v. 1. Samādhi-pāda -- v. 2. Sādhana-pāda.

Commentary on Brahmasūtra of Bādarāyaṇa, work on Vedanta philosophy.

In thinking of Derrida's notion of deconstruction as an attitude in understanding logocentrism, one might find it necessary to pre-empt this discourse by taking into serious consideration three words: center, consciousness, and difference. These words offer the key towards the problem of logocentrism within Derrida's deconstruction and, as far as these words seem to contextualize themselves within Derrida's texts, they also offer an explanation of how meaning becomes possible. Derrida's deconstruction is a form of writing in which the "I-ness" of (...) the self is given emphasis as both the limitation and possibility of appropriation in so far as context is concerned. Reading for him is already considered as an act of writing, the text, being polysemic in its inscription, already implies that the repetition of the syntax of words will always be rendered by the consciousness with a relative amount of impurity. Every instance of reading then is a form of writing, each time an Other tries to read the singularity of the construction of the text, it is already altered as another occurrence within another consciousness. (shrink)

In the advent of communication, Derrida finds that meaning through signification carries with it the possibility of mis-communication in which the intended meaning behind the text becomes undecidable and inevitably polysemic in its transference. In a short, yet fecund essay “Signature Event Context,” Derrida tackles the problem of communication and the supposed claim of the classical notion of writing’s conception of virtual permanence within the text. The classical notion of writing claims that writing as a medium or a species of (...) communication implies that the transference of meaning is conducted in a homogenous fashion. In the absence, of the author who has abandoned the fleeting singular instance of inscription, the text, according to the classical notion of writing, must be able to transfer meaning within the interplay of the text itself, for if it fails to do so, writing would cease to become useful in its intention to transfer meaning. (shrink)

This book presents a reconstruction of the trajectories of freedom in Axel Honneth's recognition theory in the context of the conflict between autonomy and social cohesion. Honneth's re-appropriation of Hegel's notion of Sittlichkeit, or "ethical life," provides a potent descriptive theoretical perspective of social conflicts and an articulated praxis of Hegel's social theory. Amidst the current critical literature posed against the normative aspect of Honneth's critical theory, there is an already implicit solution to the problem of normativity and reification. By (...) articulating the conflict between freedom and normativity as both a pathological problem and a progressive movement in critical theory, the theme of solidarity is further reinforced in the development of Honneth's social philosophy. Through the consolidation of the process of recognition, and the spheres of social interaction where individuals develop, reinforce, and build their identities, it is possible to develop a reverse analysis of a complementary system of social interactions between personal relations, market economy, and democratic spheres to identify deficiencies in societal needs. The book proposes the Reconstructive Normative Simulation (RNS) to consolidate Honneth's social philosophy. Through RNS, it is possible to examine social pathologies by locating deficiencies in normative resources in the three social spheres. By articulating these deficiencies, the possibility of adjusting societal norms becomes historically bound to existing norms, while at the same time receptive to forthcoming identities. (shrink)

The aim of this paper is to situate the notion of reification as a neutral foundation for the three spheres of recognition. Reification, as a negative concept, allows the possibility of recognition to take place in Axel Honneth’s three spheres of recognition; namely, love, law, and esteem. My argument is that the givenness of these positive aspects of recognition is made possible by the existence of necessary reifications to which pathologies allow a certain form of intersubjective realisations. This form brings (...) about the possibility of an “otherwise” situation. Drawing from the intersubjective theory of recognition in Georg Hegel’s and Martin Heidegger’s instrumentalist hermeneutics (i.e., Vorhandenheit) of authenticity, I aim to pursue the necessary qualification to which reification is to be considered as a neutral ground for normativity to germinate. My contention is that the neutral state of reification is made possible when it is seen as a productive discourse situation in which recognition becomes possible. (shrink)

I aim to articulate and develop a consolidated model of Axel Honneth’s Recognition Theory. This paper aims at investigating the relationship of asymmetries of identities and social struggles as a progressive process of recognition in Honneth’s works. My paper is divided into three parts. The first part provides a consolidated outlook on Honneth’s Recognition Theory from the Struggle for Recognition to his more recent work Freedom’s Right. The second part covers the relationship between social struggles, social solidarity, and their effects (...) on regenerating the necessary normative resources for individual selfactualization. The last part is my take on Honneth’s Recognition Theory in the form of understanding social pathologies in the context of investigating deficits of normative resources for self-actualization. (shrink)

Contributed seminar papers presented at Vidvatgoṣṭhī at Melkote.

Rajasthani verse work, with Hindi verse translation, on Jaina philosophy and doctrines.

Sumarries of dissertations on philosophy written by doctors of philosophy at Fakultas Ilmu Pengetahuan Budaya, Universitas Indonesia.

On the fundamentals of Nyaya and Vaiśeṣika philosophy; includes two classical Sanskrit commentaries.

On the fundamentals of Nyaya and Vaiśeṣika philosophy with three commentaries.

Treatise on the fundamentals of Vaisesika philosophy; critical edition.

Exegesis on Śārīrakamīmāṃsābhāṣya of Śaṅkarācārya and Śrībhāṣya of Rāmānuja, 1017-1137, commentaries on the Brahmasūtra of Bādarāyaṇa, basic work of the Vedanta school in Hindu philosophy.

Selections from the first two parvas, or books, of the classic epic of Hinduism. The translation is that of Pandit Kesare Maham Ganguli, made for the Pratapa Chunder Raya edition of 1883. A glossary of terms is included.--D. R.

Selections from the first two parvas, or books, of the classic epic of Hinduism. The translation is that of Pandit Kesare Maham Ganguli, made for the Pratapa Chunder Raya edition of 1883. A glossary of terms is included.--D. R.

Peran dunia pendidikan menjadi penting dalam membangun peradaban bangsa yang didasarkan atas jati diri dan karakter bangsa. Tema Hari Pendidikan Nasional Tahun 2012 ini adalah “Bangkitnya Generasi Emas Indonesia”. Tema ini sejalan dengan hakikat pendidikan yang telah ditekankan oleh Bapak Pendidikan Nasional yaitu Ki Hajar Dewantoro. Melalui pembangunan karakter bangsa, diharapkan dapat menciptakan manusia Indonesia yang unggul. Dalam penelitian ini, mengembangkan 6 (enam) nilai karakteristik yang wajib tertanam pada setiap diri mahasiswa. Karakteristik tersebut ditanamkan melalui proses perkuliahan yang diselenggarakan (...) selama 1 semester pada Mata Kuliah Matematika 1 di Jurusan PGMI Fakultas Tarbiyah Tahun Pelajaran 2011-2012. Pada mata kuliah ini, pendidikan karakter didekati melalui pemecahan masalah, yang merupakan bagian penting yang harus diajarkan kepada peserta didik. Pendekatan yang dilakukan adalah dengan metode inkulkasi (penanaman), yang ditempuh dengan memperhatikan perbedaan pada masing-masing peserta didik. Di sinilah penggolongan tipe kepribadian akan bermanfaat untuk menghargai perbedaan, sehingga bermanfaat bagi penunjang keberhasilan pembelajaran. Hasil yang diharapkan dari pembelajaran ini adalah peserta didik mampu memecahkan masalah dalam kehidupannya, dengan didasari oleh nilai yang sekaligus akan dapat mendukung pembangunan karakternya, sehingga pada akhirnya pendidikan karakter dapat tertanam. (shrink)