic impressions, the store-consciousness, the causal body, and śakti as the “force” or “energy” that maintains the existence of the world. Final chapters discuss the controversial and difficult question of the relation of the will to final reality in Schopenhauer’s thought in the light of Indian conceptions, and suggest that the two central pillars of his philosophy may be seen, to a greater extent than previously supposed, as a bridge by which the Eastern and Western traditions of philosophical thought may be brought into a closer and more creative relationship. (shrink)

According to Arti Dhand, it can be argued that all Indian ethics have been primarily virtue ethics. Many have indeed jumped on the virtue bandwagon, providing prima facie interpretations of Hindu, Jain, and Buddhist canons in virtue terms. Others have expressed firm skepticism, claiming that virtues are not proven to be grounded in the nature of things and that, ultimately, the appeal to virtue might just well be a mere façon de parler. In this paper, we aim to advance (...) the discussion of Indian virtue ethics. Our intent is not to provide a catch-all interpretation of the different Indian schools. Our goal is, more modestly, to offer a theory of virtues in Indian philosophies, as a framework for theorists and interpreters who see these diverse traditions as amenable to systematic virtue analysis. Our theory grounds virtues in the reality of genuine moral dispositions and in a system of beliefs where morality is understood as transformative in nature. (shrink)

Concept of destiny in the philosophies of Śaṅkarācārya, exponent of Advaita school of Hindu philosophy and Jean Paul Sartre, 1905-1980, philosopher; a study.

Exhaustive study of concept of liberation of soul (Mokṣa) in six systems of Hindu philosophy and other schools.

In traditional ethnographies, it is customarily assumed that the field researcher is an outsider who seeks to acquire an insider’s understanding of the social world being investigated. While conducting field research projects on education and tourism in Trinidad (West Indies) we found that the standard distinction between insider and outsider became problematic for us. Our experiences can be understood in terms of two competing conceptions of fieldwork. One, rooted in classical ethnography, views fieldwork as a process whereby the researcher learns (...) to translate the cultural practices of a little-known or misunderstood group into terms understandable to the ethnographic audience. The other, growing out of the institutional ethnography approach pioneered by Dorothy E. Smith, views fieldwork as a process of mapping the relations that govern an institutional complex. In the latter approach, local experiences provide the point of departure for exploring a wider set of social arrangements. In this article, we treat our own fieldwork experiences as points of departure for a reflexive examination of this alternative ethnographic strategy. (shrink)

Analytical study of logic (Pramāṇa) in Mimamsa school of Hindu philosophy; includes text of Mīmāṃsāsūtra of Jaimini.

Comparative study of Sankhya and Nyaya Schools of Hindu philosophy with special reference of causation.

History of the Vīraśivaite (Lingayat) school in Hindu philosophy.

Life and teachings of Vallabhācārya, 1479-1531?, leader of the Vallabhachars, Vaishnava sect, and exponent of the Śuddhādvaita school in Hindu philosophy.

Polemic, with commentary, against non-Advaita schools in Hindu philosophy, and defending Advaita point of view.

Rāmānuja (ācārya), the eleventh century South Indian philosopher, is the chief proponent of Vishishtādvaita, which is one of the three main forms of the Orthodox Hindu philosophical school, Vedānta. As the prime philosopher of the Vishishtādvaita tradition, Rāmānuja is one of the Indian philosophical tradition’s most important and influential figures. He was the first Indian philosopher to provide a systematic theistic interpretation of the philosophy of the Vedas, and is famous for arguing for the epistemic and soteriological significance of (...) bhakti, or devotion to a personal God. Unlike many of his contemporaries, Rāmānuja defended the reality of a plurality of individual persons, qualities, values and objects while affirming the substantial unity of all. On some accounts, Rāmānuja’s influence on popular Hindu practice is so vast that his system forms the basis for popular Hindu philosophy. His two main philosophical writings (the Shrī Bhāshya and Vedārthasangraha) are amongst the best examples of rigorous and energetic argumentation in any philosophical tradition, and they are masterpieces of Indian scholastic philosophy. (shrink)

On the fundamentals of Mimamsa school in Hindu philosophy.

Comparative study on the philosophies of Rāmānuja, 1017-1137, propagator of Viśiṣṭādvaita school of Hindu philosophy and Swami Dayananda Saraswati, 1824-1883, founder of Arya-Samaj.

Presentation of the thesis that the doctrines of Śaiva Siddhānta school in Hindu philosophy accords well with the modern disoveries in cosmology and biology.

Study on fundamentals of the Vedanta school of Hindu philosophy.

Compendium on the fundamentals of neo-Nyaya school in Hindu philosophy with Sanskrit commentary.