Can the Âtman in its infinity and transcendence be made the basis for civil rights? Can we deduce the idea of civil rights and their number from the conception of the Âtman? Can historicity be preserved in the bosom of the Âtman? It has been said that only ideas like that of the dictatorship are possible on the basis of the Âtman as conceived by Indian thinkers. Individual freedom and initiative necessary for new scientific discoveries and inventions are taught by (...) Christ and other Israel-born religions, and the discovery of the atom bomb is due to such ideas. Long ago the late Prof. C.A. Moore of Hawaii urged me several times to handle such criticisms of Indian philosophy and religion. I tried to answer them in some early papers. The most important considerations are: As Kant said, from the highest metaphysical reality it is not logically possible to deduce anything particular or even lower; for instance, we cannot even deduce from “All men are mortal” whether Socrates is or is not mortal, unless we add “Socrates is a man,” which is an empirical statement. And If the Âtman is one and all-comprehensive, no democracy is said to be possible because individual men cannot be real then; but it is overlooked that then nothing is possible, not even trees and stones. Again, if there is only one personal God and if his will is supreme, will he not be a tyrant or a Louis XIV of the heavens, thundering his unquestionable commands? Where do democracy and freedom of the individual go then? On the other hand, if every one is the Supreme Âtman in essence, then everyone is free with all the initiative one can have by birth. Civil rights will then have a metaphysical foundation because every finite individual is inherently one with the Supreme Person and has the same rights and freedom as any king or emperor. But these arguments and counter-arguments cannot impress every one because to deduce anything from the highest Being leads only to antinomies and will be counter-productive in our search for truth. In metaphysics or ontology we can go only from the lower to the higher in logic or discursive thinking, but not vice versa. (shrink)

Marxist thinking can offer a critical understanding of education in an international context. Jones tackles these issues from a variety of angles and perspectives, taking advantage of recent theoretical innovations in Marxist analysis as well as the personal experiences of educational practitioners with Marxist commitments. With a specific focus on pedagogical practices as cultural practices, this book combines detailed case studies of local situations with broad, critical overviews of global development and challenges.

Open peer commentary on the article “Perception-Action Mutuality Obviates Mental Construction” by Martin Flament Fultot, Lin Nie & Claudia Carello. Upshot: In my view, the clash between ecological psychology, enactivism, and constructivism in general has more to do with irreconcilable metaphysical and theoretical incommensurabilities than disagreements about specific mechanisms or processes of perception. Even with mutual enabling of action and perception, some internal process of self-modification is still needed if novel behavior is to be adequately explained.

A thematically organized, annotated collection of translations from the Sanskrit, Tamil, and Maharastri Prakrit poetry of medieval South Indian Srivaisnava philosopher and saint-poet Venkatesa. Each translated poem forms a chapter in itself, along with an Afterword and detailed notes, with commentary.

Engineers have generally been viewed either as members of a ‘middle class’ attracted to a distinctive technocratic politics that rejects the leadership of both labour and capital or as passive servants of capital. Using published and archival data, this article shows that American mechanical engineers during the 1930s were not attracted to technocratic ideas. Instead some supported pro-business ideas, while many others showed an interest in organizing themselves as employees with interests different from business. This example suggests that engineers do (...) not constitute a distinctive, homogeneous middle class, but are, in fact, internally divided by class. (shrink)

v. 1. Ancient and medieval -- v. 2. Modern and contemporary -- v. 3. The twentieth century.

PHILOSOPHY OF RELIGION: AN ANTHOLOGY, 7E utilizes a balanced blend of classic and contemporary articles to present a well-rounded introduction to the philosophy of religion. This engaging textbook begins by outlining traditional concepts of God, then moves into related fields of inquiry such as the problem of evil, feminist perspectives of God, and mystical experiences. In addition, this edition presents traditional proofs of God's existence, with counter arguments. PHILOSOPHY OF RELIGION: AN ANTHOLOGY, 7E also examines the interplay between religion and (...) science, religion and faith, and religion and epistemology. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. (shrink)

This is the second and concluding volume of a biography of Edmund Burke, a key figure in eighteenth-century British and Irish politics and intellectual life. Covering the most interesting years of his life, its leading themes are India and the French Revolution. Burke was largely responsible for the impeachment of Warren Hastings, former Governor-General of Bengal. The lengthy trial of Hastings is recognized as a landmark episode in the history of Britain's relationship with India. Lock provides the first day-by-day account (...) of the entire trial, highlighting some of the many disputes about evidence as well as the great set speeches by Burke and others. In 1790, Burke published Reflections on the Revolution in France, the earliest sustained attack on the principles of the Revolution. Continuously in print ever since, the Reflections remains the most widely read and quoted book about the Revolution. The Reflections was followed by a series of anti-revolutionary writings, as Burke maintained his crusade against the Revolution to the end of his life. In addition to these leading themes, the biography examines many other topics in its coverage of Burke's busy and varied life: his parliamentary career; his family, friendships, and philanthropy; and his often difficult and obsessive personality. There are more than thirty illustrations, including many contemporary caricatures that convey how Burke was perceived by an often hostile and uncomprehending public. Controversial in his time, Burke is now regarded as one of the greatest of orators in the English language, as well as one of the most influential political philosophers in the Western tradition. (shrink)

Upshot: Time constraints, locked curriculums, strict management, and possible anarchy in the classroom are some of the themes that originated from the commentaries. I argue that these challenges should be viewed holistically in the broader picture. I also question the educator’s role in mitigating these obstacles. My advice: Do it anyway.

Horan offers a substantial challenge to the narrative of radical orthodoxy's idiosyncratic take on Scotus and his role in ushering in the philosophical age of the modern. This volume not only corrects the received account of Scotus but opens a constructive way forward toward a positive assessment and appropriation of Scotus's work for contemporary theology. --Book cover.