Comparative philosophy is an important site for the study of non-Western philosophical traditions, but it has long been associated with “East-West” dialogue. Comparative Studies in Asian and Latin American Philosophies shifts this trajectory to focus on cross-cultural conversations across Asia and Latin America. A team of international contributors discuss subjects ranging from Orientalism in early Latin American studies of Asian thought to liberatory politics in today's globalized world. They bring together resources including Latin American feminism, Aztec teachings (...) on ethics, Buddhist critiques of essentialism, and Confucian morality. Chapters address topics such as educational reform, the social practices surrounding breastfeeding, martial arts as political resistance, and the construction of race and identity. Together the essays reflect the philosophical diversity of Asia and Latin America while foregrounding their shared concerns on issues of Eurocentrism and coloniality. By bringing these critical perspectives to bear on the theories and methods of cross-cultural philosophy, Comparative Studies in Asian and Latin American Philosophies offers new insights into the nature and practice of philosophical comparison. (shrink)

Mou Zongsan's notion of "Buddhistic ontology" is interpreted here in its fundamental difference from his own previous metaphysical scheme, in the light of the Kyoto School philosophers' similar attempts to resolve the Kantian antinomy of practical reason. This is an alternative both to the analysis provided by previous interpreters of Mou's Buddhistic philosophy, such as Hans-Rudolf Kantor and N. Serina Chan, and to the comparative studies of Mou's theories with Kyoto School philosophy by Ng Yu-kwan. Previous researchers considered Mou's (...) Buddhist philosophy in continuity with moral metaphysics. However, this idea of ontology, inspired by Tiantai perfect teaching, is essentially different from the Qixinlun-inspired scheme of "twofold ontology." The implications of this problematic idea, however, were not pursued by Mou himself, but by the next generation of philosophers, such as Wing-cheuk Chan and Ng Yu-kwan. A comparison with Kyoto School philosophy enables us to clarify how the idea of Buddhism-inspired ontology is a radical criticism against Kantian philosophy, and how it shows similarity to Nishitani's Heidegger-inspired interpretation of Buddhism, which seeks to affirm the being of all things without reserve. (shrink)

Comparative political theory is at best an embryonic and marginalized endeavor. As practiced in most Western universities, the study of political theory generally involves a rehearsal of the canon of Western political thought from Plato to Marx. Only rarely are practitioners of political thought willing (and professionally encouraged) to transgress the canon and thereby the cultural boundaries of North America and Europe in the direction of genuine comparative investigation. Border Crossings presents an effort to remedy this situation, (...) fully launching a new era in political theory. Thirteen scholars from around the world examine the various political traditions of West, South, and East Asia and engage in a reflective cross-cultural discussion that belies the assumptions of an Asian "essence" and of an unbridgeable gulf between West and non-West. The denial of essential differences does not, however, amount to an endorsement of essential sameness. As viewed and as practiced by contributors to this ground-breaking volume, comparative political theorizing must steer a course between uniformity and radical separation--this is the path of "border crossings.". (shrink)

This book contains programmatic essays that focus on broad-ranging proposals for re-envisioning a discipline of comparative philosophy of religions. It also contains a number of case studies focussing on the interpretation of particular religio-historical data from comparatively oriented philosophical perspectives.

Explores some steps toward non-assimilative encounters in the "global village.".

In decision-making the first step is to get knowledge about alternatives which can deliver "a" required objective. The second step is to choose one from the many options using a suitable "criterion". The third is to recognise the famous lesson from Bhagabad Gita that one can control his actions but not the result and be prepared with a "coping strategy" in case of a failure. The two central aspects in decision making are knowledge and choice. Choice is based on certain (...) cost-benefit; which entail an intangible part where religion assumes importance in resolving moral conflicts. The religious principles of decision making according to four religions will be briefly documented and analysed. A "universal" decision making process consistent with the religious principles as well as applicable to the present day socio-economic panorama will be identified. (shrink)

Comparative philosophy is a relatively new field of study, research, achievement in understanding and teaching. The purpose of this work is to help clarify the nature of comparative philosophy; to survey views about the kinds of standards that may be used as bases for comparisons; and the propose an hypothesis comparing pervasive traits of the philosophies of Western, Indian, and Chinese civilizations.

The Present Book Contains The Philosophy Of Organism Associated With The Teachings Of Prof. An Whitehead With Comparative Reference To Indian Philosophical Doctrines And Chinese Philosophy Of Change. In Part I The Author Deals With Sage Philosopher'S Conc.

The Present Book Contains The Philosophy Of Organism Associated With The Teachings Of Prof. An Whitehead With Comparative Reference To Indian Philosophical Doctrines And Chinese Philosophy Of Change. In Part I The Author Deals With Sage Philosopher'S Conc.

For some time there has been debate about differing perspectives on musical gift and musical intelligence. One view is that musical gift is innate: that it is present in certain individuals from birth and that the task of the teacher is to develop the potential which is there. A second view is that musical gift is a complex concept which includes responses from individuals to different environments and communities. This then raises the possibility that musical excellence can be taught. We (...) have already explored this idea with practising musicians. Our research has now expanded to include music teachers in formation, and, in this paper, we look at the influences in their musical development which have either ‘crystallised’ or ‘paralysed’ the musical talent which they possess. Our research has a comparative dimension, being carried out in Scotland and in Australia. We conclude that there are several key influences in the musical development of the individual, including home and community support, school opportunities and teaching styles and that there may be education and culture‐specific elements to these influences. (shrink)

In this thesis, I have explored, explicated and argued for some specific areas of commonalities between the philosophy of John Dewey and the teaching of Confucius. Both theories start with the same fundamental assumption that there is no such thing as immutable human nature, and their shared emphasis on education is based on this supposition. John Dewey and Confucius agree that the self mainly consists of habits and that the transformation of the self implies growth, i.e., the acquisition of (...) new and intelligent habits. The Deweyan conception of growth overlaps the Confucian doctrine of self-cultivation in that both concepts focus on the obtainment of inner moral qualities that are of great communal import. Dewey's construal of freedom seems to parallel jen, the Confucian ideal, because both thinkers maintain that human perfection is the ultimate goal for which we should strive unceasingly. (shrink)

What makes teaching philosophy of science to non-philosophy students different from teaching it to philosophy students, and how should lecturers in philosophy adapt to an audience of practitioners of a field of study that they are reflecting on? In this paper we address this question by analyzing the differences between these student groups, and based on this analysis we make suggestions as to how philosophy of science can be taught to non-philosophy students in an effective and attractive (...) way. Starting-point is the observation that not only the background knowledge and interests of these students but also the aims of the respective courses will differ. We present a comparative analysis of the demands and conditions for teaching philosophy of science to the different types of students, focusing on learning objectives and didactic approaches. Next, we apply our analysis to a concrete example, the role of values in science, and discuss how this may be taught to either philosophy students or non-philosophy students. Finally, we discuss an alternative format for teaching philosophy to non-philosophy students. (shrink)

Vague language refers to expressions with unspecified meaning (for instance, 'I kind of want that job'), and is an important but often overlooked part of linguistic communication. This book is a comparative study of vague language based on naturally occurring data of a rare combination: L1 (American) and L2 (Chinese and Persian) speakers in academic settings. The findings indicate that L2 learners have diverse and culturally specific needs for vague language, and generally use vague words in a more (...) concentrated fashion compared with L1s. The book explores the interconnection and continuum between the linguistic realizations of a vague term and the functions it serves, and how 'elasticity' underpins the frequency and functions of vague language. The implication is that vague language may be integrated into the curriculum of English language teaching as part of L2 speakers' communicative competence. This book will be of great interest to researchers in the fields of intercultural education and applied linguistics. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Comparing Eckhartian and Zen1 Mysticism2Jijimon Alakkalam JosephMeister Eckhart (ca. 1260–1328?), often referred to as “the man from whom God hid nothing,” is one of the great Christian theologians and philosophers of all time. But it is as a mystic that Eckhart is generally known. So any serious study of mysticism, in our times, cannot overlook this Dominican whose birth, childhood, and death remain obscure to this day.3 About (...) the age of eighteen, he probably entered the Dominican order. He was trained at the universities of Cologne and Paris. After completing his higher studies in theology at Paris, twice he was appointed as Paris magister (i.e., lesemeister or master)—in 1302 and in 1311—a rare honor, until then given only to Thomas Aquinas, whose teaching influenced him.After completing his second term as Paris magister, in 1313, he was called to function as the special vicar for the Dominican master general. From 1314 to 1326 Eckhart lived and worked first in Strasburg and then in Cologne, where he served as a spiritual guide for many Dominican nuns, also for Beguines. It was there Eckhart plunged into a life of a preacher and spiritual guide (lebemeister). His academic accomplishments, the positions he held, and the sermons he preached bear witness to his influence on Christian theology, philosophy, and mysticism.During the nineteenth and twentieth centuries, as the Occident came in contact with Oriental religious traditions, Eckhart’s theology and mysticism were suddenly seen in a new light. His daring insistence on the transcendence of the Godhead, his central theme of the union of God and the soul, his genius for apophatic theology, and so on were considered as the European parallel to the metaphysics of Asian religious traditions, especially Vedanta and Mahāyāna Buddhism.Of all the Christian mystics, Eckhart perhaps comes closest to Asian religions such as Hinduism and Buddhism, especially the Mahāyāna tradition. Scholars like the late Ananda K. Coomaraswamy saw Eckhart as a bridge between Hinduism and Christianity, and called Eckhart’s sermons the “Upanishad of Europe.”4 Eminent Japanese Zen Buddhist scholar D. T. Suzuki considered Eckhart to be an “extraordinary” Christian, saying that Eckhartian mystical thoughts “closely approached Buddhist [End Page 91] thoughts, so closely indeed, that one could stamp them almost definitely as coming out of Buddhist speculations.”5A plethora of writings have compared Eckhartian mysticism with Zen, which has its basis on the Mahāyāna tradition. In this paper I will highlight some of those already discussed comparisons and explore a few more areas that could serve as a jumping-off point for the dialogue between these two mysticisms, especially in the Asian context. My point is not that these two mystical traditions are totally identical. Differences do exist. But I will only make a very brief mention of them because as a novice researcher of comparative religion my interest is to delve deeper into religious traditions of the world to discover those teachings that unite them.godhead and buddha-natureIn Eckhartian mysticism, ultimate reality is called Godhead, which he distinguished from God. “The Godhead is for Eckhart, … an expression for the character of the Highest Being.”6 Godhead “includes both existence and the existing subject.”7 Godhead is being itself. Godhead is “pure Being,” “completely ‘fashionless,’ without … mode of being,” “above all conceptions and conceptual differentiations, and so beyond all comprehending and apprehending.”8 “It is not only beyond being, beyond goodness, but the ‘supra-Being’ and the ‘supra-Good.’”9 “It is neither conscious nor self-conscious … It is beyond the contrast of subject and object, knower and known, yet it is above and not below this contrast.”10 For Eckhart, “this highest Godhead is … the absolute ‘One.’”11 “Is-ness”12 is another term used by Eckhart for Godhead. He uses “is-ness” as “an abstract noun to draw our attention to the primordial existence that every existent thing and every predication about existent things presupposes.”13For Eckhart, “Intellect” is the privileged term for Godhead. God is the “pure intellect.”14 “The One, being, and intellect, the three most important concepts in Eckhart’s understanding of God... (shrink)

Recent research both on the Kyoto School and on the contemporary New Confucians suggests significant similarities between these two modern East Asian philosophies. Still missing is, however, an explanation of the shared philosophical ideas that serve as the foundation for comparative studies. For this reason, I analyze the basic theories of the two distinctly East Asian philosophies of Nishida Kitarō (1870-1945) and Mou Zongsan (1909-95) so as to identify and extract the same type of argument. This is an alternative (...) to the analyses provided by the previous studies of their philosophies, which inevitably regard their theories as an East Asian assimilation of modern European philosophy in the Kantian, Neo-Kantian, or phenomenological tradition, or else as the traditional tenets under the guise of philosophical speculation, without being able to clarify how these theories contribute to philosophy. My analysis shows that both the logic of basho and the theory of perfect teaching formulate the same type of theory, the ontological or topological-onto-topological-turn from the act of consciousness to its basho or its vertical enfolding, which constitutes the bedrock of East Asian philosophy. (shrink)

Textbooks Ta‘lîm al-muta‘allim can be an alternative solution to the problems of character education in Indonesia. Inside the book there are methods that specifically leads to holistic learning code like the concept of learning objectives, choose a teacher or school, choosing friends, even mastered a learning method such as learning itself, deliberation, mutharahah, and mudzakarah. This study aimed to analyze the text book Ta‘lîm al-muta‘allim works of Sheikh Az-Zarnuji then compare it with several books of Plato’s philosophy idealism. The (...) method used is the analysis of documents by grouping clauses-clauses in the textbook Ta‘lîm al-muta‘allim in category: metaphysics, epistemology, axiology, the purpose of education, curriculum, method, the position of the students and teachers. Then compare it with documents from various sources about the Platoidealism. The study shows that there are some similarities between SheikhAz-Zarnuji thought with Plato. For example, the similarity between the two is the concept of metaphysics in Ta‘lîm al-muta‘allim called ma’rifatullah, while the concepts included in the Plato called the idealistic concept of macrocosm and microcosm. The similarity was impacted on shared educational goals from SheikhAz-Zarnuji, students and revitalize direction, into individual for himself, to achieve goodness and union with God. The difference mainly stated in the concept of metaphysics specific aspects in their respective reviews. For example, Sheikh Az-Zarnuji said that reality comes from God, while idealism states that the reality can be dug in God through contemplation or idea or reason. (shrink)

Sahih al-Bukhari, one of the most esteemed and widely studied collections of hadith by Muslims, has garnered significant attention in Indonesia. This paper delves into the history of Sahih al-Bukhari's study within the Indonesian context, examining its transmission lineage, vernacularization, and study methodologies in traditional and contemporary educational context. Three specific objectives were pursued: 1) the translation and vernacularization of Sahih al-Bukhari, 2) the transmission of Sahih al-Bukhari, with a focus on Indonesian pesantren (Islamic boarding schools), and 3) (...) the analysis of Sahih al-Bukhari study methods within Islamic colleges. Employing a historical method and an analytical approach, this research underscores the importance of translating and rendering Sahih al-Bukhari into vernacular languages as an initial step in making this revered text accessible. The study forms and institutions involved in Sahih al-Bukhari education were categorized into two primary streams: pesantren and Islamic higher education institutions. While pesantren encompass introductory courses, memorization programs, and more practical approaches, Islamic higher education institutions offer diverse and contemporary methods, including thematic, comparative, critical, living, and understanding studies. This study provides a comprehensive exploration of the multifaceted nature of Sahih al-Bukhari studies in Indonesia. By investigating its historical development, translation efforts, and the unique study methodologies within different educational settings, it sheds light on the diverse ways in which Sahih al-Bukhari is approached and understood in the Indonesian context. (shrink)

The importance and relevance of philosophy has come to be recognized more today than ever before in recent history. In many colleges and universities philosophy is now an essential component of interdisciplinary studies. The public interest in philosophy is increasing. UNESCO’s initiatives to promote philosophy are laudable. All these call for reimagining the study and teaching of philosophy for our contemporary time − a task worthwhile for philosophy studies in ecclesiastical institutes as well.

The Aṣṭasāhasrikā Prajñāpāramitā Sūtra criticizes the traditional practice of dwelling in an isolated place for self-cultivation and advocates returning to the human realm with a liberated mind and compassionate engagement. This new theory of detachment aims at defining the Bodhisattva, a new ideal character, for the rising Mahāyāna movement. In his theory of eremitism at court, Guo Xiang 郭象 describes a sage image of governing the empire with a detached mind. This image is invested with the concept of self-liberation from (...) reality and defines a new ideal character that actively engages in sociopolitical affairs while becoming freed from personal concerns. Guo Xiang’s sage image is similar to the Bodhisattva image in several aspects, and textual and historical evidence shows that Guo likely read the two early translations of the Aṣṭasāhasrikā and other Buddhist texts and was influenced by them to a certain extent. With the influence of Buddhist ideas, Guo completed the Mysterious Learning’s mission of harmonizing the teaching of names with spontaneity. (shrink)

As Buddhism spread into China, the Mahayana (Dacheng) and Hinayana (Xiaocheng) schools, as well as the kong 空 (empty) or you 有 (being) schools, each developed separately, with all sorts of competing theories emerging. While Chinese Buddhism saw a revival in modern times, Western science also gained ground all over the country, and many scholars, technologists and monks sought to interpret the meaning of kong according the achievements and method of the natural sciences. They used science to interpret the content (...) and methods of Buddhist teachings, ontology, and outlook on life. Of the scholars who did so, Wang Jitong (王季同) and You Zhibiao (尤智表) are the most excellent. (shrink)

The article analyzes the main world problems and prospects for the development of teaching philosophy to children, substantiates the relevance of introducing philosophical practices, its teaching methods into the education system. The author carries out a theoretical reconstruction of the main provisions, problems and prospects for develop- ing the “Philosophy for Children” (p4c) movement, which is of particular interest due to its greatest informativeness in covering the current state of teaching philosophy to children. Introduction. Modern studies of (...) teaching philoso- phy to children are of great importance because of their relevance in solving a whole range of modern educational problems. The search for new priority areas for teaching philosophy to children is aimed at finding the best ways to correct the modern edu- cation system by demonstrating and justifying the effectiveness of using p4c methods and ap- proaches. The purpose of the study is to explicate the main problems and prospects, as well as the relevance of teaching philosophy to children in the current conditions of the society development. Methods. The author uses both general scien- tific methods of analysis and synthesis, as well as methods of comparative analysis and theoretical reconstruction. Scientific novelty of the research. The article carries out a theoretical reconstruction and analysis of the main problems of teaching philosophy to children, substantiates the relevance of introducing the ideas and methods of p4c into the system of pre- and school education in order to compensate for the shortcomings of informational approaches to teaching and the formation of demanded skills and abilities in children. Results. The author substantiates the relevance of applying ideas and methods of p4c in pre-school and school education, and demonstrates the ad- vantages of its approaches in solving a number of educational and upbringing problems, the effective- ness of using philosophical tools in the develop- ment and education of children. Conclusions. Emphasizing the issue of teaching philosophy to children makes it possible to estab- lish a number of legitimate questions of pedagogi- cal, methodological, ethical, political, and other nature, the solution of which determines the choice of priority directions for developing and transform- ing the modern education system, the solution of urgent problems, without correcting of which most of the children may lose a significant cultural and intellectual experience. (shrink)

This essay first describes the distinctively American character of the life and thought of Josiah Royce, conceiving of Royce as equal parts Puritan and pioneer. Next, the author’s recent experience teaching Royce’s philosophy of loyalty in China is discussed, highlighting pedagogical challenges encountered and techniques employed to navigate these hurdles. A summary of Royce’s philosophy of loyalty is given, incorporating examples used in the classroom. It is shown that upon applying Royce’s philosophy of loyalty to real life situations, resonances (...) between classical Chinese (Confucian) and classical American moral philosophies emerge. It is argued that Royce’s philosophy of loyalty cuts across cultural lines, serving as a viable and valuable theoretical resource for negotiating contemporary moral dilemmas, irrespective of geographical location. (shrink)

In order to conquer and subjugate Africans, at the 1884 Berlin Conference, European countries dismembered Africa by carving her up into pieces and sharing her among themselves. European colonialists also antagonised Africans by setting up one ethnic African community against the other, thus promoting ethnic consciousness to undermine Pan-African consciousness. European powers also imposed their own “ethnic” languages, making them not only “official”, but also “international”. Consequently, as the Kenyan philosopher, Ngũgῖ wa Thiong’o, persuasively argues, through their ethnic languages, European (...) colonialists planted their memory wherever they went, while simultaneously uprooting the memory of the colonised. Cognisant of efforts in some South African institutions of higher learning to promote African languages for the purpose of promoting literacy in African languages, this article argues that while this exercise is commendable, ethnic African languages should be deliberately taught to “re-member” Africa and rediscover Pan-African consciousness. By doing this, African scholarship would be aiding Africans’ perennial and elusive quest for Pan-Africanism and the African Renaissance. Keywords: African Renaissance, Ethnic African Languages, Ethnic European Languages, European Colonialism, Pan-African Consciousness, Pan-Africanism. (shrink)

This article strives to explain the methods of the two sciences of Islamic Theology and Islamic Philosophy and subsequently study the methodical relation between them. These two sciences, as two independent sciences, have intersected with each other like other Islamic sciences over time; one such intersection is in terms of method. Islamic sciences (Qurʼānic exegesis, Jurisprudence, Theology, Philosophy etc.) are interconnected networks which have a great effect over each other. Regardless of the extreme views in this area, it can (...) be said that from the beginning up until the present, there has been intersection between these two like, for example in the following areas: historical intersection, overlap in issues, methodical intersection etc. Considering the topic of this article, in analyzing the methods of these two sciences, we arrive at the conclusion that there has been a harmony and relation between theological methods which has undergone changes and evolutions from the beginning till now i.e. from the beginning of the initial polemic method and has ultimately changed into a philosophical and dialectical method, and between Islamic philosophical methods that have also undergone changes, i.e. from an absolutely rational method – in the manner of Greek Peripatetic Philosophy method – till the development of the various Islamic methods like: Peripatetic (localization of Islamic Peripatetic method), Islamic Illuminationism and Sadra's Transcendental Philosophy. (shrink)

Philosophy is the study of the most general and fundamental problems of human life. The main areas of study in philosophy includes metaphysics, epistemology, logic, ethics and aesthetics etc. there are other several branches of philosophy which characterize different branches of knowledge. Philosophy being a very abstract branch of study, has not much scope of using equipment on a large scale to supplement the normal lecture schedules. However, in some papers/areas there are comparatively better scope to make (...) the lectures more concrete and interesting through proper use of various teaching aids and modes. We include logic, philosophy of science, applied philosophy, applied ethics, social and political philosophy, philosophy of mind, philosophy of cognitive science and history of philosophy etc., we can use various modern aids. In this article my attempt is to draw out an outlines of aids and modes for effective philosophy teaching. (shrink)

Jin Yuelin 金嶽霖 was a Chinese philosopher and logician. From 1914 to 1920 he studied at the University of Pennsylvania and Columbia University, and received his Ph.D. in political science from Columbia in 1920. From 1921 until 1925, he studied in Europe and visited Great Britain, Germany, France, and Italy, among other countries. During these years, he studied at the London School of Economics and Political Sciences and at the University of Cambridge. At the end of 1925, Jin returned to (...) China and soon became a professor at Tsinghua University, where he began teaching logic in 1926. In 1931–1932, Jin went to Harvard University as a visiting scholar to study logic with the logician Henri M. Sheffer... (shrink)

Chapter 20 of Juongyongjanggu has been criticized not only for the problem of sentence division but also for the interpretation of the concepts contained in it. This paper compares and analyzes the interpretation of Ju-hee and Wang-buji related to the ‘three good ways’, ‘three knowledges, three practices’, and ‘three closer’ among the main concepts shown in Chapter 20. Ju-hee used the dual perspective of categorical interpretation and graded interpretation in connecting and interpreting the ‘three good ways’ and the ‘three knowledges, (...) three practices’ according to a perspective on knowledge and practices. This causes the complexity of interpretation, which has become one of the important problems in the history of Juongyong interpretation. There are many people who raised questions about Ju-hee’s interpretation, but this paper examined Wang-buji’s opinion from a relatively perspective. In the interpretation of Chapter 20 of Jungyongjanggu, it is believed that the reason why Ju-hee interpreted it from two perspectives is to emphasize the character of knowledge and practice. On the other hand, Wang-buji rejects Ju-hee’s inter-pretation and provides his own interpretation by his ideological diagram that emphasizes the unity of knowledge and practice, and the priority of “practice” Although he accepts most of Ju-hee’s views in the interpretation of the Saseo, he is not following Ju-hee’s view in this matter. (shrink)

This paper aims to develop a comparative analysis of the place of emotion from Indian and Western philosophical perspectives. Both Eastern and Indian philosophy consider three mental states as being involved with the arousal of emotions, i.e., cognitive (epistemic), conative (desire), and affective. In Indian philosophy, there is no such single term or specific equivalent definition to the Western term ‘emotion.’ Further, there is no clear dichotomy (cognitive & non-cognitive) between reason and emotion in Indian culture. In Indian scriptures, (...) there are various, at times intermingled conceptions of emotion. From a religious standpoint, emotion can be an expression of religious devotion (bhakti), and often emotions are viewed as barriers to having true knowledge and are considered a cause of attachment and an obstacle to liberation. After comparing a large amount of discussion on emotion following Western and Indian conceptions, and analyzing some real-life experiences where emotion plays various roles (intellectual, personal, and spiritual) within each philosophical tradition this paper concludes that it is critical to engage in a comparative, collaborative study of emotion. (shrink)

Embracing an inter-disciplinary approach grounded on Gärdenfors’ theory of conceptual spaces, we introduce a formal framework to analyse and compare selected theories about technical artefacts present in the literature. Our focus is on design-oriented approaches where both designing and manufacturing activities play a crucial role. Intentional theories, like Kroes’ dual nature thesis, are able to solve disparate problems concerning artefacts but they face both the philosophical challenge of clarifying the ontological nature of intentional properties, and the empirical challenge of testing (...) the attribution of such intentional properties to artefacts. To avoid these issues, we propose an approach that, by identifying different modalities to characterise artefact types, does not commit to intentional qualities and is able to empirically ground compliance tests. (shrink)

First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

In this deeply learned work, Toshihiko Izutsu compares the metaphysical and mystical thought-systems of Sufism and Taoism and discovers that, although historically unrelated, the two share features and patterns which prove fruitful for a transhistorical dialogue. His original and suggestive approach opens new doors in the study of comparative philosophy and mysticism. Izutsu begins with Ibn 'Arabi, analyzing and isolating the major ontological concepts of this most challenging of Islamic thinkers. Then, in the second part of the book, (...) Izutsu turns his attention to an analysis of parallel concepts of two great Taoist thinkers, Lao-tzu and Chuang-tzu. Only after laying bare the fundamental structure of each world view does Izutsu embark, in the final section of the book, upon a comparative analysis. Only thus, he argues, can he be sure to avoid easy and superficial comparisons. Izutsu maintains that both the Sufi and Taoist world views are based on two pivots--the Absolute Man and the Perfect Man--with a whole system of oncological thought being developed between these two pivots. Izutsu discusses similarities in these ontological systems and advances the hypothesis that certain patterns of mystical and metaphysical thought may be shared even by systems with no apparent historical connection. This second edition of Sufism and Taoism is the first published in the United States. The original edition, published in English and in Japan, was prized by the few English-speaking scholars who knew of it as a model in the field of comparative philosophy. Making available in English much new material on both sides of its comparison, Sufism and Taoism richly fulfills Izutsu's motivating desire "to open a new vista in the domain of comparative philosophy.". (shrink)

No longer confined to traditional institutions devoted to Talmudic studies, havruta work, or the practice of students studying materials in pairs, has become a relatively widespread phenomenon across denominational and educational settings of Jewish learning. However, until now there has been little discussion of what havruta text study entails and how it might be conceptualized and taught. This book breaks new ground from two perspectives: by offering a model of havruta text study situated in broader theories of interpretation (...) and learning, and by treating havruta text study as composed of textual, interpersonal and intra-personal practices which can be taught and learned. We lay out the conceptual foundations of our approach and provide examples of their pedagogical implementation for the teaching of havruta text study. Included are illustrative lesson plans, teachers' notes and students’ reflections, exercises for students, and other instructional materials for teaching core concepts and practices. (shrink)

Art and philosophy are the two major elements of the human world. The existence of art and philosophy can expand the spiritual world of human beings to a greater extent and enrich their spiritual life, thus supporting the construction of the material world. And music, as an aural art, has also been given a philosophical meaning in the evolution of history because of its birth and development. Therefore, when studying music, one should first study the history of music. The (...) philosophy of music history education is not only profound and contains world culture and philosophy, but also carries history and economy. Music history education is also a vivid art form of philosophy, where teachers create an artistic beauty to attract students and achieve the purpose of imparting knowledge by optimizing their educational philosophy. To develop the philosophy of education to its fullest extent, teachers must adhere to the concepts associated with the philosophy of art. To explain this process in greater depth, this paper provides a brief review of the aesthetic philosophy and historical evolution of Chinese. (shrink)

The adoption of a comparative method in research on the thought of Mao Zedong is essential. In the past, study in this area has frequently concentrated on the thought of Mao Zedong itself and there has been no attempt at a comprehensive comparison of it within a world-wide context.