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David L. Gosling [6]David Gosling [4]David W. Gosling [1]
  1. Darwin and the Hindu Tradition: “Does What Goes Around Come Around?”.David L. Gosling - 2011 - Zygon 46 (2):345-369.
    Abstract. The introduction of English as the medium of instruction for higher education in India in 1835 created a ferment in society and in the religious beliefs of educated Indians—Hindus, Muslims, and, later, Christians. There was a Hindu renaissance characterized by the emergence of reform movements led by charismatic figures who fastened upon aspects of Western thought, especially science, now available in English. The publication of Darwin's On the Origin of Species in 1859 was readily assimilated by educated Hindus, and (...)
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  2. Science and the Hindu Tradition: Compatibility or Conflict?David L. Gosling - 2012 - Zygon 47 (3):575-588.
    Abstract While much has been written about science and the Abrahamic religious traditions, there is little about the Hindu tradition and science. We examine two recent authors who have explored the relationship between the two, in one case across the full spectrum of Indian history, and in the other with a specific focus on the Bhāgavata Purāṇa, a ninth- to eleventh-century CE document centered on the Lord Krishna. These two publications are compared with a symposium of articles by scientists and (...)
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  3.  68
    Embodiment and Rebirth in the Buddhist and Hindu Traditions.David L. Gosling - 2013 - Zygon 48 (4):908-915.
    The belief that humans are more than their bodies is to a large extent represented in the Hindu and Buddhist traditions by the notion of rebirth, the main difference being that the former envisages a more corporeal continuing entity than the latter. The author has studied the manner in which exposure to science at a postgraduate level impinges on belief in rebirth at universities and institutes in India and Thailand. Many Hindu and Buddhist scientists tend to believe less in a (...)
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  4.  43
    Book Reviews. [REVIEW]Werner Menski, Carl Olson, William Cenkner, Anne E. Monius, Sarah Hodges, Jeffrey J. Kripal, Carol Salomon, Deepak Sarma, William Cenkner, John E. Cort, Peter A. Huff, Joseph A. Bracken, Larry D. Shinn, Jonathan S. Walters, Ellison Banks Findly, John Grimes, Loriliai Biernacki, David L. Gosling, Thomas Forsthoefel, Michael H. Fisher, Ian Barrow, Srimati Basu, Natalie Gummer, Pradip Bhattacharya, John Grimes, Heather T. Frazer, Elaine Craddock, Andrea Pinkney, Joseph Schaller, Michael W. Myers, Lise F. Vail, Wayne Howard, Bradley B. Burroughs, Shalva Weil, Joseph A. Bracken, Christopher W. Gowans, Dan Cozort, Katherine Janiec Jones, Carl Olson, M. D. McLean, A. Whitney Sanford, Sarah Lamb, Eliza F. Kent, Ashley Dawson, Amir Hussain, John Powers, Jennifer B. Saunders & Ramdas Lamb - 2005 - International Journal of Hindu Studies 9 (1-3):153-228.
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  5.  12
    Emotions in Moral Education ‐‐ an Analysis of Rich's 'Constitutive Emotions'.David W. Gosling - 1984 - Journal of Moral Education 13 (1):22-24.
    Abstract In his paper ?Moral education and the emotions? (JME, Vol. 9, No. 2, pp. 81?7) John Martin Rich argues that emotions should have a more central place in moral education than is normally given to them. I am sympathetic to the attempt to give more prominence to the role of the emotions in moral education, but in this paper I shall contend that the particular arguments employed by Rich cannot be sustained.
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  6.  13
    Martin Southwold. Buddhism in Life: The Anthropological Study of Religion and the Sinhalese Practice of Buddhism. Pp. 232. (Manchester: University Press, 1983.) £19.50. [REVIEW]David Gosling - 1985 - Religious Studies 21 (2):266-267.
  7. Reclaiming America: Restoring Nature to Culture.Richard Cartwright Austin, Tim Cooper, David Gosling & Mary Midgley - 1992 - Environmental Values 1 (4):373-374.
     
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