The title of the present paper might arouse some curiosity among the minds of the readers. The very first question that arises in this respect is whether India produced any logic in the real sense of the term as has been used in the West. This paper is centered only on the three systems of Indian philosophy namely Nyāya, Buddhism and Jainism. We have been talking of Indian philosophy, Indian religion, Indian culture and Indian spirituality, but not that which are (...) of more fundamental concepts for any branch of knowledge whether it is social sciences or humanities. No aspect of human life and the universe has been left unexamined by Indian philosophers, and this leads to a totality of vision in both philosophical and psychological fields. In this paper we will discuss the main thinkers, sources and main concepts related to Indian Logic. (shrink)
Report on World Philosophy Day Celeberation-2013 The Departments of Philosophy and French, P.G.Govt. College for Girls, Sector-11, Chandigarh in association with Centre for Positive Philosophy and Interdisciplinary Studies (CPPIS) Pehowa (Kurukshetra) celebrated World Philosophy Day on 21st November, 2013. Dr. Anita Khosla (Head, Department of Hindi) and Dr. Madhu Gosain (Associate Professor, Department of Hindi) were quest in this function. Ms. Sukhdeep introduced about the World Philosophy Day and along with Ms.Ishwita conducted the stage. On this beautiful occasion the November (...) issue of “Sophia: Student Magazine” released by the Guests. Ms. Rajni Bala (President, The Positive Philosophy Society) introduced about the present issue and told that this includes best class presentations of philosophy students. In this function there were two students’ competitions viz. essay-cum-presentation and poster-making. The fourth issue of Sophia: Student Magazine released in this function. Dr. Anita Khousla encouraged students and made positive comments to the participants. Dr. Desh Raj Sirswal (Head, Department of Philosophy) elaborated the themes to the participants. The following students got prizes in this function: Essay-cum-presentation Competition: First Prize: Ms. Bhawna Singh (B.A.Final Year) Second Prize: Ms. Krishma (B.A.First Year), Ms. Rajni Bala (B.A.Final Year) Consolation Prize: Ms. Ishwita Kaur (B.A. First Year) Poster-making Competition: First Prize: Ms. Shivani Sharma (B.A. Second Year) Second Prize: Ms. Sandeep Kaur (B.A.First Year) Consolation Prize: Ms. Arnika Yumnam (B.A. First Year) Total 20 students participated in these competitions on the themes on Indian Society and Ideological Crisis, Domestic Violence, Communal Violence and Westernisation. All the teachers were honoured by the Centre for Positive Philosophy and Interdisciplinary Studies (CPPIS) Pehowa (Kurukshetra). The President and Vice-President, The Positive Philosophy Society of PGGCG-11, Chandigarh honoured Dr. Nidhi Sharma (Head, Department of French) by presenting her a book. Dr. Nidhi Sharma delivered her thanks note to the guests. Download the issue from here: http://www.scribd.com/doc/185984530/Sophia-Student-Magazine-Year-02-Nov-13 Dr. Desh Raj Sirswal November 21, 2013 . (shrink)
The celebrated Greek philosopher Plato had dreamed of a philosopher-king to rule his ideal state. Keeping in socratarian tradition Aristotle said in similar way "it is better for a city to be governed by a good man than even by good laws ". According to Plato, “The philosopher is he who has in his mind the perfect pattern of justice, beauty, truth; his is the knowledge of the eternal; he contemplates all time and all existence; no praises are too high (...) for him.”1 Presently the world is facing leadership crisis. We do not find a humanitarian global mindset of leaders in present times and that is the reason that this world despite of so many material developments is facing the crises of ethics, values and humanity. In the light of these insightful quotes of Greek thinkers, here I am going to discuss about the idea of the philosopher king or Rajrishi in Indian context. Rajarshi is an ancient Indian concept of ideal leadership is offered as a solution for the modern world. (shrink)
There are numerous aspects of the nature of man, and each aspect gives rise to many problems. Some of these problems are comparatively simple, other deep and perplexing. Throughout time, people have made distinction between the material or physical world and mental or psychical world, the former may be perceived by any observer; the later remains a private experience. Philosophy of mind, today dealing with four issues: the nature of mind and body, mental content, mental causation and consciousness. The nature (...) of mind is one of the most important issues that philosophy has to consider and one of the most complex and baffling. The answer depends on our definition of mind and our interpretation of the universe. Any single interpretation of mind is inadequate. The problem of the nature of mind is central question not only from metaphysical point of view, but also from that of human interests in general. In everyday sphere of human experience the manifestation of the powers of mind is closely perceived. In this paper we will study the concept of mind in its historical setting, the nature and work of cognitive science and integrated research methodology to deal with the problem of mind. (shrink)
Various philosophers, political scientists and writers have given numerous ideas on democracy. Dr. B.R. Ambedkar was a relentless champion of human rights and staunch believer in democracy, he said: “Democracy is not a form of government, but a form of social organisation.” In “Prospects of Democracy in India” he analyzed Indian Democracy and said a democracy is more than a form of government. It is primarily a mode of associated living. The roots of democracy are to be searched in the (...) social relationship, in the terms of associated life between the people who form a society. He believed that in democracy revolutionary changes in the economic and social life of the people are brought about without bloodshed. The conditions for that are (i) there should not be glaring inequalities in society, that is, privilege for one class, (ii) the existence of an opposition, (iii) equality in law and administration, (iv) observance of constitutional morality, (v) no tyranny of the majority, (vi) moral order of society, and (vii) public conscience. Addressing the Constituent Assembly, he suggested certain devices essential to maintain democracy: “(i) constitutional methods, (ii) not to lay liberties at the feet of a great man, (iii) make a political democracy a social democracy.” In this article, an attempt has been made to provide an analysis of Dr. B.R.Ambedkar’s critique of democracy in India and discuss his ideal of social democracy. -/- . (shrink)
Contemporary Indian Philosophy is related to contemporary Indian thinkers and contains the proceedings of First Session of Society for Positive Philosophy and Interdisciplinary Studies (SPPIS) Haryana. It is neither easy nor impossible to translate into action all noble goals set forth by the eminent thinkers and scholars, but we might try to discuss and propagate their ideas. In this session all papers submitted electronically and selected abstracts have been published on a website especially develop for this session. In this volume (...) we included some papers from this session and also from open sources and contributors include teachers, research scholars and students etc. This volume is divided into two parts. First part contains papers on Swami Vivekananda and second part contains papers of B. G. Tilak, Sri Aurobindo, Mahatma Gandhi, Jawaharlal Nehru, Saheed Bhagat Singh and Dr. B.R. Ambedkar etc. It is the general intention of the Centre to produce informative as well as positive literature to inspire and motivate the students and the general readers. (shrink)
The Milestone Education Society (Regd.) Pehowa (Kurukshetra) working since 2005 in the field of school education, social work and higher education through its research initiatives. It started Center for Positive Philosophy and Interdisciplinary Studies (CPPIS) in 2010 and contributing continuously in the field of higher education through research journals, various programmes, and published books. -/- The present initiative Centre for Studies in Educational, Social and Cultural Development (CSESCD) will work on the issues related to downtrodden people though its various activity (...) like discussions, programmes and publications etc. It also promotes the ideology of the educational thinkers who positively contributed in the society. -/- The present book, “Ideological Crisis in Indian Society “is the first initiative of the Centre. It includes six essays of the students who participated in the essay competition organized by the Centre for Positive Philosophy and Interdisciplinary Studies (CPPIS) and the Department of Philosophy, P.G.Govt College for Girls, Sector-11, Chandigarh to celebrate World Philosophy Day with the theme “Indian Society and Ideological Crisis” on 21st November, 2013. These essays highlight writers’ thinking and need further improvement on the basis of ideas. -/- On the occasion of Death Anniversary of Dr. B.R.Ambedkar, we dedicated this volume to this great personality who is the real motivation for us. His vision of social democracy and equality was closely related to good society, rationality and the scientific outlook. -/- I must congratulate all the members of Milestone Education Society (Regd.) Pehowa (Kurukshetra) for this new initiatives and submit my humble gratitude towards their positive efforts and kind-cooperation. -/- Dr. Desh Raj Sirswal -/- December 06,2013 -/- Download the book from: http://msesaim.wordpress.com/2013/12/06/ideological-crisis-in-indian-society-a-tribute-to-dr-b-r-amb edkar-on-his-death-anniversary/. (shrink)
JOTIRAO GOVINDRAO PHULE occupies a unique position among the social reformers of Maharashtra in the nineteenth century. While other reformers concentrated more on reforming the social institutions of family and marriage with special emphasis on the status and right of women, Jotirao Phule revolted against the unjust caste system under which millions of people had suffered for centuries and developed a critique of Indian social order and Hinduism. During this period, number of social and political thinkers started movement against such (...) systems and methods. These thinkers aimed at upliftment of the status of women socially, economically, educationally and politically. Of these socio-political thinkers Mahatma Phule, Mahatma Gandhi, Dr. B.R. Ambedkar, Raja Ram Mohan Roy, Ishwar Chandra Vidyasagar, and such other have organized movement for striving equality for dalits, backward classes and women. As such, Mahatma Phule was an earliest leader, who strongly opposed gender inequality. He was in the real sense a great thinker finder of truth. He was of the view that every individual should search for the truth and mould accordingly, only then the human society can remain happy. He said that British rule provided an opportunity for the masses to get themselves liberated from the slavery of the Brahmins. But at the same time, he also criticized the British bureaucracy for its policy of supporting higher education and for its tendency to rely upon Brahmin subordinates. Interestingly, Mahatma Phule nurtured a favourable perspective of the British Rule in India because he thought it at least introduced the modern notions of justice and equality into the Indian society. He also criticized the economic policy of the British rule in many respects it was unfavorable to the poor peasants. He suggested a number of solutions to improve the conditions of the agriculture sector. In place of exploitative Indian social order, Phule wanted to establish a society founded on principles of individual liberty and equality and in place of Hinduism he would have liked to put universal religion. In this paper my attempt is to give an analysis of ideas of Mahatma Phule with his core philosophical outlook. (shrink)
Lokāyata: Journal of Positive Philosophy (ISSN :2249-8389) -/- Vol. III, No. 02, September, 2013 -/- -/- Chief-Editor: Desh Raj Sirswal -/- -/- In this issue..… -/- Author & Title of the Paper Page No. -/- Sandhya Gupta: ARGUMENT FORMATION : INTERNAL STRUCTURE OF AN ARGUMENT 04-12 -/- Jitendra R. Ranka:NATURE OF PHILOSOPHY 13-25 -/- Mane Pradeepkumar Pandurang : SWAMI VIVEKANANDA’S CONCEPTION OF PHILOSOPHYY 26-31 -/- Devartha Morang & Prabhu Venkataraman: PRINCIPLES OF ENVIORNMENTAL PRAGMATISM AND SUSTAINABILITY ISSUE 32-38 -/- Kaizar Rahaman: (...) CAPITAL PUNISHMENT : RELIGIOUS PERSPECTIVE 39-47 -/- Siddhartha Shankar Joarder:PRIVATE EXPERIENCE AND ITS EXPOSITORY MEANING 48-58 -/- Viswaja S.Nair:EVOLUTION OF SANSKRIT DHATUPATHA –A STUDY 59-65 -/- Preet Kumari, Gargi Sharma, Swami Pyari, Umang Verma: CONSCIOUSNESS AS A PREDICTOR OF SPIRITUAL INTELLIGENCE 66-71 -/- Jyoti George: YEATS’ THE SORROW OF LOVE 1825: A STYLISTIC ANALYSIS 72-85 -/- Sanjay Chhabra: EMPOWERING WOMAN: A STUDY ON NAGALAND 86-96 -/- NEW PUBLICATIONS 97 -/- PHILOSOPHY NEWS IN INDIA 98-99 -/- CONTRIBUTORS OF THIS ISSUE 100 -/- -/- Download Issue to click here -/- http://lokayatajournal.webs.com/. (shrink)
In this issue…………….. P.Kesava Kumar: Against Brahminical Tradition: A Dalit Critique of Indian Modernity (4-17) Nirmala V.: Influence of Spandasastra on Abhinavagupta’s Philosophy (18-20) Shruti Rai : Philosophy of Language in Siddhnta aiva Philosophy (21-28) Bhumika Sharma : Relationship Between Dharma and Justice: An Indian Perspective (29-41) Reni Pal: Ahimsa and Satyagraha: Gandhi and the XIV Dalai Lama (42-48) Bhddhiswar Haldar: The Necessity of Gandhian Ethics for Better Future(49-52) Sima Baruah: What Makes Gandhi a Mahatma? (53-59) Jatinder Kumar Jain: Jainism (...) in a Globalised World (60-66) Rinky Chowdhury: Evolution of Varna-srama System into Caste-System (67-69) K.J.Sandhu & Khusboo: Conceptual Framework of Acculturative Stress in relation to Organizational Integration of Employees (70-80) Dinesh Chahal & Nidhi Mehta: Motivation: An Easy Way to Learn (81-86) EMPIRICAL PAPERS Shalini Sisodia & Ira Das: Construction of a Scale for Measuring ‘Egotism’ (Ahamkaar) (87-95) P.K.Mona & Prachi Sharma: Psychological Determinants of Hypothyroidism(96-103) Surila Agrawala & Nidhi Gurbaxani: Quality of Life of Employed and Unemployed Married Women (104-109) NEW PUBLICATIONS (110-111) PHILOSOPHY NEWS IN INDIA (112-114) CONTRIBUTORS OF THIS ISSUE (115-116) Link: http://lokayatajournal.webs.com. (shrink)
Milestone Education Review (The Journal of Ideas on Educational & Social Transformation) ISSN: 2278-2168 Year 04, No.02, October 2013 SPECIAL ISSUE ON STRESS AND MENTAL HEALTH Guest Editor: Dr. Nidhi Verma In this issue……….. Title & Author Page No. STRESS MANAGEMENT AND MANTRA MEDITATION: David B. Wolf 4-19 MODERN GUARDS AGAINST STRESS IN MENTAL HEALTH : R.C. de Weijze 20-24 PARENT- ADOLESCENT RELATIONSHIP: EFFECT ON ACADEMIC STRESS AMONG ADOLESCENTS: TARUNA MALHOTRA & SONAL CHABRA 25-34 MENTAL HEALTH IN INDIA : POLICIES (...) AND ISSUES : Desh Raj Sirswal 35-54 SOFT SKILLS AS PREREQUISITE OF EFFECTIVE TEACHING: FRANKY GUPTA & DINESH CHAHAL 55-61 NEW ARRIVALS 62-65 CALL FOR PAPERS 66-67 PROGRAMMES & PUBLICATIONS 68-70 CONTRIBUTORS OF THIS ISSUE 71 DOWNLOAD THE ISSUE: http://milestonereview.webs.com/ -/- . (shrink)
Milestone Education Review, Year 04, No.01, April, 2013 Special Issue on Value Education and dedicated to Swami Vivekananda Link http://mses150vivekananda.wordpress.com/2013/12/04/milestone-education-review-year-04-no-01-april-20 13/.
Mental health generally refers to an individual’s thoughts, feelings and actions, particularly when he faced with life challenges and stresses. A good mental health isn’t just the absence of mental health problems. It is the achievement and the maintenance of psychological well-being. Mental Health is the state of one’s peace of mind, happiness and harmony brought out by one’s level of adjustment with himself and his environment. In describing mental health, Anwar said, “…mental health is the health of one’s mind (...) which can prove a potent determinant of one’s integrated personality and balanced behavour identified on the basis of the level of his adjustment to himself, others and with the environment. A mentally healthy individual possesses a number of characteristics which influence his life positively and help him in achieving his goals of life effectively. He has adequate ability to make adjustments in the changed circumstances and situations. His intellectual powers are adequately developed. He is able to think independently and take proper decision at the proper time. He tries to accomplish his work as effectively as possible but he does not prove to be an extremist by becoming a perfectionist. Though these characteristics are expected from a mentally healthy individual, but these should be taken as essential and necessary conditions for the maintenance of proper mental health and thus absence of one or the other characteristic does not necessarily mean negation of mental health. Good mental health is not just the absence of mental problems. Being mentally healthy is much more than free of depression, anxiety or other psychological issues.”1 In this paper an attempt is made to discuss about the mental health policies and issues in India. (shrink)
Modern educational thoughts have made a powerful impact on civilized persons. The learner is a partner in the process of learning in our age. He is a disciple and is going to be a consumer as well as customer. There is a shift from education as a means of welfare and awareness to commercialization of education. In this background, Professional Ethics is partly comprised of what a professional should or should not do in the work -place. It also encompasses a (...) much greater part of the professional’s life. If a professional is to have ethics then that person needs to adopt that conduct in all of his dealings. Another aspect of this is the enhancement of the profession and the industry within which the professional works. It concerns a professional’s conduct and behaviour while carrying out their professional work that is work for the good of the community and mankind. In this paper it is an attempt to draw out a relation between Professional Ethics and Morality. (shrink)
Philosophy is a vast subject and it is growing day by day in many branches although it has many traditional branches like epistemology, metaphysics, ethics and logic etc. Professional ethics is a discipline of philosophy and a part of subject called as ETHICS. In professional ethics we study the morals and code of conduct to be used while one practices in his/her profession. Media is also a profession and there is also a code of conduct to this profession better. If (...) media professional be ready to work according to its professional ethics, he/she can have a good approach and it will direct him/her to play an important role in shaping good governance. In this paper it is an attempt made to draw a relation between all these conceptions and presents a theoretical interpretation of the above. (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)
Religion is an organized collection of beliefs, cultural systems and world view that relate humanity to spirituality and sometimes also with moral values. It may be said that it is a belief in and reverence for a supernatural power or powers regarded as creator and governor of the universe. Many religions have narratives, symbols and sacred history and traditions that are intended to give a meaning of life or to explain the origin of the life and the universe. They tend (...) to drive morality, ethics, faith and religious laws and or preferred a lifestyle from their ideas about the cosmos and human nature. But in the present world religious faiths are treated like a brand. The process of branding involved in creating a unique name and image for a product in the consumers' mind, mainly through advertising campaigns with a consistent theme. Branding aims to establish a significant and differentiated presence in the market that attracts and retains loyal customers. In a society overrun by commercial clutter, religion has become yet another product sold in the consumer marketplace, and faiths of all kinds must compete with a myriad of more entertaining and more convenient leisure activities. (shrink)
The consciousness of social security comes to a man when he feels that he is getting his basic rights. Human Rights are related to those rights which are related to man’s life, freedom, equality and self-esteem, are established by Indian constitution or universal declaration of human rights and implemented by Indian judiciary system. In other words, “Human rights are rights inherent to all human beings, whatever our nationality, place of residence, sex, national or ethnic origin, color, religion, language, or any (...) other status.”1 We are all equally entitled to our human rights without discrimination. But we when come the present conditions of Indian society, it is painful to say we find lots of discrimination and violations of human rights is a common problem. In this paper it is an attempt is made to describe that casteism cause social insecurity and is a form of violation of human rights. (shrink)
In this issue…………….. Sheeja.O.K. : An Enquiry into Swami Vivekananda’s Philosophy of Education in the light of Modern Education System (4-10) T.V.Krishnan: Philosophical Divergence: A Leap towards Humanity (Special reference to Indian Social Order) (11-16) V.Prabhu & Tanuja Kalita: A Response to Peter Singer’s Position on Euthanasia(17-21) Irshad Ahmad & Umesh Chandra: Islamic Concept of Education: Aims and Objectives (22-29) Krishna Paswan: Non-violence and Love: A Gandhian Appraisal (30-34) Sheena Krishnan Ulamparambath: The Role of Philosophy behind the Growth of Hero (...) Worship in Medieval Kerala (35-44) Pankoj Kanti Sarkar: Enviornmental Crisis: Necessity of Non-Anthropocentrism (45-49) B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic B.Y. Krishnamurthy: Educating Philosophy and Peace through Cinematic Songs by Hunsur Krishna Murthy in Kannada Songs by Hunsur Krishna Murthy in KannadaSongs by Hunsur Krishna Murthy in KannadaSongs by Hunsur Krishna Murthy in Kannada Songs by Hunsur Krishna Murthy in KannadaSongs by Hunsur Krishna Murthy in Kannada Songs by Hunsur Krishna Murthy in KannadaSongs by Hunsur Krishna Murthy in KannadaSongs by Hunsur Krishna Murthy in Kannada Songs by Hunsur Krishna Murthy in Kannada Songs by Hunsur Krishna Murthy in Kannada Songs by Hunsur Krishna Murthy in Kannada Songs by Hunsur Krishna Murthy in KannadaSongs by Hunsur Krishna Murthy in KannadaSongs by Hunsur Krishna Murthy in KannadaSongs by Hunsur Krishna Murthy in KannadaSongs by Hunsur Krishna Murthy in Kannada Songs by Hunsur Krishna Murthy in Kannada Songs by Hunsur Krishna Murthy in KannadaSongs by Hunsur Krishna Murthy in KannadaSongs by Hunsur Krishna Murthy in KannadaSongs by Hunsur Krishna Murthy in Kannada Songs by Hunsur Krishna Murthy in Kannada Cinema: A Study Cinema: A Study Cinema: A Study Cinema: A Study Cinema: A Study Cinema: A Study Cinema: A Study Cinema: A Study Cinema: A Study (50(50 -54)54) Empirical Paper: Vijay Anand: Pilgrimage Tourism Management and its Issues and Challenges with special reference to Nagapattinam District (55-76) BOOK-REVIEW— Merina Islam (77-78) NEW PUBLICATIONS (79-80) PHILOSOPHY NEWS IN INDIA (81-85) CONTRIBUTORS OF THIS ISSUE (86) . 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In this issue…………….. INTERTWINED HUMAN MIND IN NATURE: A Rendering from Ancient Tamil Tradition—Vallabadoss John Peter (4-17) BUDDHISM AND DENNETT’ S MODEL THEORY: AN ANALYSIS IN THE ACCOUNT OF CONSCIOUSNESS —Sheeja O.K.(18-24) RABINDRANATH TAGORE’S THOUGHTS OF MIND: PHILOSOPHY OF EDUCATION —K.Victor Babu (25-34) ADHITHANA (DETERMINATION) LEADING TO HAPPINESS —Ashima Verma (35-41) The Principal Upaniads on Vtti Theory of Perception —Surjya Kamal Borah & Shruti Rai (42-49) THE REVELATION OF THE MIND —Prashanata Kumar Dash (50-56) —(57-62) Article: EDUCATION DISPELS DARKNESS—R.K.Behera (63-66) (...) Empirical Work: EFFECT OF KNOWLEDGE VALUES ON LIFE SATISFACTION AMONG ADOLESCENTS —Himani Anand & Shailendra Pratap (67-72) BOOK-REVIEWS— Merina Islam (73-76) PHILOSOPHY NEWS IN INDIA (77-80) CONTRIBUTORS OF THIS ISSUE (81) . (shrink)
In this issue……….. A DEVELOPMENTAL PERSPECTIVE ON HIGHER EDUCATION IN INDIA Nagesha HV (4-10) INDIAN EDCATION SYSTEM: PROBLEMS AND FUTURE PERSPECTIVES P. Nithiya (11-20) HUMAN RIGHTS EDUCATION IN INDIA Merina Islam (21-24) DOMINANCE OF MENTALITY OVER HUMAN RIGHTS IN INDIAN CONTEXT Reena Khushwaha (25-35) YOGA FOR THE MANAGEMENT OF HYPERTENSION Ch.Venkateswarlu (36-45) MOTIVATION: AS A CATALYST OF ACHIEVEMENT Dinesh Chahal & Franky Gupta (46-52) STATUS OF INDIAN WOMEN IN THE LIGHT OF SAMKHYA DARSANA Riki Chakraborty (53-56) THE RISE OF TEMPLE (...) ORIENTED PHILOSOPHY IN KERALA Sheena Krishnan Ulamparambath (57-66) BOOK-REVIEW Sukhwant Singh Sidhu (67-68) NEW MOVIE: Shudra- The Rising (69-71) CALL FOR PAPERS (72-73) PROGRAMMES & PUBLICATIONS (74) CONTRIBUTORS OF THIS ISSUE (75) . (shrink)
Milestone Education Review (The Journal of Ideas on Educational & Social Transformation) is an online peer-reviewed bi-annual journal of Milestone Education Society (Regd.) Pehowa (Kurukshetra). For us education refers to any act or experience that has a formative effect on the mind, character, or physical ability of an individual. The role of education must be as an instrument of social change and social transformation. Social transformation refers to large scale of social change as in cultural reforms and transformations. The first (...) occurs with the individual, the second with the social system. This journal offers an opportunity to all academicians including educationist, social-scientists, philosophers and social activities to share their views. Each issue contains about 100 Pages. (shrink)
Philosophy is a subject which does not concerned only to an expert or specialist. It appears that there is probably no human being who does not philosophise. Good philosophy expands one’s imagination as some philosophy is close to us, whoever we are. Then of course some is further away, and some is further still, and some is very alien indeed. We raise questions about the assumptions, presuppositions, or definitions upon which a field of inquiry is based, and these questions can (...) be concerned with the meaning, significance, or integration of the results discovered or proposed by a field of inquiry. We find Karmic, Bhaktic and Jnanic interpretations of an ancient text in Indian philosophy because of different approaches adopted to inquire the text. This paper is an attempt to draw an outline of Upanishadic methods of inquiry in Indian philosophical tradition. Several methods like Enigmatic, Aphoristic, Etymological, Mythical, Analogical, Dialectical, Synthetic, Monologic, Temporising and Regressive methods etc. we can find in Upanishads. (shrink)
Philosophy is an important relation with education as it gives theoretical ground for its development. Principles and values of life learnt through education and experience gives birth to philosophy. Philosophy lays the foundation of leading one’s life based on principles. Education is the source of learning and philosophy it’s applications in human life. While discussing about the real nature of philosophy in present time, we should have a single criteria as if it to be acceptable to all reasonable people of (...) the world. In defining Positive Philosophy it may be said, The Positive Philosophy is an attempt to achieve an intellectual detachment from all philosophical systems, and not to solve specific philosophical problems, but to become sensitively aware of what it is we do when we philosophize. It is an attitude as well as a methodology for both academician and common person. It make education process positive so that it can make something useful for societal growth and in working process it also make the person sensitive about the societal problems and make them ready to be a part of social change. I am not negating something, here “positive” word is not an antonym but it is an adjective. Where there are merely religious, metaphysical and passive ideologies in our education system, we are not able to have a good and creative education. Positive Philosophy is working on that issues which have some worth for human. It is a process to do something creative. We are using innovative method. An innovator could be rebellion because he breaks the established method, norms and redefines the layer of thought. Innovation not simply implies questioning, reshaping, restricting but also developing through transformation. A teacher can play an important role in promoting this discussion because a teacher has the capacity to influence students with their thoughts and personality and engages them to creative activities. Innovativeness needs to be included in the curriculum. Once one becomes habitual to this attitude he/she will be ready to do some positive or creative. In this paper it is an attempt being made to apply positive philosophy though innovative method in our present education system. -/- . (shrink)
Reconsidering Classical Indian Thoughts neither claims, nor attempts to be a definitive study of all the characteristics as concept(s) of classical Indian thoughts. It is a modest attempt of the editor to familiarise the common, but philosophy reader with the fundamental conceptions of ancient Indian culture. I hope, by studying this book the reader will understand the relevance of Indian classical thoughts. -/- Here we have collected 17 papers both in English and Hindi languages written on Indian epistemology, metaphysics, logic, (...) ethics and social philosophy. To study the nature of philosophy in India and its implementation in all spheres of human life is one of the most important objectives of our Centre. In this regard we have published two online books entitled Philosophy, Education and Indian Value System and Positive Philosophy for Contemporary Indian Society, respectively. ISBN: 978-81-922377-2-5 Second Edition, 2012 Publisher: Centre for Positive Philosophy and Interdisciplinary Studies (CPPIS), Milestone Education Society (Regd.), Balmiki Dharmashala, Ward No.06, Pehowa (Kurukshetra)-136128 (Haryana) Emails: email@example.com, firstname.lastname@example.org Price: Rs.300/- (Three Hundred Rs. Only) -/- . (shrink)
Peoples often question the relevance of spiritualism in their modern life. They want to know why they should know what they are within and why should they bother to change themselves. With rapid changes in the socio-economic aspects of life all over the world, peoples are under intense pressure, and are seeking something, which will help them to successfully deal with union with the universal and transcendent existence. Today many people are shifting to spiritual approach to life but relevant number (...) does not know how. We all desire a work experience that can fit neatly with our personal lives. We all seek balance. Too often however people’s work life overpowers the rest if their life. And when that happens, we can very easily find ourselves struggling to keep up in all areas of our lives. Life is not all-play –no –work. Neither it is all-work-no-play. It has its own course of mixed actions. Work culture also plays an important role in human life. It means work-related activities and the meanings attached to such activities in the framework of norms and values regarding work these activities, norms and values are generally conceptualized in an organization. Understanding this chemistry and accepting the facts as its, is the starting point of a better life. When this happens the discussion has developed into a full-fledged philosophical one. And we come to ethics or moral philosophy and spiritualism. In this chapter we will study the philosophical outlook of work as a moral ideal in the form of karma. (shrink)
Friends, welcome to the first page of Logic in India. It is for Indian students prepared for first paper entitled Principles of Logic in Diploma-in-Reasoning course of Department of Philosophy, Kurukshetra University, Kurukshetra, where I taught four years. It is also beneficial for graduate students who have elementary logic course in their syllabus. Basically I used both printed books and internet sources to prepare it. You can find the course syllabus in my post “Philosophy is Nothing without Logic” at The (...) Positive Philosophy page and also in the side links of this page. This is only a draft, kindly send your suggestions and ideas to email@example.com or firstname.lastname@example.org, I shall be highly thankful to you. A short list of reference books are mentioned below of the Table of Contents and reference sites are linked with this page. This page introduces the basic conceptions of formal logic, informal logic and also Symbolic logic. (shrink)
The present education does riot yield required results mainly because it is divorced from the real social content and social goals. We as the citizens of the republic are constitutionally committed to democracy, social justice, equality of opportunity, secularism and above all to a welfare state. Educational policy and educational programmes should not merely equip an individual to adjust with society to its customs and conventions, but it should enable him to bring desirable changes in the society. Every educational institute (...) from secondary school to University College should be developed to become an agency of change, it is the dream of Dr. B.R .Ambedkar. (shrink)
In this issue…………….. PROBLEMS IN CONTEMPORARY INDIAN SOCIETY -C.Devi Meenakshi (04-12) PROBLEMS IN CONTEMPORARY INDIAN SOCIETY -Ravinderpreet Kaur (13-19) WOMAN IN 21ST CENTURY:ISSUES AND FUTURE PERSPECTIVES -Manju Chauhan (20-25) PROBLEMS IN CONTEMPORARY INDIAN SOCIETY -Niyati Kumari(26-32) WOMEN IN 21st CENTURY: ISSUES AND FUTURE PERSPECTIVES -Neha Vashishta (33-39) PHILOSOPHY NEWS IN INDIA (40-47) CONTRIBUTORS OF THIS ISSUE (48) ………………………………….. Note: The first issue of Lokāyata contains essays of students participated in National Level Essay Competition for Students on the theme ―Problems in (...) Contemporary Indian Society‖ held on September 05, 2011 (Teacher‘s Day). (shrink)
Philosophy is a way of being in the world of questions, interacting with it, and responding to it. Human mind is an ongoing dialogue about the topics of philosophy such as good and evil, right and wrong, truth and falsity, appearance and reality. Education refers to an act or experience that has a formative effect on the mind, character, physical ability of an individual. Values are whatever an individual desires, prefers and likes. In context of present education system moral, cultural (...) and spiritual values should be preferred. New Education Policy of India should be built on the foundation of ancient spiritualistic, modern culture and technical sophistication. It should develop scientific temper and spirit of inquiry in the students also. The present work entitled, “Philosophy, Education and Indian Value System” is an attempt to relate philosophy, education and values at the same ground, so that they can perform the conception of complete education. Here we have three chapters i.e. (i) Philosophy and Values in School Education of India, Sri Aurobindo’s Philosophy of Education and Spiritual Approach to Education: An Indian Experience, respectively. I would like to thank my students and colleagues of Milestone Education Society (Regd.) Pehowa for their full time support and corporation in our educational programmes. (shrink)
Social change is a structural transformation of political, social and economic systems and institutions to create a more equitable and just society and it is a universal phenomenon and it occurs in every society. Technically said that social change refers to an alteration in the social order of a social group or society; a change in the nature, social institutions, social behaviours or social relations of a society. As we know Change is inevitable and it takes place in all fields. (...) The term “social change” is often used to describe variations in, or, modifications of any respect of social process, social patterns, social interaction or social organization. Great thinkers emerged from various societies induce social change in different times. (shrink)
The aim of this book is to give an analysis of a positive attitude towards philosophical problems in which we leave religious and metaphysical speculations and only consider practical problems. The motive is to achieve an intellectual detachment from all philosophical systems, and not to solve specific philosophical problems, but to become sensitively aware of what it is we do, when we philosophize. Abstraction without relevance to life and living in high sounding is nothing, but leading to darkness. The usefulness (...) of any subject lies in its lying servant of practice. Because of philosophy’s closeness to life, living should be a part of scheme of education relevant to anyone. Philosophy will provide the ways to acquire knowledge and good behavioral patterns. The present status of philosophy as a useful discipline is in doubt. This paper explained some reasons for this. Here is a basic need of such healthy and positive attitude for philosophical inquiry, which is only concerned with the problems of human life, and related to ordinary course of living. I have used the term Positive Philosophy for this. Philosophy should be creative and practical, that is the exigency of modern society. Philosophy affects Social Sciences and Humanities from hundreds of year. We should think about the implication of philosophical methods in Social Sciences and Humanities. So, we should ready to give new dimensions and do best innovations in this area which have more relevance and implications in this millennium and in future. -/- . (shrink)
Positive Philosophy for Contemporary Indian Society has three chapters to read i.e. (i) Meaning of Positive Philosophy which deals with the conception of Positive Philosophy and Methodology, (ii) Nature of Philosophy in General which discuss about general conception of philosophy , methods of study and writing philosophy, and (iii) Philosophy of Social Change which discuss the need of Indian Model of Philosophy of Social Change and in the end there is a concluding remarks.
In this paper an attempt is made to draw out an outline of present social evils generated from Caste-Discrimination and this system is the misinterpreted conception of Varynavyavastha where the four varnas are divided on the basis of division of labour and since history it converted to caste system. With these Human Rights issues are directly related and human rights are an important concept in civilized and democratic society. But from the part of Government and judiciary the above said both (...) are separated and cannot be treated equally and it can be see in the latest examples of inhuman acts with Dalits in Haryana. First this paper also highlights the schemes and policies of the government to eliminate this system and their failure in part of unavailability to socially deprived persons. These policies are only in the paper form and cannot become part of practical concerns. Secondly these problems related to caste- discrimination can be solved only by social awareness and social interaction among different communities but not only by policies and schemes. Since independence there is not a single case of social awareness programme conducted by political parties and government and this become the root cause of social inequality till now. The present examples of violation and injustice with poor and deprived persons show the failure of our judiciary system and so-called democratic & secular society. With this background some recommendations will be discussed in the last of the paper so that a humane society can be modeled according to our constitutional commitment of social equality, freedom and brotherhood. (shrink)
Primary Works -/- Hume, David(1997) An Enquiry Concerning Human Understanding, from Philosophical Classics from Plato to Nietzsche, Ed. By Forrest E. Baired & Walter Kaufmann, Prentice Hall, Upper Saddle River, New Jersey. -/- ___________ (1978) A Treatise of Human Nature, Edited by L.A. Selby-Bigge Oxford University Press, London. -/- :___________( 2006) The Understanding(Treatise :Book I), Ed. by Bennettt, Jonathan , The, Radical Academy, -/- Link:http;//www.earlymoderntexts.com/pdf/humebig.pdf.Citation:20-10-2006 -/- Flew, Antony(1962) Hume on Human Nature and the Understanding, Edi. ,Collier Books, New York.
Primary Works -/- Ryle, Gilbert: The Concept of Mind, Penguin Books, 1978 -/- __________: Dilemmas, Cambridge, at the University Press, 1966. -/- __________: Collected Papers, Edited by Barnes and Noble Vols. I &II, Hutchinson, 1971. -/- __________: On thinking, Edited by K. Kolenda, Oxford: Basil Blackwell Publishers, 1982. -/- __________;Aspects of Mind, Edited by Rene Meyer, Oxford : Blackwell, 1993..
rimary Works -/- Descartes, Rene, (1997) Meditations on the First Philosophy, from Philosophical Classics from Plato to Nietzsche, Ed. By Forrest E. Baired & Walter Kaufmann, Prentice Hall, Upper Saddle River, New Jersey. -/- ______________ (1972) “The Principles of Philosophy”, from Masterworks of Philosophy, Vol.I, Ed. by S.E. Frost Jr., McGraw Hill Book Company. -/- ______________ (1958)”The Passions of the Soul”, from Descartes Philosophical Writings, Trans.& Selected by Norman Kemp Smith, The Modern Library, New York. -/- _____________ (1927)”The Passions of (...) the Soul”, from Descartes Selections, Edi. by Charles Scribner’s Sons, United States. -/- ____________ (2006)” Meditations on the First Philosophy”, The Radical Academy, 2006.Link:http;//www.earlymoderntexts.com/pdf/desmed.pdf ,Citation:20-10-2006 -/- _____________(2006)”Discourse on the Method“, The Radical Academy, 2006.Link:http;//www.earlymoderntexts.com/pdf/desdisc.pdf ,Citation:20-10-2006 -/- ______________:”Objections to Descartes’s Meditations, and His Replies“, The Radical Academy, 2006.Link:http;//www.earlymoderntexts.com/pdf/descor.pdf ,Citation:20-10-2006 -/- Anscomb,E.& Geach,P.T. (1966) Descartes Philosophical Writings, (Edi.& Trans.) The Nelson and Sons Ltd., London. (shrink)
Abelson, Raziel Persons(1977) A Study in Philosophical Psychology, The Macmillan Press Ltd. London and Basingstoke. -/- Ameriks, Karl (1982) Kant’s Theory of Mind, Clarendon Press, Oxford. -/- Armstrong, D.M.(1968) A Materialistic Theory of Mind, London: Routledge and Kegan Paul. -/- Ayer, A.J.( 1974) The Central Questions of Philosophy, Holt, Rinehart and Winson, New York.
“One should always cherish some ambition to do something in the world. They alone rise who strive.” is the great wording of Dr.Ambedkar. There are two fundamental types of human nature. Creative and possessive. Creative humans use human intellect for creative endeavors which enriches human thought; knowledge and wealth thereby contribute to the development of human heritage for the posterity. Possessive people, on the other hand do not believe in the use of human intellect for creative purpose. Gautam Buddha, Jesus (...) Christ, Guru Nanak, Kabeer, Ravidas, Tukarama, Krantiba Jotirao Phoolay, Periyar and Dr. Babasaheb Ambedkar they all belong to the great class of Ceative humans called as Humanists in Indian context. Here we studies Ambedkar’s views related to humanism and Buddhism. (shrink)
My research work title is “A Philosophical Study of the Concept of Mind (with special reference to Rene Descartes, David Hume and Gilbert Ryle).” In this study we have discussed three conceptions of mind presented by Rene Descartes, David Hume and Gilbert Ryle. All the three thinkers are related to different philosophical traditions known as Rationalism, Empiricism and Analytical Philosophy respectively. Each of these various approaches can be seen as at least partly successful, each provides answers to questions regarded as (...) especially pressing, each apparently solved certain problems. Notoriously, however, each leaves unanswered and unsolved a host of distinct problems as well. (shrink)
In this paper an attempt is made to draw out the contemporary relevance of philosophy in school education of India. It includes some studies done in this field and also reports on philosophy by such agencies like UNESCO & NCERT. Many European countries emphasises on the above said theme. There are lots of work and research done by many philosophers on philosophy for children. Indian values system is different from the West and more important than others. Education has become a (...) tool to achieve efficiency in all walks of human life whether social, political, religious or philosophical. Every nation started developing its own specific set of educational values. For India it is very necessary to increase philosophical thinking study and research. Philosophy could make significant contribution, particularly in relation to children’s moral development because the Indian curriculum currently neglects this aim. A teacher can play an important role in promoting this discussion because a teacher has the capacity to influence students with their thoughts and personality and engages them in these activities. Philosophy needs to be included in the curriculum and have demonstrated cognitive and social gains in children who were explored to philosophy in their schooling. (shrink)
I have posted four my article published at different journals in India. This is an open resource to do our work well. -/- GILBERRT RYLE ON DESCARTES’ MYTH Philosophical Mind Studies, Dec 13, 2010 (Published). -/- Ryle’s Dispositional Analysis of Mind and its Relevance Philosophical Mind Studies, Dec 13, 2010 (Published). -/- The Official Doctrine and its Relevance Today Philosophical Mind Studies, Dec 13, 2010 (Published). -/- The Concept of the Self in David Hume and the Buddha Philosophical Mind Studies, (...) Dec 13, 2010 (Published). -/- Human Beings Have No Identical Self Philosophical Mind Studies, Dec 13, 2010 (Published). (shrink)
The Concept of Mind is the best known and the most important work of Gilbert Ryle. Ryle is thought to have accomplished two major tasks. First, he was seen to have put the final nail in the coffin of Carteisan dualism. Ryle rejects Descartes’ dualistic theory of the relation between mind and body. This doctrine of separation between mind and body is referred by Ryle as “the dogma of the ghost in the machine.” Second, he himself anticipated and suggested dualism’s (...) replacement, the doctrine known as philosophical (sometimes analytical) behaviourism. This is an attempt of this paper is to draw outlines of his criticism of Dualism his dispositional theory of mind and how it is relevant in today’s philosophy of mind. (shrink)
The concept of the self is a highly contested topic. Traditionally it belonged to speculative metaphysics. Almost every philosopher, whether Western or Indian, has tried to explore the nature of self. Generally, the self is taken as a substance which has permanent existence, which is eternal and non-specio-temporal. In some traditions, like the Hindu tradition, it is believed to take rebirth as the body perishes. Many Western philosophers also think that it is immortal. The nature of the self also has (...) then ethical implications. The views of David Hume and Gautama Buddha on the self, which I have chosen to discuss here, are similar. Though both belong to different traditions, both are skeptical of any permanent existence of self. This is not to say that one has borrowed from the other. For the nature and purpose of denial of the self in both the philosophers is different. So a comprehensive and comparative study of their views is very interesting. It is the intention of this article to analyze and compare the philosophical positions of Gautama and Hume on the self—a problem which was of central concern to both and which has since exercised a continuing fascination for philosophers, both of the East and the West. (shrink)
This is a collection of terms and definitions which I used in my research work entitled A Philosophical study of the Concept of Mind (with special reference to René Descartes, David Hume and Gilbert Ryle). You can find the reference abbreviation with page no. in the end of the definition. Suggestions are invited for further improvement.
It is the intention of this paper is to introduce some contemporary relevance of Descartes’ dualism with special reference to Gilbert Ryle’s criticism. Ryle’s explicit target in The Concept of Mind is what he calls the “official doctrine”, which results, he tells us, at least in part from Descartes’ appreciation that Galilean methods of scientific discovery were fit to provide mechanical explanations for every occupant of space, together with Descartes’ conviction that the mental could not simply be a more complex (...) variety of the mechanical. Whether or not every aspect of the resulting “two-world” view is properly attributed to Descartes. It is familiar view, which has widely become known as Cartesianism in Anglo-American philosophy. It has distinctive ontological and epistemological commitments. (shrink)
Descartes is not well known for his contributions to ethics. Some have charged that it is a weakness of his philosophy that it focuses exclusively on metaphysics and epistemology to the exclusion of moral and political philosophy. Such criticisms rest on a misunderstanding of the broader framework of Descartes’ philosophy. Evidence of Descartes’ concern for the practical import of philosophy can be traced to his earliest writings. In agreement of wisdom that is sufficient for happiness. The Third part of his (...) Discourse on the Method presents what he calls a provisional morality, a morality to govern our behaviour while we are in the process of revising our beliefs and coming to certainty. In the tree of philosophy, in the Preface to the French translation of the Principles of Philosophy, morals are listed as one of the fruits of the tree, along with medicine and mechanics. It is also a theme in the letters he exchanged with the Princess Elisabeth of Bohemia in the mid-1640s, together with another concern the passions, what they are, and more importantly, how to control them. These themes are intertwined again in Descartes last major work, The Passions of the Soul (1649). Descartes did not write extensively on ethics, and this has led some to assume that the topic lacks a place within his philosophy. It is an attempt to outline Descartes’ ethical ideas mainly in Discourse on the Method. (shrink)
David Hume discusses that human beings have no identical self in his book A Treatise of Human Nature. He says that self is not the subject of perception ; thought experiences itself and no need for such kind of idea like self. He adopted classical exposition of positivist theory with reference to the problem of personal identity. Hume adopted purely sceptical and empirical explanation and does not give any satisfactory solution for the problem of personal identity. Although, he opens new (...) lines of thought and emphasizes that no system of thought is ultimate, nothing is better than the spirit of enquiry, which gave a great effect on modern era of thinking. (shrink)