The paper aims to clarify Ratnākaraśānti?s epistemological theory that mental images in a cognition are false (*alīkākāravāda) in comparison with Śāntarakṣita?s criticism of the Yogācāra position. Although Ratnākaraśānti frequently uses the neither-one-nor-many argument for explaining his Yogācāra position, the argument, unlike Śāntarakṣita?s original one, does not function for refuting the existence of awareness itself as the basis of mental images. This point is examined in the first two sections of this paper by analyzing Ratnākaraśānti?s proof of the selflessness of entities (...) (dharmanairātmya) and his application of the neither-one-nor-many argument for demonstrating the falsehood of mental images. On the other hand, the last section investigates into his defense of the alīkākāravāda against Śāntarakṣita?s severe criticism of it. Here, too, we can find his tactical usage of the neither-one-nor-many argument, or more precisely, one of its variants: the neither-identical-nor-different argument. Through the above procedure, we can see how Yogācāra philosophy survived in the late period of Indian Buddhism by blending the Madhyamaka opponent?s argument with its own thought. (shrink)

This paper aims to examine the role of self-awareness ( svasaṃvedana ) for the Sautrāntika epistemological tenet known as the doctrine that cognition has a form ( sākārajñānavāda ). According to this theory, we perceive external objects indirectly through the mental forms that these objects throw into our minds, and this cognitive act is interpreted as self-awareness. However, if one were to interpret the cognitive act such that the subjective mental form ( grāhakākāra/svābhāsa ) grasps the objective mental form, the (...) position of the subjective mental form becomes problematic—it becomes superfluous, as can be demonstrated with reference to Dignāga’s explanation of the Sautrāntika’s pramāṇa-pramāṇaphala argument. As a result, self-awareness itself becomes precarious. In connection with this problem, an argument on the relationship between self-awareness and the yogic perception of other minds given by Dharmakīrti leads us to discover that self-awareness is important for establishing subjectivity, in order to avoid another person’s access to one’s own mental states. Through examining Pramāṇavārttika 3.448–459, this paper tries to find a way to interpret the svābhāsa -factor without relating to its object-factor ( grāhyākāra ), and to shed new light on the problem of subjectivity in the Sautrāntika epistemology. (shrink)

The purpose of this study is to make clear the relationships between student’s self-efficacy and learning experience of information education in case of junior high school. Two investigations were implemented in this study. The aim of first investigation was to grasp the present status of students’ feeling of effectiveness of their learning experience in information education. Also, the aim of second investigation was to verify the relationships between students’ self-efficacy and the abilities for information utilizing that promoted in information education. (...) The first investigation with a question: “What kind of a learning experience do you feel is useful in your life?” was conducted on 426 junior high school students. As a result, almost half of the students feel effectiveness of gaining computer-operating skills in “Information and Computer” class. Also, it is suggested that utilization of Internet could promote the feeling of effectiveness in current daily lives. In second investigation, the relationship between self-efficacy and abilities for information utilizing was examined by using multi-regression analysis on 544 junior high school students. As a result, abilities for information utilizing were affected from self-evaluation of “social position of abilities” and “positive attitude to activities” in self-efficacy. Also, self-efficacy was affected from “processing ability of information” and “creation ability of information” in abilities for information utilizing. By the results of these investigations, it is suggested that these two factors are formed as a gradual cycle which promote each other. From these results, some suggestions for improvement of classroom activities in information education were proposed. (shrink)