Current discussions of hermeneutical injustice, I argue, poorly characterise the cognitive state of victims by failing to account for the communicative success that victims have when they describe their experience to other similarly situated persons. I argue that victims, especially when they suffer moral wrongs that are yet unnamed, are able (1) to grasp certain salient aspects of the wrong they experience and (2) to cultivate the ability to identify instances of the wrong in virtue of moral emotions. By moral (...) emotions I mean emotions like indignation that reflect an agent’s ethical commitments and bear on her ethical assessments. Further, I argue that victims can impart their partial understanding of the wrong they suffer to others who are not similarly situated by eliciting moral emotions such as pity that are tied to broad notions of justice and fairness. (shrink)

Here we use two filtered speech tasks to investigate children’s processing of slow (.

On Hindu ethics and code of conduct in Hindu smr̥tis.

Farm to School programs aim to connect school children with local foods, to promote a synergistic relationship between local farmers, child nutrition and education goals, and community development. Drawing from 18 months of ethnographic research with a regional FTS project and interviews with child nutrition program operators implementing FTS across Georgia, we identify perceptions of food safety as an emerging barrier in efforts to bring local foods into schools. Conducting a thematic analysis of data related to food safety, we find (...) that FTS participation may be hindered by discourses and perceptions of safety risks attributed to local foods—and to local produce in particular. We argue that this results, paradoxically, from a core tenant of FTS and other local food movements: forging personal relationships with farmers, through which POs confront the transparency of local food production, in contrast to the opacity of food procured through standard supply chains. Faced with unfamiliar production practices, and responsibilized to protect students as “at risk” subjects, POs may decide that buying local food is “not worth the risk.”. (shrink)

True Hinduism has a power and beauty that no one acquainted with it can regard with anything but the deepest respect. This book contains a range of scriptures, an array of ritualistic procedures and traditions of brahminical orthodoxy, varied interpretations coupled with multiple views. True Hinduism has a power and beauty that no one acquainted with it can regard with anything but the deepest respect. You have to approach it as you approach poetry, with a willing suspension of disbelief. Above (...) all the peripheral myths, customs, beliefs and rites, rises the great. (shrink)

Few will dispute the fact that Sri Sankara, the most exciting philosopher of Advaita Vedanta has no clear-cut answers to the problem of reality. The shifting focus and emphasis on the various philosophical issues cited in the original exegetics of Sri Sankara by the modern thinkers certainly need a consensus on arriving at the meaningful and purposeful understanding of the true nature of reality. The concept of Adhyasa in its three variants has to be asserted from the non-contradictory ground of (...) reality. In this context, there is a need to differentiate between 'mere appearance' and the 'actual appearance' or the unmanifest reality. The present work attempts to establish the valid tones of a sound philosophy of Advaita Vedanta at its best. (shrink)

The 600 Terms Covered Will Give Most Students Of Vedanta The Basic Language Equipment Needed To Deal With The Subject.

Cognitive neuroscience aims to improve our understanding of aspects of human learning and performance by combining data acquired with the new brain imaging technologies with data acquired in cognitive psychology paradigms. Both neuroscience and psychology use the philosophical assumptions underpinning the natural sciences, namely the scientific method, whereby hypotheses are proposed and tested using quantitative approaches. The relevance of 'brain science' for the classroom has proved controversial with some educators, perhaps because of distrust of the applicability of so-called 'medical models' (...) to education. Nevertheless, the brain is the main organ of learning, and so a deeper understanding of the brain would appear highly relevant to education. Modern science is revealing the crucial role of biology in every aspect of human experience and performance. This does not mean that biology determines outcomes. Rather, there is a complex interplay between biology and environments. Improved knowledge about how the brain learns should assist educators in creating optimal learning environments. Neuroscience can also identify 'biomarkers' of educational risk, and provide new methodologies to test the effects of educational interventions. (shrink)

J. C. Chatterji’s book is a brief introduction to the nature of ultimate reality and the manifestation of the universe according to the Trika System. It also covers, briefly, the history of this advaita Shaiva philosophy of Kashmir. First published in 1914 as the first book in “The Kashmir Series of Texts and Studies,” it is still the clearest introduction to the Tattvas of the Trika. Since the lower twenty-five of the thirty-six Trika Tattvas represent the entire universe from (...) the Samkhya point of view, here also is a very clear exposition of the Samkhya Tattvas. The only difference is that, while the Purusha and the Prakriti are the final realities for Samkhya, they are but derivatives according to the Trika, which, carrying the analysis further, recognizes eleven additional Tattvas above the Purusha. (shrink)

J. C. Chatterji’s book is a brief introduction to the nature of ultimate reality and the manifestation of the universe according to the Trika System. It also covers, briefly, the history of this advaita Shaiva philosophy of Kashmir. First published in 1914 as the first book in “The Kashmir Series of Texts and Studies,” it is still the clearest introduction to the Tattvas of the Trika. Since the lower twenty-five of the thirty-six Trika Tattvas represent the entire universe from (...) the Samkhya point of view, here also is a very clear exposition of the Samkhya Tattvas. The only difference is that, while the Purusha and the Prakriti are the final realities for Samkhya, they are but derivatives according to the Trika, which, carrying the analysis further, recognizes eleven additional Tattvas above the Purusha. (shrink)

Leech et al.'s demonstration that analogical reasoning can be an emergent property of low-level incremental learning processes is critical for analogical theory. Along with insights into neural learning based on the salience of dynamic spatio-temporal structure, and the neural priming mechanism of repetition suppression, it establishes relational primacy as a plausible theoretical description of how brains make analogies.

This commentary focusses on the evidence used by Halford et al. to support their postulated links between relational complexity and age differences in children's understanding of concepts. None of their developmental claims is consistent with recent cognitive-developmental research. Relational complexity must be an important variable in cognition, but it does not provide a satisfactory metric for explaining cognitive development.

Children's reading and spelling errors show that orthographic learning involves complex interactions with phonology, morphology, and meaning throughout development. Even young children seek to make their visual word recognition strategies linguistically coherent. Orthographic knowledge gained through spelling affects reading, and vice versa. Developmental data support Frost's claim that letter-coding flexibility reflects the optimization of encoding resources in a highly developed system.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

This book provides a comprehensive account of the Nyaya-Vaisheshika teachings. Nyaya and Vaisheshika are two of the six philosophical systems of Hinduism, much less known in the West than the more popular Yoga and Vedanta systems. Nyaya teaches reasoning to determine what is valid knowledge, and Vaisheshika teaches what are the ultimate constituents of the universe. The author wrote this book after seeing how little understood was Indian philosophy in the West. He tried to take account of Western presuppositions in (...) presenting this Indian system. At the same time, he followed the Indian practice of adopting the Nyaya-Vaisheshika position as his own while writing about it. (shrink)

A summary of India's ancient religious system. Foreword by David Frawley.