Man is endowed with brain and mind for comprehending reality of the world. Brain is material entity and is observable, while mind is a non-physical conceived entity. Scientific investigations enhance our knowledge of the functioning of brain and its constituents. They indicate mind-brain association but do not rule out the possibility, in which mind is a property of brain. The perceived reality of the world has both objective and subjective components. The objective components are attributed to brain either alone or (...) in association with mind. The subjective components are considered to be the creations of mind but they appear to contain grains of reality. Attempts made to separate these grains have succeeded partially. One hopes for complete success only after the incorporation of a few missing ingredients. It is our contention that the missing ingredients are human being as an entangled quantum entity - photon field, quantum entity's capability to read information from photon fields of other humans and from its own field reflected by the environment. The evidence for the first ingredient is provided by the analysis of spontaneously emitted visible range photon signals by human beings. The other two ingredients put usual charge- photon interaction in proper context. The experimental results relevant to mind- brain interface are briefly described. A few minutes' time series of small portion of these signals determines their nine properties, which establish quantum nature of signal, and specify quantum state of the dominant component to be squeezed state. Six properties differ in signals emitted at 12 anatomical sites of the same person. Profile of a property for a person is the set of its values at 12 sites. Profile is very informative and can discriminate persons with differing holistic features. Cluster analysis offers procedures for measuring qualitative holistic features e.g. procedure for measuring ‘meditativeness' of a person. The incorporation of other two ingredients chalks out a route for answering the question who we are? (shrink)

DBS Think Tank IX was held on August 25–27, 2021 in Orlando FL with US based participants largely in person and overseas participants joining by video conferencing technology. The DBS Think Tank was founded in 2012 and provides an open platform where clinicians, engineers and researchers can freely discuss current and emerging deep brain stimulation technologies as well as the logistical and ethical issues facing the field. The consensus among the DBS Think Tank IX speakers was that DBS expanded in (...) its scope and has been applied to multiple brain disorders in an effort to modulate neural circuitry. After collectively sharing our experiences, it was estimated that globally more than 230,000 DBS devices have been implanted for neurological and neuropsychiatric disorders. As such, this year’s meeting was focused on advances in the following areas: neuromodulation in Europe, Asia and Australia; cutting-edge technologies, neuroethics, interventional psychiatry, adaptive DBS, neuromodulation for pain, network neuromodulation for epilepsy and neuromodulation for traumatic brain injury. (shrink)

Daya Krishna’s creative criticism of the prevalent traditionalist interpretation of classical Indian philosophy is analytically stated and evaluated. His objections to classifying Indian philosophies into orthodox and heterodox systems, applying to a group of differing philosophies the common labels of vedānta or vedāntic, making these terms multi-referential, inappropriately titling some books as Nyāyasūtra, Sānkhayarikārika, etc., though they discuss a miscellany of themes, etc., are also discussed and assessed. His calling of these terms and some others of their like, or the (...) practice of using them, mythical is examined. It is shown that they may not be accurate but their use has not become disutile. In their prevailing usage, seemingly misleading characters have become sterile and therefore they have ceased to be misleading and continue functioning as convenient classificatory terms. Enjoying his calling of the concept of puruṣārtha and the theory of puruṣārtha too mythical, it has been shown that the concept is not because it means any object of anyone’s and there are many such objects; the theory is not because it is historically an important component of classical Indian value theory. I have also shown that as presented by traditionalist writers, it is not a logical elegant theory, but a fairly workable one can be carved out of the classical theory by linking together some elements of it in newer ways with the logical cement obtainable from modern value theorizing. Something similar has been done with Daya Krishna ’s analysis of the traditionalist claim that Indian philosophy is spiritualist. DK links it with Indian culture through the concept of mokṣa. I have shown that it is the result of linking philosophy too tightly with religion, of course, through the doorway of the concept of mokṣa, by pointing out that mokṣa is a religious, and not an ethical, value. (shrink)

This Work Analyses Some Basic Concepts Of Indian Ethics. It Shows That A Varnadharma Cannot Be Both Natural And Obligatory, The Prescription Of Acting Desirelessly Makes Any Desireless Action Justified, The Jivan-Mukti Concept Is Inapplicable, Etc.

Using recontructive ideas available in classical Indian original works, this book makes a departure in the style of modern writings on Indian moral philosophy.

Bruce Janz, Jessica Locke, and Cynthia Willett interact in this exchange with different aspects of Chakravarthi Ram-Prasad’s book Human Being, Bodily Being. Through “constructive inter-cultural thinking”, they seek to engage with Ram-Prasad’s “lower-case p” phenomenology, which exemplifies “how to think otherwise about the nature and role of bodiliness in human experience”. This exchange, which includes Ram-Prasad’s reply to their interventions, pushes the reader to reflect more about different aspects of bodiliness.

According to Russell, the aim of education is three-fold: acquisition of the skills necessary for making life comfortable, to provide for the wise use of leisure by proper cultural growth and to cultivate the sense of citizenship. Russell argues that utility should not be the only aim of education. In addition to that, the humanistic elements of education are to be cultivated. He prefers to distinguish between ‘education of character’ and education in knowledge’. What he means is that the education (...) system must aim at eliciting in every boy and girl, the intrinsic quality that exists. Russell rejects the view that classics are ornamental and science is useful. The study of classics, he feels, will enable a man to become a full-fledged human being because they touch upon the aesthetic and spiritual dimensions of man. According to Russell, education should aim at broad cultivation of the mind leading to an awareness of man’s place and destiny in the society and the universe. (shrink)