In Moonshadows, the Cowherds, a team of ten scholars of Buddhist Studies, address the nature of conventional truth as it is understood in the Madhyamaka tradition deriving from Nagarjuna and Candrakarti. Moonshadows combines textual scholarship with philosophical analysis to elucidate the metaphysical, epistemological and ethical consequences of this doctrine.

We thank Amy Donahue for her attention to our work, and we thank the editors of Philosophy East and West for an opportunity to reply. We confess that we were not sure whether to reply. On the one hand we believe that her critique is so misguided that it needs no reply; on the other hand, we were worried that others might take our silence as conceding her point. On reflection, we decided that the larger issue she raises is important (...) enough to restate our position on it: cross-cultural philosophy demands respect for our interlocutors; respect demands serious philosophical engagement, not reflexive deference.We agree with Donahue that those who are trained in the current techniques of their discipline but use those.. (shrink)

The Mahayana tradition in Buddhist philosophy is defined by its ethical orientation--the adoption of bodhicitta, the aspiration to attain awakening for the benefit of all sentient beings. And indeed, this tradition is known for its literature on ethics, which reflect the Madhyamaka tradition of philosophy, and emphasizes both the imperative to cultivate an attitude of universal care (karuna) grounded in the realization of emptiness, impermanence, independence, and the absence of any self in persons or other phenomena.This position is morally very (...) attractive, but raises an important problem: if all phenomena, including persons and actions, are only conventionally real, can moral injunctions or principles be binding, or does the conventional status of the reality we inhabit condemn us to an ethical relativism or nihilism? In Moonpaths, the Cowherds address an analogous problem in the domain of epistemology and argues that the Madhyamaka tradition has the resources to develop a robust account of truth and knowledge within the context of conventional reality. The essays explore a variety of ways in which to understand important Buddhist texts on ethics and Mahayana moral theory so as to make sense of the genuine force of morality. (shrink)

Abstract:John Dewey argued that for education to be democratic, it is important for students to be not merely spectators but also participants in learning. Teachers sometimes find personal computing devices to be distracting or to contribute to passivity rather than activity in the classroom. In this essay we examine the question of whether a student’s Google search on a subject matter discussed in class is participatory or passive. We argue that with proper guidance students’ use of online searches and related (...) tools can empower students democratically as sources of ideas, conceptualizations, information, and insight while emphasizing participation in deliberation and judgment in the classroom. We begin with a look at the criticisms and then defenses of using online tools in the classroom. Finally, we examine Dewey’s distinction between the spectator versus the participant models of learning to apply his insights to the use of online tools in the classroom. (shrink)

Comparative philosophers have noted that some comparative methods perpetuate colonial legacies. What follows employs aspects of the scholarship of Gayatri Chakravorty Spivak, Anîbal Quijano, and María Lugones to identify one colonially problematic methodology that some well-regarded contemporary comparative representations of “Buddhist Philosophy” arguably adopt. In 1995, Lin Tongqi, Henry Rosemont, Jr., and Roger Ames identified “the most fundamental methodological issue facing all comparativists” by raising and responding to the question: “Does the imposition of modern Western conceptual categories on non-Western patterns (...) of thought and modes of discourse with different categories promote or hinder our.. (shrink)

In ordinary philosophical contexts, it is customary to abide by due processes. For example, we engage the particularities of arguments rather than contenting ourselves with cursory approximations of claims and positions. We reject conclusions by demonstrating that specific premises are suspect or that these premises do not offer valid support. We do not dismiss arguments against us on the basis of sentiment or through tu quoque arguments and other fallacies of diversion.In practice, however, these due processes do not extend equally (...) to all in our community. My point is not that we occasionally fall short of our ideals and norms, which is to be expected. Rather, I mean that explicitly denying these due processes to.. (shrink)

What are the ethics of child genital cutting? In a recent issue of the journal, Duivenbode and Padela (2019) called for a renewed discussion of this question. Noting that modern health care systems...

This paper offers an innovative interpretation of Socrates' disavowal of being a teacher as well as a new way of understanding Plato's depiction of sophistry. The author identifies two different types of sophists, forthrightly frivolous sophists and slyly flattering sophists, in order to compare the pedagogical methods and political motives of each of these two types of sophists with those of Plato's Socrates. In the course of this comparison it is made clear that Socrates endeavours to be not a teacher (...) but a 'cowherder', to use Plato's agricultural hunger imagery. He rejects the conventional pedagogy that endeavours to 'feed' information to students. Instead he fosters learning by putting students in a position to think ideas through for themselves, just as a cowherder puts the herd out to graze in the pasture. This pedagogy alone has the potential to produce citizens who assume responsibility for their own education. (shrink)

This paper offers an innovative interpretation of Socrates’ disavowal of being a teacher as well as a new way of understanding Plato’s depiction of sophistry. The author identifies two different types of sophists, forthrightly frivolous sophists and slyly flattering sophists, in order to compare the pedagogical methods and political motives of each of these two types of sophists with those of Plato’s Socrates. In the course of this comparison it is made clear that Socrates endeavours to be not a teacher (...) but a ‘cowherder’, to use Plato’s agricultural hunger imagery. He rejects the conventional pedagogy that endeavours to ‘feed’ information to students. Instead he fosters learning by putting students in a position to think ideas through for themselves, just as a cowherder puts the herd out to graze in the pasture. This pedagogy alone has the potential to produce citizens who assume responsibility for their own education. (shrink)

Organized by the Mind and Life Institute, this discussion addresses some of the most troublesome questions that have driven a wedge between Western science and religion. Where Buddhism Meets Neuroscience resulted from meetings of the Dalai Lama and a group of eminent neuroscientists and psychiatrists. Is the mind an ephemeral side effect of the brain's physical processes? Are there forms of consciousness so subtle that science has not yet identified them? How does consciousness happen? The Dalai Lama's incisive, open-minded approach (...) both challenges and offers inspiration to Western scientists. The book consists primarily of dialogue and intense, frank conversations between the Dalai Lama and participants. Questions of perception, dualism, categories of consciousness, memory, dreams, the nature of mental illness, and the mind during and after death are all explored. (shrink)

The heart of this book is a dramatic love poem, the Rasa Lila, which is the ultimate focal point of one of the most treasured Sanskrit texts of India, the Bhagavata Purana. Judged a literary masterpiece by Indian and Western scholars alike, this work of poetic genius and soaring religious vision is one of the world's greatest sacred love stories and, as Graham Schweig clearly demonstrates, should be regarded as India's Song of Songs. The story presents the supreme deity as (...) the youthful and amorous cowherd, Krishna, who joins his beloved maidens in an enchanting and celebratory "dance of divine love." Schweig introduces this work of exquisite poetry and profound theology to the Western world in the form of a luminous translation and erudite scholarly treatment. His book explores the historical context and literary genre of the work and elucidates the aesthetic and emotional richness of the composition, highlighting poignant details of this drama of divine love. Schweig illuminates the religious dimensions and ethical nuances of the drama, drawing widely from the commentaries and esoteric vision of masters of the Caitanya school of Vaishnavism, a prominent devotional Hindu tradition. Themes such as transcendence of death through love, the yoga of devotion, the contrast between worldly love and passionate love for God, and the dialectical tension between ethical boundaries and boundless love are presented. The final event of the Rasa dance, the author concludes, presents a dynamic symbol of supreme love that provides the basis for a theological vision of genuine religious pluralism. (shrink)

La 4e de couv. indique : "Le droit est une manière pratique de faire des mondes. La philosophie contemporaine manque pourtant de s'en aviser. Les tribunaux de la raison et de l'histoire ont mit sous scellé idéal le "temple de justice", offusquant la manière originale dont les officiants, les magistrats, concevaient les faits. Passant outre, cette étude fouille les archives de la pensée juridique européenne. Au titre de la protection du fait possessoire, elle explore le monde que les écoles de (...) droit médiévales avaient façonné sur mesure, et que le romantisme allemand referma sur lui-même, ou plutôt sur le sujet, aux seules fins d'agiter la question agraire.". (shrink)

Sixteen American college students spent a month in India with His Holiness the Seventeenth Karmapa. Together, they discussed topics ranging from food justice to gender identities to sustainable compassion. The Karmapa's teachings in this book are the product of those meetings. For those who wish to take up its challenge, this book can serve as a guide to being a friend to this planet and to all of us who share it. The Karmapa describes how to see the world as (...) a global community, in which people are linked by their shared concerns for humanity--and their wish to bring about real change. While acknowledging the magnitude of this undertaking, the Karmapa shows us how to go about it, using the inner resources we have already. (shrink)

This superb collection of writings on buddha nature by the Third Karmapa Rangjung Dorje (1284-1339) focuses on the transition from ordinary deluded consciousness to enlightened wisdom, the characteristics of buddhahood, and a buddha's enlightened activity. Most of these materials have never been translated comprehensively. The Third Karmapa's unique and well-balanced view synthesizes Yogacara Madhyamaka and the classical teachings on buddha nature. Rangjung Dorje not only shows that these teachings do not contradict each other but also that they supplement each other (...) and share the same essential points in terms of the ultimate nature of mind and all phenomena. His fusion is remarkable because it clearly builds on Indian predecessors and precedes the later often highly charged debates in Tibet about the views of Rangtong ("self-empty") and Shentong ("other-empty"). Although Rangjung Dorje is widely regarded as one of the major proponents of the Tibetan Shentong tradition (some even consider him its founder), this book shows how his views differ from the Shentong tradition as understood by Dolpopa Taranatha and the First Jamgon Kongtrul. The Third Karmapa's view is more accurately described as one in which the two categories of rangtong and shentong are not regarded as mutually exclusive but are combined in a creative synthesis. For those practicing the sutrayana and the vajrayana in the Kagyu tradition, what these texts describe can be transformed into living experience. (shrink)

This book critically investigates the notion of democracy without demos by unravelling the link that modern history has established between the concepts of democracy and the sovereignty of the people. This task is imposed on us by globalization. The individualization of the subject of rights is the result of the destruction of regimes of special rights of ancient societies by the centralizing action of a territorial power. This individualization, because it implies equality, has created a new form of political subjectivity (...) that has been the driving force of the democratization of democracies during the 19th and 20th centuries. Democracy and subjective rights discusses how asserting itself as the only guarantor of rights, the modern state has also nationalized citizenship. However, the author argues, the legal and judicial monopoly of the nation-state is weakened today by the multiplication and heterogeneity of the powers on which the rights of individuals depend. This situation forces us to denationalize citizenship without sacrificing, however, the specific form of political subjectivity that the individualization of rights has made possible. (shrink)

Face à la tendance ordinaire de l'homme à l'égoïsme, à la recherche d'intérêts personnels et aux confits variés où la raison du plus fort est la meilleure, il faut des pensées fortes qui montrent la voie d'une humanité retrouvée. La pensée d'Emmanuel Lévinas en est une. Des commentateurs en parlent en termes d'une nouvelle sagesse d'amour au profit d'une altérité vivifiée. Cette pensée décrit en effet ce qui doit normalement meubler toute approche relationnelle : la responsabilité du Moi pour autrui. (...) Rencontré dans la médiation de son visage, ce dernier exige cette responsabilité à travers l'ordre dont il est porteur : "Tu ne tueras". Autrement dit, "Aime" et "Prends soin de celui qui est devant toi". Quand chaque Moi s'évertue à honorer cet ordre, il se constitue ipso facto gardien, messie ou bienfaiteur de son frère. C'est en agissant ainsi que le monde se tracera des sillons pour l'émergence d'une civilisation d'amour. Lésinas en est convaincu. Mais la question qui se pose dans cette étude est de savoir si sa pensée contient vraiment des ingrédients rassurants pour la fondation d'une morale d'interpersonnalité qui assure vraiment la vie des personnes et des peuples. (shrink)