The _Companion Encyclopedia of Asian Philosophy_ is a unique one-volume reference work which makes a broad range of richly varied philosophical, ethical and theological traditions accessible to a wide audience. The _Companion_ is divided into six sections covering the main traditions within Asian thought: Persian; Indian; Buddhist; Chinese; Japanese; and Islamic philosophy. Each section contains a collection of chapters which provide comprehensive coverage of the origins of the tradition, its approaches to, for example, logic and languages, and to questions of (...) morals and society. The chapters also contain useful histories of the lives of the key influential thinkers, as well as a thorough analysis of the current trends. (shrink)

The _Companion Encyclopedia of Asian Philosophy_ is a unique one-volume reference work which makes a broad range of richly varied philosophical, ethical and theological traditions accessible to a wide audience. The _Companion_ is divided into six sections covering the main traditions within Asian thought: Persian; Indian; Buddhist; Chinese; Japanese; and Islamic philosophy. Each section contains a collection of chapters which provide comprehensive coverage of the origins of the tradition, its approaches to, for example, logic and languages, and to questions of (...) morals and society. The chapters also contain useful histories of the lives of the key influential thinkers, as well as a thorough analysis of the current trends. (shrink)

Available from UMI in association with The British Library. ;A form of metaphysical inquiry is in this thesis both illustrated in detail and defended against the charge of issuing in statements which lack cognitive content. 'Categorial description' concerns the fundamental features of our conceptual scheme: the categories described are those of substance, accident, cause, space and time. ;Following Aristotle's distinction between primary and secondary substances, these two notions are addressed as equivalent to those individual or particular things and their kinds. (...) A particular thing is characterised as not being capable of occuring in the predicate position in a proposition; and as having criteria or principles of individuation and reidentification. Accidents or properties can appear in the predicate position and do not have criteria of identity. ;Secondary substances, or natural kinds, being a species of property, also fail to have criteria for individuation and reidentification. It follows that the recently revived Aristotelian essentialism, as exhibited in particular in the work of Kripke, fails to correctly characterise the category of natural kinds: in that theory, natural kinds have essential properties which enable individuation and reidentification across possible worlds. ;Efficient causation is described, against the background of the Locke-Hume dispute, as involving the concept of necessary connection between cause and effect. Rejecting the theory of Harre and Madden on causal powers, an approach by Mackie is defended whereby this connection is a reflection of our counterfactual thinking. The possible worlds essentialist approach of Lewis to counterfactuals is rejected too, as inadequate. ;Space and time, spatial and temporal relations, and places and moments in time are approached in terms of the other categories of particular and property. The obscurity of fit between these categories is identified as responsible for many philosophical puzzles concerning space and time: for example, McTaggart's 'proof' of the unreality of time; and the recent debate on the possibility of multiple times and multiple spaces. ;In the final chapter, the logical commitments of categorial description concerning conceptual relativism and the nature of reality in itself are explored. It is argued that, since categories are in large part responsible for the kinds of acts there are, a description of our categories is a description of reality itself. Since our categories do not involve the machinery of possible worlds offered by contemporary essentialist theories, those theories fail to describe reality. (shrink)

The altruistic emotions of pity and compassion are discussed in the context of Aristotle's treatment of the former in the Rhetoric, and Nussbaum's reconstruction of that treatment in a recent account of the latter. Aristotle's account of pity does not represent it as a virtue, the context of the Rhetoric rather rendering his account one of a peculiarly self-centred emotion. Nussbaum's reconstruction builds on the cognitive ingredients of Aristotle's account, and attempts to place the emotion of compassion more squarely in (...) the moral sphere. It is argued that Nussbaum's reconstruction nevertheless falls short of capturing the altruism which is central to the virtue of compassion, and which therefore explains its role as a ‘basic social emotion’. (shrink)

Brian Carr; IX*—Knowledge and its Risks, Proceedings of the Aristotelian Society, Volume 82, Issue 1, 1 June 1982, Pages 115–128, https://doi.org/10.1093/aristo.

This collection arises from the First Conference of the recently formed European Society for Asian Philosophy.

Brian Carr; IX*—Knowledge and its Risks, Proceedings of the Aristotelian Society, Volume 82, Issue 1, 1 June 1982, Pages 115–128, https://doi.org/10.1093/aristo.

One of Śaṅkara's most fundamental claims is that nirguṇa brahman, 'unqualified reality', is the origin of the world of experience. A serious challenge is posed by the Sāṅkhyan philosophers in terms of a principle of material causation, that the properties manifested in the effect are inherited from the material cause. Since nirguṇa brahman and the experienced world are so different, the principle implies that the former cannot be the material cause of the latter. Versions of the principle in relation to (...) alternative kinds of candidates for the role of material cause are discussed, considering the particular cases which motivate both Śaṅkara's and the Sāṅkhyans' metaphysics alike. Śaṅkara seems forced to accept an implausible version of the principle by his own analysis of material causation. (shrink)

As is the case with most pre‐modern philosophers of India, very little historical information is available about Bhartṛ‐hari. There are many interesting legends, some turned into extensive plays and poems, current about him. However, it is impossible to determine on their basis even whether there was only one philosopher called Bhartṛ‐hari. The appellation “philosopher” could unquestionably be applied to the author or authors of at least two Sanskrit works that are commonly ascribed to Bhartṛ‐hari.

Brian Fay - The Ethics of History - Journal of the History of Philosophy 44:4 Journal of the History of Philosophy 44.4 677-678 Muse Search Journals This Journal Contents Reviewed by Brian Fay Wesleyan University David Carr, Thomas R. Flynn, and Rudolf A. Makkreel, editors. The Ethics of History. Northwestern University Topics in Historical Philosophy. Evanston, Ill.: Northwestern University Press, 2004. Pp xvi + 263. Paper, $29.95. It is rare that every essay in a collection is well (...) worth reading, but that is the case in this illuminating and stimulating volume. Perhaps this should not be surprising, since its contributors comprise a virtual "Who's Who" of philosophers and intellectual historians who have contributed.. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Ethics of HistoryBrian FayDavid Carr, Thomas R. Flynn, and Rudolf A. Makkreel, editors. The Ethics of History. Northwestern University Topics in Historical Philosophy. Evanston, Ill.: Northwestern University Press, 2004. Pp xvi + 263. Paper, $29.95.It is rare that every essay in a collection is well worth reading, but that is the case in this illuminating and stimulating volume. Perhaps this should not be surprising, since its (...) contributors comprise a virtual "Who's Who" of philosophers and intellectual historians who have contributed significantly to the philosophical enterprise in general and to the philosophy of history in particular. Adding to the volume is the fact that the contributors come from varied perspectives: from the so-called 'analytic' tradition (Arthur Danto, Joseph Margolis) to the so-called 'continental' tradition (Jean-François Lyotard, John D. Caputo, Joan Copjec), [End Page 677] and to all manner of approaches along this continuum and that arguably even subvert it (Frank Ankersmit, Edith Wyschogrod, Allan Megill, Jörn Rüsen, Rudolf Makkreel, Thomas R. Flynn, and David Carr). The editors of the volume not only should be congratulated for putting it together (and for sponsoring the conference at Emory University on which it is based), but also for contributing important essays to it.So what are the issues addressed under the rubric of the "ethics of history"? One way to answer this is to focus on the questions the authors ask as they explore this topic:• What is the relationship of moral and political values to historical truth? (Ankersmit);• What is the relation between the ethical posture of historians and their role as narrators? (Wyschogrod);• How should the epistemology of historical investigation connect to the ethics of historical investigation (and what are these ethics)? (Megill);• "What basis in morality can we identify that makes truth a duty?" (Danto, 81);• "How are we to console the dead who are long since dead? How are we to repair their irreparable loss?" (Caputo, 93);• How can the lives or stories of the past still morally concern or speak to us today? (Copjec, who asks this question regarding Antigone);• How to represent transcendent moments—theophanic occasions of incarnational grace and saintly joy? That is, "Where can an absolute visit be situated or placed, in relation to a biography?" (Lyotard, 157, who asks this question by examining Augustine's Confessions);• Does the fact of our historicity (that, as selves, we are artifacts of history and understand ourselves as such) place peculiar ethical demands on us both as historical agents and as historical interpreters? (Margolis);• What are the responsibilities of historians to their profession? To their audience? To their subjects, those who have lived in the past? (Rüsen);• Is there any "inner connectedness" between the ethical and the historical that "justifies the idea of an ethics of history"? More specifically, what are the ethical conditions that make a hermeneutical history possible? (Makkreel, 214);• Can one be a "committed" historian? (Flynn);• Do the ways history resembles fiction (both make use of narrative and the imagination) render the moral obligation to tell the truth irrelevant for, or unrealizable by, history?. (Carr)In addressing these questions, the authors explore a number of central concepts that appear over and over in the volume, including truth, historicity, autonomy, objectivity, subjectivity, commitment, suffering, remembrance, and responsibility.Two general questions, posed in different ways by different authors, hold the center of the collection. First, given that objectivity conceived in terms of a simple correspondence in which historians empty themselves in order to record the past as it was is no longer intellectually tenable, what are the norms and values of history as a discipline that help distinguish it from propaganda? Second, given that history is about those who are dead, can historians be said to have obligations or responsibilities to them? For instance, should historians offer moral judgments about the evils that people have perpetrated on each other as a way of respecting those who have suffered? Is this a way historians can act responsibly toward their subjects? If not (and many in fact think not), then how else can we honor their suffering?Answers to these questions sometimes reveal deep disagreement (Flynn... (shrink)

It is with great sadness that we record the death at the age of 76 of Dr Brian Carr, the co-founder and co-editor with Professor Indira Mahalingam Carr of Asian Philosophy.Brian was born on 12 June...

Companion Encyclopedia of Asian Philosophy. Ed. Brian Carr and Indira Mahalingam. Routledge, London 1997. xxiii, 1136 pp. £95.00. ISBN 0-415-3535-X.

Challenging prevailing interpretations of the development of modern philosophy, this book proposes a reinterpretation of the transcendental tradition, as represented primarily by Kant and Husserl, and counters Heidegger's influential reading of these philosophers. Author David Carr defends their subtle and complex transcendental investigations of the self and the life of subjectivity, and seeks to revive an understanding of what Husserl calls "the paradox of subjectivity"--an appreciation for the rich and sometimes contradictory character of experience.

In Phenomenology and the Problem of History. David Carr examines the paradox involving Husserl's transcendental philosophy and his later historicist theory.

The problem of time involves an overlap between physics, philosophy, psychology and neuroscience. My talk will discuss the role of time in physics but also emphasize that physics may need to expand to address issues usually regarded as being in the other domains. I will first review the mainstream physics view of time, as it arises in Newtonian theory, relativity theory and quantum theory. I will then discuss the various arrows of time, the most fundamental of which is the passage (...) of time associated with consciousness. I will argue that this goes beyond both relativity theory and quantum theory, so that one needs some new physical paradigm to accommodate it. A new paradigm is required anyway to describe quantum gravity and this may elucidate the nature of both time and consciousness. (shrink)

Making Sense of Education provides a contemporary introduction to the key issues in educational philosophy and theory. Exploring recent developments as well as important ideas from the twentieth century, this book aims to make philosophy of education relevant to everyday practice for teachers and student teachers, as well as those studying education as an academic subject.

Phenomenological questions differ from those of metaphysics and epistemology. Regarding history, rather than asking: What is history? Or: How do we know history? a phenomenology of history inquires into history as a phenomenon, and into the experience of the historical. How does history present itself to us, how does it enter our lives, and what are the forms of experience in which it does so? The purpose of this essay is to outline a distinctively phenomenological approach to history. History is (...) usually associated with social existence and its past, and so this essay will ask about the experience of the social world and of its temporality. Experience in this context connotes not just observation but also involvement and interaction. We experience history not just in the social world around us but also in our own engagement with it. Philosophers have asked both metaphysical and epistemological questions about history, and some of the best-known philosophies of history have resulted from this questioning. The phenomenological approach is different, but it is not unrelated to these traditional philosophical questions. The later part of this essay will turn in some detail to how phenomenology, though distinct, may connect to these questions. (shrink)

The possibilities and importance of a spiritual dimension to education are subjects receiving increased consideration from educational practitioners, policymakers and philosophers. Spirituality, Philosophy and Education brings together contributions to the debate by a team of renowned philosophers of education. They bring to this subject a depth of scholarly and philosophical sophistication that was previously missing, and between them offer a wide-ranging exploration and analysis of what spiritual values have to offer contemporary education. The contributors address such subjects as what we (...) mean by 'spiritual values'; scholarship and spirituality; spirituality and virtue; spirituality, science and morality; the shaping of character; the value of spiritual learning; spiritual development and the curriculum and many others. All students of the philosophy of education and anyone interested in how spiritual values might play a part in informing education policy and practice will find this stimulating collection a rich source of ideas and a major addition to the thinking on the meaning, role and possibilities of spirituality in education. (shrink)

Brian Leftow offers a theist theory of necessity and possibility, and a new sort of argument for God's existence. He argues that necessities of logic and mathematics are determined by God's nature, but that it is events in God's mind - his imagination and choice - that account for necessary truths about concrete creatures.

Brian Hedden defends a radical view about the relationship between rationality, personal identity, and time. On the standard view, personal identity over time plays a central role in thinking about rationality, because there are rational norms for how a person's attitudes and actions at one time should fit with her attitudes and actions at other times. But these norms are problematic. They make what you rationally ought to believe or do depend on facts about your past that aren't part (...) of your current perspective on the world, and they make rationality depend on controversial, murky metaphysical facts about what binds different instantaneous snapshots into a single person extended in time. Hedden takes a different approach, treating the relationship between different time-slices of the same person as no different from the relationship between different people. On his account, the locus of rationality is the time-slice rather than the temporally extended agent. This impersonal, time-slice-centric approach to rationality yields a unified approach to the rationality of beliefs, preferences, and actions where what rationality demands of you is solely determined by your evidence, with no special weight given to your past beliefs or actions. (shrink)

I advocate Time-Slice Rationality, the thesis that the relationship between two time-slices of the same person is not importantly different, for purposes of rational evaluation, from the relationship between time-slices of distinct persons. The locus of rationality, so to speak, is the time-slice rather than the temporally extended agent. This claim is motivated by consideration of puzzle cases for personal identity over time and by a very moderate form of internalism about rationality. Time-Slice Rationality conflicts with two proposed principles of (...) rationality, Conditionalization and Reflection. Conditionalization is a diachronic norm saying how your current degrees of belief should fit with your old ones, while Reflection is a norm enjoining you to defer to the degrees of belief that you expect to have in the future. But they are independently problematic and should be replaced by improved, time-slice-centric principles. Conditionalization should be replaced by a synchronic norm saying what degrees of belief you ought to have given your current evidence and Reflection should be replaced by a norm which instructs you to defer to the degrees of belief of agents you take to be experts. These replacement principles do all the work that the old principles were supposed to do while avoiding their problems. In this way, Time-Slice Rationality puts the theory of rationality on firmer foundations and yields better norms than alternative, non-time-slice-centric approaches. (shrink)

"Application of the possibilities for this renewal of temperance comes with an examination of how emotion will help moral deliberation in the clinical practice of medicine. Sir William Osler (1849-1919) and his doctrine of aequanimitas is greatly misunderstood to be the founder of emotional detachment in physician/patient relations. This book offers the most detailed look at aequanimitas in print and equates it with a normative view of temperance as a moral virtue." "For upper-level undergraduate and graduate-level students interested in ethics, (...) bioethics, and moral psychology; Oslerians; and students of Aristotle's and Aquinas' views of the moral virtues."--BOOK JACKET. (shrink)