"How do we experience time? What do we use to experience it?In a series of remarkable experiments, Robert Ornstein shows that it is difficult to maintain an “inner clock” explanation of the experience".

A summation of research on the structure and function of the brain presents new ideas on how the human mind evolved in adaptation to a world that no longer exists.

Scientists from diverse disciplines explore the origins, nature, and processes of both the intuitive and intellectual modes of human awareness.

Text with commentary of Ye-shes-rgyal-mtshan's Theg dgu spyi bciṅs kyi ʼgrel bshad nyi maʼi ʼod zer on general perspective of the philosophical concept of Buddhist doctrine.

Doll, R. C. Foreword.--Conant, J. B. The education of American teachers.--Holt, J. How children fail.--Dewey, J. Democracy and education.--Whitehead, A. N. The aims of education.--Goodman, P. Compulsory mis-education.--Erikson, E. H. Childhood and society.--Rogers, C. R. On becoming a person.--Bruner, J. S. The process of education.--Silberman, C. E. Crisis in the classroom.

_Excellence vs Equality: Can Society Achieve Both Goals?_ explores the issues faced by societies attempting to preserve democratic ideals and the common good in an era of incommensurate wealth and opportunity. As differences in advantage and ability affect the relationships between institutions and the people who comprise them, the book argues that political and social compromise is needed to prevent economic inequality from threatening the well-being and mobility of the less able and less fortunate. Topics include globalization, technology, innovation, talent (...) and meritocracy, higher education, big business_, _labor unions, and social justice within educational and workplace settings. The author raises perennial and ever-prescient questions regarding how to balance excellence and equality, and how to reduce inequality around the world. (shrink)

The world we touch, see and hear is not the "real" world -- How the mind transforms the world : the life of the mind -- The time to create the mind's reality -- Priming consciousness -- Mixing and remixing the elements of experience -- The mind plays its little shell games -- A change of pace for a change of mind.

2 no predictions or experimental findings based on the Identity Theory differ from those based on mind-brain Parallelism or Epiphenomenal ism, i.e., Dualism in general. The Identity Theory, therefore, must stand or fall on its reputed conceptual advantages over Dualism. Then the conceptual issues at stake in the mind-brain problem are discussed. The kernel of truth present in the Identity Theory is shown to be obscured by all the talk about reducing sensations to neural processes. An attempt is made to (...) characterize pain adequately as a pattern or complex of bodily processes. This view is then reconciled with the asymmetry in the way one is aware of one's own pains and the way in which others are. This asymmetry constitutes an epistemological dualism which no philosophical theory or scientific experiment could alter. The sense in which experiences are both mental and physical is thus elucidated. A Multi-Aspect Theory of the mind is presented and defended. Five aspects of pain are discussed in some detail: experiential, neural, bodily, behavioral and verbal. Having a mind characteristically involves having all of these features except the bodily (i.e., a physical irregularity). Thus having a mind characteristically entails having experiences and a healthy, functioning brain. It also involves being able to act and speak reasonably intelligently. (shrink)

On Buddhist logic and dialectical studies.

Buddhist logic as taught in the Ser-byes tradition.

Elementary Buddhist logic and dialectical studies.

Explanation of the philosophical position (siddhānta) of the Vaibhāṣika, Sautrāntika, Yogācārya, and Mādhyamika schools of Buddhism.

On Buddhist logic and dialectical studies.

Study on Buddhist philosophy and logic of affirming and non-affirming negative.

What did Immanuel Kant really think about love? This book is the first in-depth study of the concept of love in Kant's philosophy. It argues that love is much more important to Kant than previously thought, and that understanding love is actually essential for Kantian ethical life. Perhaps surprisingly, for Kant, love permeates human existence from the strongest impulses of nature to the highest ideals of morally deserved happiness.

Selected works of author predominantly on Buddhist dialectical and logical study.

Classical commentary, with supercommentaries, on Jaimini's Mīmāṃsāsūtra, basic work of the Mīmāṃsā school in Hindu philosophy.

Collected works of Rol-paʼi-rdo-rje on the doctrines of Dge-lugs-pa (Sect) and Buddhist philosophy.

On essence of Mādhyamika philosophy by Lcaṅ-skya II Rol-paʼi-rdo-rje, 1717-1786 and commentaries by Dkon-mchog-ʼjigs-med-dbang-po, Khri-chen-bstan-pa-rab-rgya, and Dalai Lama XIV Bstan-ʼdzin-rgya-mtsho, 1935-.

Study of concept of Brahman in Upanishads with special reference to the philosophy of Śāṇḍilya.

Reviews the restricting consequences of older and newer forms of paternalism, in education, taking a historical perspective and offering a cohesive sustained.

Sayings on Hinduism by a Hindu philosopher-saint from Kerala, India.

Der Band besteht aus Aufsätzen und Essays, die dem Thema «Begegnung zwischen der deutschen und polnischen Philosophie im 19. und 20. Jahrhundert» gewidmet sind. Viele polnische Philosophen haben an das Ideengut der deutschen Philosophie angeknüpft. In der ersten Hälfte des 19. Jahrhunderts genossen Kant, Hegel und seine Schule in Polen einen großen Ruf. In der zweiten Hälfte des 19.Jhs stand das Thema der Werte und der Philosophie der Kultur im Vordergrund. Mit der durch F. Nietzsche aufgeworfenen Problematik der Notwendigkeit einer (...) radikalen Umwertung aller Werte haben sich in dieser Zeit viele Philosophen in Polen auseinandergesetzt. Im 20. Jahrhundert ist die deutsche Philosophie nicht nur in Ingardens Phänomenologie, sondern auch in der analytischen Philosophie der weltberühmten «Lemberg-Warschauer Schule» und sogar in der katholischen Philosophie von K. Wojtyła und J. Tischner präsent, die an die Philosophie von Kant, Scheler und Heidegger anknüpfen. (shrink)