With an inside view from an expert in the field and a clear and engaging writing style, Asian Philosophies, Seventh Edition invites students and professors to think along with the great minds of the Asian traditions. Eminent scholar and teacher John M. Koller has devoted his life to understanding and explaining Asian thought and practice. He wrote this text to give students access to the rich philosophical and religious ideas of both South and East Asia. New to this (...) seventh edition: Added material on Confucianism, including focused coverage of (1) the Analects and society and (2) ren and nature; Additional information on Theravada Buddhism, Vajrayana Buddhism, and Zen Buddhism as well as new in-depth coverage of ecological attitudes in Buddhism; Expanded coverage of ecological attitudes in all of the Asian traditions; Brief excerpts from primary sources to help better explain the key concepts; Added timelines for essential texts in each tradition; Improved Glossary and Pronunciation Guide; Additional text boxes, to help students quickly understand key ideas, texts, and concepts; Updated Further Reading sections. (shrink)

"Special attention is paid to the sacred texts in each system, as well as to the life stories of such major figures as the Buddha, Confucius, and Lao-Tzu."--Cover.

An analysis of the Jain metaphysics of non-absolutism (anekāntavāda) shows how the epistemological theory of points of view (nayavāda) and the sevenfold schema of predication (saptabhaṅgī) provide a foundation for the central Jain principle of nonviolence (ahiṃsā).

How does the Indian philosophical tradition view the relationship between human beings and nature? Is human existence an integral, though highly evolved, part of nature? Or is human existence radically different from natural existence? This question is fundamental and important, for its answer determines basic cultural values and life practices, including the primary aims of life (puruṣārthas) and the norms of life‐stages and social classes (varṇāśramadharma). As might be expected, tradition does not provide us with a single, univocal answer to (...) this question. Because the Indian tradition is made up of many sub‐traditions, each with its own answer, and because these traditions are continuously changing, the answer varies across time, as well as across traditions. Nonetheless, allowing for necessary qualifications, these different answers share the view that both questions are to be answered in the affirmative. That is, the tradition's shared core of understanding across sub‐traditions and time is that human existence is both an integral part of nature and that it is radically different. How is the apparent conflict between these two views resolved within the tradition? Is the attempted resolution successful? It is these two questions that form the problematic of this essay. (shrink)

Mao has responded to the challenge of adapting Marxism to traditional Chinese thought through his two creative developments of Marxism: the ideological definition of class and the concept of permanent revolution, based on intra-personal class-struggle.

Mao has responded to the challenge of adapting Marxism to traditional Chinese thought through his two 'creative developments' of Marxism: the ideological definition of class and the concept of permanent revolution, based on intra-personal class-struggle.

The purpose of the article is to examine the development of skepticism in indian philosophical thought. A number of important vedic passages are analyzed in order to show that although the authors were concerned with questions about the origins and guarantees of knowledge claims, There was no developed philosophical skepticism in the vedic age. The skepticism of purandara is examined to illustrate the carvaka position. Jayarasi bhatta's thorough-Going skepticism is examined to show that complete skepticism is self-Contradictory--It involves claiming to (...) know that the criteria for valid knowledge "cannot" be met. It is suggested that recognition of the skeptic's inconsistency in holding that it is "known" that no knowledge is possible may have been one of the reasons why skepticism failed to take hold in india, Despite great emphasis on epistemological issues. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Ethics in Early BuddhismJohn M. KollerEthics in Early Buddhism. By David J. Kalupahana. Honolulu: University of Hawai'i Press, 1995. Pp. ix + 171.Ethics in Early Buddhism by David J. Kalupahana is a small volume that makes a large contribution to the study of Buddhist ethics. As the title suggests, Kalupahana, an internationally recognized scholar of early Buddhism, focuses his scholarship on the discourses of the Buddha contained in (...) the Pāli canon. But his philosophical concerns are as broad as the field of ethics itself, and his understanding of Buddhist ethics is based on a careful analysis of the full development of Buddhism, Mahāyāna as well as Theravāda texts. As in his earlier work, A History of Buddhist Philosophy: Continuities and Discontinuities (University of Hawai'i Press, 1992), Kalupahana argues cogently for a pragmatic, experientially grounded, understanding of Buddhist [End Page 628] thought, rejecting the essentialist and absolutist interpretations of experience that characterize so much philosophical thought, Asian as well as Western.Part 1 situates early Buddhist ethics in its historical context, contrasting it with the deontological ethical theory that characterized much of the Upaniṣads and that culminated in the Bhagavad Gītā on the one hand and with the utilitarian theory that grounded much ancient Indian practical thought, including the realpolitik of Kauṭilya's Arthaśāstra on the other. This historical context contributes to our ability to see how the Buddha steered a middle path between moral absolutism and the moral relativism of self-interest.In part 1 Kalupahana also tackles the problem of knowledge, for much of moral theory is shaped by epistemological concerns, with epistemological absolutism giving rise to moral absolutism and epistemological relativism giving rise to moral relativism. Here Kalupahana analyzes the Buddha's experiential method of insight and understanding, which gave rise to the central Buddhist insight into the nature of existence, namely interdependent arising (paṭicca samuppāda), a middle view that eschews essentialism and eternalism on the one hand and nihilism on the other. His conclusion is that early Buddhist ethics is a middle way rooted in the middle-way ontology of paṭicca samuppāda and grounded in an experiential way of knowledge. Part 1 concludes with illuminating explorations of what this middle way ethics has to contribute to the important ethical issues involved in the fact-value distinction, the problem of will or choice, and the relation of the individual and society.In part 2, the heart of the book, Kalupahana proceeds to analyze the Buddhist conceptions of the moral life, its underlying principle, and its justification. As he notes, the early discourses present various accounts of the moral life. Integrating these accounts, Kalupahana examines Buddhist morality in terms of its beginnings in the cultivation of virtues (sīla), its flowering in the practice of the eightfold path, and its fulfillment in the attainment of the freedom of nibbāna.In a careful analysis of the Brahmajāla Sutta, the seven virtue clusters that are mentioned or discussed in many places in the early discourses are identified and clearly explained. The first virtue cluster includes non-hurting (ahiṁ), which, in its positive sense, is the virtue of friendliness and compassion. The second, non-stealing, in its positive sense, is being satisfied with what one has. The third, avoiding vulgar sensuality and evil, focuses on living the "higher" life of brahmacariya. The fourth focuses on telling the truth and being trustworthy, while the fifth extends the virtue of truth-telling to refraining from malicious speech and using speech to create harmony, and the sixth extends right speech even further, renouncing all harsh speech and taking care always to speak lovingly to help others. The seventh virtue cluster is also about speech, namely refraining from gossip and frivolous talk and, positively, to use speech that is appropriate to the occasion and that promotes morality and well-being in the community.These seven virtues, which advance the well-being of both the individual and society, are the foundation of Buddhist morality on which the morality of the noble eightfold path builds. As Kalupahana points out, "These seven virtues are embodiments [End Page 629] of... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Inner Revolution: Life, Liberty, and the Pursuit of Real HappinessJohn M. KollerInner Revolution: Life, Liberty, and the Pursuit of Real Happiness. By Robert Thurman. New York: Riverhead Books, 1998. Pp. xiv + 322. $24.95.Can the Buddhist culture of Tibet—until the middle of the twentieth century a medieval theocracy almost completely isolated from the rest of the world—point the way to the fulfillment of the American dream? In his (...) extraordinary book, Inner Revolution: Life, Liberty, and the Pursuit of Real Happiness, Robert Thurman, a distinguished Buddhist scholar, argues that it can.Inner Revolution is a significant reconstruction of the basic teachings of Buddhism from a Tibetan perspective that shows the important sociopolitical dimensions [End Page 138] of Buddhism, arguing convincingly that mental transformation based on deep understanding of self and reality is the basis for far-reaching peaceful social and political revolution. The energizing vision behind this book is summed up on page 221, in the concluding paragraph of chapter 7, "The World-taming Adepts":To finish building the free society dreamed of by Washington, Franklin, and Jefferson, we must draw upon the resources of the enlightened imagination, which can be systematically developed by the spiritual sciences of India and Tibet. We have not yet tamed our own demons of racism, nationalism, sexism, and materialism. We have not yet made peace with a land we took by force and have only partly paid for. We are a teeming conglomeration of people from different tribes who have yet to embrace fully the humanness in one another. And none of us can be really free until all of us are.This is the vision of "Life, Liberty, and the Pursuit of Real Happiness" announced in the book's title. The means to the realization of this vision, the "cool revolution" that Thurman describes, is captured in the first words of the title, "Inner Revolution." This inner revolution is a transformation of the mind, a transformation effected by the deep understanding praised as prajñā or insight in the Prajñāpāramitā Sūtras of Mahāyāna Buddhism. It is the deep understanding to which Śākyamuni, the historical Buddha of our era, awakened, making him a Buddha. It is the understanding that the truth of existence, the Dharma, is that things exist in dynamic interdependence. Nothing—persons or things—exists permanently or separately. The fundamental insight of the Buddha, pratītyasamutpāda, is that, in the felicitous words of the Vietnamese Zen Master Thich Nat Hanh, things inter-are, in dynamic interdependence. It is because of the dynamic interbeing of things that genuine social and political freedoms are impossible without inner freedom. It was in his awakening to the truth of dynamic interbeing that, as Thurman describes it, "The Buddha found that inner freedom—freedom from our negative emotions and obsessive self-concern—is the essential precondition for goodness and social liberty" (p. 30).There is a tendency among Buddhist scholars to ignore or slight the social and political implications of wisdom and compassion. This is partly the result of reading modern Western individualism into Buddhist teaching and consequently focusing exclusively on how the individual person is transformed by wisdom and compassion, ignoring the social transformation inherent in the transformation of individuals. It is also partly the result of a failure to understand that compassionate action is as central to Buddhism as enlightened understanding. But Thurman clearly understands that the fundamental aim of Buddhist teaching and practice is to become a Buddha. And to become a Buddha, as Śāntideva says in the Bodhicaryāvatāra, a text that has inspired Tibetan Buddhists for over a thousand years, one takes the Bodhisattva vow to work tirelessly and unceasingly to bring happiness to all beings. In Śāntideva's own words: "As long as space abides and as long as the world abides, so long may I abide, destroying the sufferings of the world" (10.55). Compassion is inseparable from wisdom. When one awakens the mind of enlightenment (bodhicitta), compassion arises, leading one to take the Bodhisattva vow that Śāntideva expresses in 3.7 : [End Page 139] "I am medicine for the sick. May I be both the doctor and... (shrink)

The aim of the dissertation is to formulate a research program in moral cognition modeled on aspects of Universal Grammar and organized around three classic problems in moral epistemology: What constitutes moral knowledge? How is moral knowledge acquired? How is moral knowledge put to use? Drawing on the work of Rawls and Chomsky, a framework for investigating -- is proposed. The framework is defended against a range of philosophical objections and contrasted with the approach of developmentalists like Piaget and Kohlberg. (...) ;One chapter consists of an interpretation of the analogy Rawls draws in A Theory of Justice between moral theory and generative linguistics. A second chapter clarifies the empirical significance of Rawls' linguistic analogy by formulating a solution to the problem of descriptive adequacy with respect to a class of commonsense moral intuitions, including those discussed in the trolley problem literature originating in the work of Foot and Thomson. Three remaining chapters defend Rawls' linguistic analogy against some of its critics. In response to Hare's objection that Rawls' conception of moral theory is too empirical and insufficiently normative, it is argued that Hare fails to acknowledge both the centrality of the problem of empirical adequacy in the history of moral philosophy and the complexity of Rawls' approach to the problem of normative adequacy. In response to Nagel's claim that the analogy between moral theory and linguistics is false because whatever native speakers agree on is English, but whatever ordinary men agree in condemning is not necessarily wrong, it is argued that the criticism ignores both Rawls' use of the competence-performance distinction and the theory-dependence of the corresponding distinction in linguistics. In response to Dworkin's claim that Rawls' conception of moral theory is incompatible with naturalism and presupposes constructivism, it is argued that Dworkin's distinction between naturalism and constructivism represents a false antithesis; neither is an accurate interpretation of the model of moral theory Rawls describes in A Theory of Justice. The thesis concludes by situating Rawls' linguistic analogy within the context of broader debates in metaethics, democratic theory, natural law theory, and the theory of moral development. (shrink)

While nothing justifies atrocity, many perpetrators manifest cognitive impairments that profoundly degrade their capacity for moral judgment, and such impairments, we shall argue, preclude the attribution of moral responsibility.

What is everything made of? -- Do I have free will? -- Can I know the world? -- Does God exist? -- How shall I live? -- What are my rights? -- How can I be saved? -- Appendix: Letters on philosophical topics.

The value foundation for a global society -- Ethics and international business -- Human rights concepts and principles -- Political involvements by business -- The foreign production process -- Product and export controls -- Marketing motives and methods -- Culture and the human environment -- Nature and the physical environment -- Business guidance and control mechanisms -- Deciding ethical dilemmas.

In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related to research? And (...) what mechanisms are utilized to correct inappropriate behavior on the part of college and university teachers? The authors' work is based on survey results obtained from faculty members at research universities, liberal arts colleges, and two-year community, junior, and technical colleges. Braxton and Bayer's focus is on undergraduate teaching in four disciplines: biology, history, mathematics, and psychology. In their analyses, the authors examine how individual, disciplinary, and institutional differences influence professorial behavior. In contrast to the more explicitly understood and enforced rules of conduct in research, the authors find that teaching norms are informally defined and observed. They argue that a formal code of ethics for undergraduate teaching would serve the dual purpose of improving undergraduate education and elevating the status of college teaching. A groundbreaking study of contemporary academe, Faculty Misconduct in Collegiate Teaching is required reading for all university and college instructors and administrators. (shrink)

In this volume, John Warner grapples with one of Jean-Jacques Rousseau’s chief preoccupations: the problem of self-interest implicit in all social relationships. Not only did Rousseau never solve this problem, Warner argues, but he also believed it was fundamentally unsolvable—that social relationships could never restore wholeness to a self-interested human being. This engaging study is founded on two basic but important questions: what do we want out of human relationships, and are we able to achieve what we are after? (...) Warner traces his answers through the contours of Rousseau’s thought on three distinct types of relationships—sexual love, friendship, and civil or political association—as well as alternate interpretations of Rousseau, such as that of the neo-Kantian Rawlsian school. The result is an insightful exploration of the way Rousseau inspires readers to imbue social relations with purpose and meaning, only to show the impossibility of reaching wholeness through such relationships. While Rousseau may raise our hopes only to dash them, Rousseau and the Problem of Human Relations demonstrates that his ambitious failure offers unexpected insight into the human condition and into the limits of Rousseau’s critical act. (shrink)

How does a school of thought, in the area of philosophy, or indeed of religion, from roots that may be initially open-ended and largely informal, come to take on the features that later mark it out as distinctive, and even exclusive? That is the theme which is explored in this book in respect of the philosophical movement known as Platonism, stemming as it does from the essentially open-ended and informal atmosphere of Plato's Academy. John Dillon focuses on a number (...) of key issues, such as monism versus dualism, the metaphysical underpinnings of ethical theory, the theory of Forms, and the reaction to the Sceptical 'deviation' represented by the so-called 'New Academy'. The book is written in the lively and accessible style of the lecture series in Beijing from which it originates. (shrink)

The problem -- Fearless speech -- Talking versus writing -- The critical method -- Reasons and causes -- Elucidations -- Back to the rough ground -- The self and images -- A non-foundational therapy.

Niccolo Machiavelli (1469-1527) is the most famous and controversial figure in the history of political thought and one of the iconic names of the Renaissance. The Cambridge Companion to Machiavelli brings together sixteen original essays by leading experts, covering his life, his career in Florentine government, his reaction to the dramatic changes that affected Florence and Italy in his lifetime, and the most prominent themes of his thought, including the founding, evolution, and corruption of republics and principalities, class conflict, liberty, (...) arms, religion, ethics, rhetoric, gender, and the Renaissance dialogue with antiquity. In his own time Machiavelli was recognized as an original thinker who provocatively challenged conventional wisdom."--Provided by publisher. (shrink)

Temporal externalism (TE) is the thesis (defended by Jackman (1999)) that the contents of some of an individual’s thoughts and utterances at time t may be determined by linguistic developments subsequent to t. TE has received little discussion so far, Brown 2000 and Stoneham 2002 being exceptions. I defend TE by arguing that it solves several related problems concerning the extension of natural kind terms in scientifically ignorant communities. Gary Ebbs (2000) argues that no theory can reconcile our ordinary, practical (...) judgments of sameness of extension over time with the claim that linguistic usage determines word extensions. I argue that Ebbs shows at most that no theory other than TE can effect this reconciliation. Furthermore, while Ebbs’ argument undermines Jessica Brown’s solutions to two closely related problems about natural kind term extensions (Brown 1998), TE can solve both problems without difficulty. Some criticisms of TE are briefly addressed as well. (shrink)