Not much work has been done on Hindu bioethics other than by a select few scholars and medical doctors. Professor Cromwell Crawford, author of Dilemmas of Life and Death: Hindu Ethics in a North American Context and Hindu Ethics for the Twenty-first Century, for example, is well known in the field of Hindu bioethics. Others scholars include Dr. Uma Mysorekar, who is a gynecologist as well as the president of the board of trustees of the Ganesha (...) Temple of Flushing New York. She has published several short pieces on Hindu bioethics, and has even been interviewed by PBS for their “Religion and Ethics” program. Dr. H. L. Trivedi, director of the Institute of Kidney Diseases and Research Center at the Civil Hospital Campus in Ahmedabad, India, is also prominent. His pithy paragraph in Transplant Proceedings on Hinduism and organ transplantation is cited with enormous frequency on the Internet and elsewhere. These thinkers, however, are unequivocally wrong in their position that Hinduism supports organ transplantation, and, more importantly, that it offers any coherent or systematic bioethics whatsoever. (shrink)

This Is A Complete Guide To Hinduism, Not Only For The Novices But Also For The Religious Minded Who Still Have A Lot To Learn. Every Topic Relating To Hinduism Has Been Discussed In The Book, Including Comments By Various Well Known Foreigners On The Topic.

Hinduism is above all a way of life and a philosophy of life. Looking more closely, we can see that in India life and religion are inseparable. The objective of this paper is to analyze the influences of religion, in time, on the economic growth of India, a continuously changing country. The Indian economy is an economy of contrasts due to its caste system and its legal aspects that govern the society and which have been imposed since ancient times. After (...) analyzing the Hindu culture and civilization and seeing the impact of religion in the social sphere, we can say that, indeed, Hinduism represents a part of the socio-economic system, a way of life. This country was contemporary with the glory of Egypt, Babylon, Persia, Greece, Rome and it saw all of them disappear. No doubt that it is hiding a secret in its way of life and in its spirituality. The secret of life without death, which India knows, results from the primacy of the spirituality. (shrink)

This paper defines a quantitative model of civilization wisdom potential in terms of its wisdom capacity potential and wisdom activity potential. Four minds such as the Basic, Whole, Global, and Universal ones are defined and their wisdom potential is assessed for eight particular civilizations, such as Western, Eastern, Japanese, Chinese, Hindu, Islamic, Buddhist, and African. In conclusion the study states that civilization wisdom should be applied in almost every facet of civilization and its future depends on civilization wisdom.

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)

From a study of Hindu scriptures, the author concludes that there is a "spiritual overturning in consciousness," after which there will be a purification and a Golden Age. The book is disorganized and diffuse.--A. R.

This article argues that gaushalas, or cow shelters, in India are mobilized as sites of Hindutva or Hindu ultranationalism, where it is a “vulnerable” Hindu Indian nation—or the “Hindu mother cow” as Mother India—who needs “sanctuary” from predatory Muslim males. Gaushalas are rendered spaces of production of cows as political, religious, and economic capital, and sustained by the combined and compatible narratives of “anthropatriarchy” and Hindu patriarchy. Anthropatriarchy is framed as the human enactment of gendered oppressions (...) upon animal bodies, and is crucial to sustaining all animal agriculture. Hindu patriarchy refers to the instrumentalization of female and feminized bodies as “mothers” and cultural guardians of a “pure” Hindu civilization. Both patriarchies commodify bovine motherhood and breastmilk. which this article frames as a feminist issue. Through empirical research, this article demonstrates that gaushalas generally function as spaces of exploitation, incarceration, and gendered violence for the animals. The article broadens posthumanist feminist theory to illustrate how bovine bodies, akin to women's bodies, are mobilized as productive, reproductive, and symbolic capital to advance Hindu extremism and ultranationalism. It subjectifies animal bodies as landscapes of nation‐making using ecofeminism and its subfield of vegan feminism. (shrink)

The author aims to use Kuchipudi Indian classical Hindu dance to educate non-Hindus about Hinduism with postcolonialism in mind. This goal arises from her dance experiences and the historical era of imperialism. Colonization occurs when those in power believe there is a need to dominate in a manner that subjugates people. Colonizers created colonies as they moved into territory because they felt there was a need to “civilize” the so-called savages of the land. Postcolonialism is an intellectual discourse that (...) confronts the legacy of colonialism and attempts to de-colonize. With the legacy of colonialism and a postcolonial lens in mind, some research questions arise. How does she, as a Kuchipudi dancer, use Hindu dance to educate non-Hindus about the Eastern literature of Hinduism? For non-Hindus, she feels the power of the exoticizing gaze when she dances, which might very well block the educational intention of the dance. This exoticizing gaze prevents the understanding of the traditional nature of the dance and the introduction to Hinduism as a world religion. The author’s problem is moving the exotic gaze of non-Hindus to an educational gaze that seeks to learn about the ethics of Hinduism in a manner that takes into consideration the multiple perspectives of the complex society we live in today. (shrink)

The theological misappropriation of Christianity as a civilizing force occurs when individuals convert to Christianity due to deception that ignores the faith-based aspect of Christianity. The history of Western education in India illustrates the hidden curriculum that Christian missionaries employed to disrupt the Indian educational system. This unnerving pedagogy points to the need for a postcolonial theoretical framework that relates the inescapable hybridity of religion and culture where Orientalism has the potential to occur. To press the ongoing urgency of this (...) discussion, I convey how the history of British India connects to my lived-reality as an American Hindu. Overall, I point to hybridity as a lived paradox of ambiguous conflict that embraces interfaith relations. I offer implications for Christian missionaries today to foster authentic interfaith connections without engaging in colonizing ideologies. (shrink)

The positions which are offered for consideration in this paper may be summarized in the following four points: First , there is a civilized type of mind which may be clearly distinguished from a primitive type. Second , the civilized mind developed from the primitive under certain economic and ethnological conditions which are to be described. Third , this emergence of the civilized mind from the primitive took place at a fairly definite period and reached its height in the remarkable (...) efflorescence of genius between the ninth and fourth century b.c. , over an area from Egypt to China. This was the appearance in that period of a mind essentially one in character, with natural variations, in the Greek thinkers, the Hebrew prophets, the early Hindu mystical philosophers and the Buddha in India, and the ethical teachers of China of the Confucian school. Fourth , this type of mind with its characteristic powers was achieved once for all and was never lost. In spite of the decay of most of the ancient civilizations, the civilized mind has been transmitted, chiefly through the survival of Greek and Graeco-Hebraic thought, into science, philosophy, and theology to become the modern mind for the world of culture of to-day. (shrink)

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)

Weber's studies of non-European (or non-Christian) religions constitute the largest part of his Sociology of Religion—comprising most of the Aufsaetze zur Religionssoziologie (1920-1923), as well as large parts of his treatment in Wirtschaft und Gesellschaft (1956). Included, as is well known, are relatively full-blown studies of Jewish, Chinese (Confucian) and Indian (Hindu and Buddhist) civilizations, and more dispersed, but very rich appraisals of diverse aspects of other religions. These studies are focused on the internal dynamics of religions and on (...) their relations to crucial aspects of social structure—especially political organization, economic life and social stratification. (shrink)

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)

Research articles on various aspects of Indic philosophy, Tantrism and Hindu culture.

Hindu culture and philosophy in the Mahābhārata; a study.

Guru to the World tells the story of Swami Vivekananda, the nineteenth-century Hindu ascetic who introduced the West to yoga and to a tolerant, scientifically minded universalist conception of religion. Ruth Harris explores the many legacies of Vivekananda's thought, including his impact on anticolonial movements and contemporary Hindu nationalism.

This book traces the evolution of Hindu theories of warfare in India from the dawn of civilization.

Lecture 1. Hinduism in the world and the world of Hinduism -- Lecture 2. The early cultures of India -- Lecture 3. The world of the Veda -- Lecture 4. From the Vedic tradition to classical Hinduism -- Lecture 5. Caste -- Lecture 6. Men, women, and the stages of life -- Lecture 7. The way of action -- Lecture 8. The way of wisdom -- Lecture 9. Seeing God -- Lecture 10. The way of devotion -- Lecture 11. The (...) goddess and her devotees -- Lecture 12. Hinduism in the modern period. (shrink)

Three doctrines have often been identified in the context of Hindu civilization as its distinctive markers: the doctrine of the varṇas (or the doctrine of the four classes), the doctrine of āśramas (or the doctrine of the four stages of life), and the doctrine of the puruṣārthas (or the doctrine of the four goals of life). The study of the last of these has been comparatively neglected and the doctrine has even been dubbed a myth (Krishna 1996, 189-205). The (...) purpose of this article is twofold: to establish the cogency of the doctrine of the puruṣārthas in the face of such criticism and to indicate the directions in which the doctrine could be developed further. (shrink)

Contributed seminar papers on Vedic literature and civilization.

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)

The dissertation makes two principal claims. First, it offers a variation of what has recently been called the "non-metaphysical" interpretation of Hegel's philosophy. I argue that Hegel's theory as a whole is not a monistic ontology of the world-substance called "spirit." Rather, Hegel's "philosophy of spirit" is an account of "cultural formations" in the same sense as Cassirer's philosophy of culture is a theory of "symbolic forms," and Foucault's archeology is a theory of "discursive formations." The "cultural formations" in Hegel (...) include social institutions such as family and civil society, and cultural practices such as science, art, and religion. Cultural formations come into existence as products of human activity in the course of history. Hegel's philosophical theory consequently can be interpreted as a philosophy of culture. Hegel maintains that human being is essentially a cultural being and is essentially determined by its In-der-Kultur-Sein rather than simply and "abstractly" by its In-der-Welt-Sein . ;The second principal claim concerns Hegel's "dialectical" method. I argue that Hegel develops a non-essentialist, non-universalistic, and non-foundationalist philosophical method, that can still distinguish between truth and falsity, good and bad. The method, which Hegel called "speculative," can in modern philosophical terms be most properly called "phenomenological." It is phenomenological in the sense that it proceeds from the givenness of experience, and that it describes the structures of this experience. The difference between Hegel and Husserl lies in the fact that Hegel does not restrict the subject of experience exclusively to the consciousness of a single human individual. The subject of experience in Hegel can be a social group, such as family, estate, or a nation, but also a group of agents involved in a particular social practice, as for example in Hindu religion, or in Ancient Greek craftsmanship. This feature enables Hegel to widen significantly the scope of the phenomenological research and to apply it to communal, historically and culturally determined experience. (shrink)

This volume explores the inherent pluralism of Hinduism through ethnographic and philosophical evidence as presented in the Journal of Anthropological Society of Bombay. The essays dated 1886-1936, represent a period that marked the emergence of a European-educated native intelligentsia with a rationalist outlook. The essays cover a wide range of topics from Tree Worship in Mohenjo Daro, the origin of the Hindu Trimurti, interpretation of Avestic and Vedic Texts; to a second set of more localized papers that cover the (...) Muhammadan Castes of Bengal, the Tenets and Practices of a Certain Class of Faqirs in Bengal, the Theoretical History of the Goddess Yellamma, and much more. Written during a particular historical as well as intellectual period that reflected certain key patterns - a period just following the Bengal Renaissance of the nineteenth century that ushered in the ideologies of a reformative Hinduism - this volume highlights how religions of all denominations have influenced each other and appear to have mingled beliefs and practices from multiple sources. It shows how tolerance and inclusiveness along with syncretism have been part of India's religious and social history. This book will be of interest to students and researchers of religions, history, anthropology, sociology, political science, and sociology of religion. It will also be useful to those interested in inter-religious dialogues and civil society. (shrink)

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 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 has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and (...) made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 20 (2000) 265-267 [Access article in PDF] Book Review Community, Violence, and Peace: Aldo Leopold, Mohandas K. Gandhi, Martin Luther King Jr., and Gautama the Buddha in the Twenty-First Century Community, Violence, and Peace: Aldo Leopold, Mohandas K. Gandhi, Martin Luther King Jr., and Gautama the Buddha in the Twenty-First Century. By A. L. Herman. Albany: State University of New York Press, 1998. xi + 245 pp. (...) At first glance, this title might seem a bit over the edge: how could an author intelligently juxtapose such diverse thinkers as an ecological scientist, two advocates of human rights, and an ancient religious founder? For the most part, the author succeeds in demonstrating that the twenty-first century requires a definition of community that includes environmental, social, and spiritual concerns. In a format particularly [End Page 265] helpful for undergraduate teaching, he carefully rehearses at the end of each section three central questions: how does this thinker contribute to our understanding of community? Does his approach lead to the diminishment of violence? Does it facilitate peace?For the first quarter of the book, Herman explores various aspects of community. Drawing from Erich Fromm, Socrates, and Aldous Huxley, he demonstrates that out of enlightened self-interest, all people seek peace for themselves. He is careful to point out, however, that the Socratic virtues of wisdom, courage, self-control, and justice, which arise from within, are far superior to the uniformity of the World State as described in Huxley's Brave New World, which leaves nothing uncontrolled by the external authorities. Both lead to nonviolence and peace, but the World State can fall prey to what Fromm terms cultural insanity.Supplementing his discussion of Aldo Leopold with references to the work of Rachel Carson and J. Baird Callicott, Herman emphasizes that ideas of community peace must be informed by holistic structures of nature, particularly as articulated in Leopold's Sand County Almanac. However, he also warns that if the welfare of the biotic community takes precedence over all other concerns, then society could fall into a state of ecofascism.Herman's chapter on Mahatma Gandhi ably summarizes the life and works of this great political reformer, with particular focus on his formative years in South Africa. Influenced by John Ruskin and Leo Tolstoy, Gandhi developed the concept of the "Ashramic community," a means of collective, intentional living designed to effect social change. After describing the Phoenix Settlement (1904, Johannesburg), the Sabarmati Ashram (1915, Ahmedabad), and Sevagram Ashram (1933, Wardha), Herman presents a fifteen-page play script based on the Asian travel diaries of Professor George P. Conger, chair of philosophy at the University of Minnesota from 1937-1953. Conger spent two months at Gandhi's ashram in Wardha, India, in 1933, and in the play called "Salt," his students take up issues including the ill treatment of Jews in Germany, the definition of nonviolence, and emphasized, as does Gandhi, the necessity for self-transformation to achieve personal and community peace.Martin Luther King Jr. inspired by the example of Mahatma Gandhi, employed nonviolent techniques to bring about the many successes of the American Civil Rights Movement. Herman provides a brief biography of Martin Luther King Jr., quotes several of his pivotal sermons, and emphasizes the notion of beloved community as critical to King's thinking. He writes that "in King's interpretation of agape, it is your being loved that gives you value; and it is your selflessly loving others that gives them value and makes the beloved community possible" (p. 138). According to King, fear and racial discrimination prevent one from entering into the beloved community. By changing laws, and, more importantly, changing the hearts of individual people, a more peaceful community can be built.The least successful chapter of this book discusses Gautama Buddha and the "karmic community." Rather than focusing directly on Buddhist theories of Karma, Herman engages in a long discussion of the Bhagavad Gita, an important Hindu text, as a foil to explain Buddhist theories... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Christian-Buddhist Dialogue on Loving the EnemyWioleta PolinskaWe are taught to think that we need a foreign enemy. Governments work hard to get us to be afraid and to hate so we will rally behind them. If we do not have an enemy, they will invent one in order to mobilize us. Yet they are also victims.1—Thich Nhat HanhWe are called to speak for the weak, for the voiceless, for (...) the victims of our nation, and for those it calls enemy, for no document from human hands can make these humans any less our brothers.2—Martin Luther King Jr.Literally speaking, Ahimsa means "non-killing."... To one who follows this doctrine there is no room for an enemy.3—M. K. GandhiIn his autobiography, Martin Luther King Jr. comments that he initially considered Jesus's commands such as "turn the other cheek" or "love your enemies" as limited to individual relationships. Only after reading Gandhi in the late 1940s did he conclude that the love ethic had a much broader scope. Love became to him an effective principle applied to racial groups and nations in conflict and was "a potent instrument for social and collective transformation."4 Some years later, King was influenced by another Asian religious thinker, the Vietnamese Zen Buddhist monk Thich Nhat Hanh. Under Nhat Hanh's influence, King repudiated the war in Vietnam by addressing the similarity between the Vietnamese Buddhist peace movement and the American civil rights movement.5Nhat Hanh and King were both inspired by Gandhi's peaceful approach to social conflicts. All three are exemplary models of love and nonviolence in their respective Buddhist, Christian, and Hindu traditions. Whether ahimsa (or harmlessness) in Hinduism, compassion for all beings in Buddhism, or "love of enemy" [End Page 89] in Christianity, unconditional love signifies the principal concern of these spiritual thinkers. All three men display an uncompromising commitment to the cause of the oppressed and downtrodden, but, at the same time, they refuse to vilify the opponents. In fact, all three speak of the "love of enemy" as the only sure way to ensure peaceful solution to any social crisis. Recent military conflicts prompted by the tragedy of September 11 offer a challenge for rethinking the most effective ways of dealing with international terrorism and other forms of social struggles. In what follows, I will suggest that, like Martin Luther King Jr., Christians can benefit from engaging in a dialogue with Eastern thought. Specifically, by focusing on the writings of Thich Nhat Hanh, I will engage Christian liberation theologies to offer a possible corrective to a theological reflection on social conflict. In conversation with sociological reflection on war, political theorists, and artists, this article will present a fresh reexamination of a nondualistic, nonviolent approach to military and social conflicts.Social exploitation, injustice, and oppression are focal points of many contemporary Christian theologies that are indebted to Latin American liberation theology. Recognizing the suffering of the poor and the failure of the historical Christian church to address the systemic injustice against them, liberation theologians affirm solidarity with the poor. Because of oppression and poverty, the poor have privileged access to the meaning of the Gospel (hermeneutic privilege) and the church needs to commit to a "preferential option for the poor." That is, those "who are privileged must identify with the poor and the oppressed not only because they need us but also because, from their experience of poverty and oppression, they are in a better position to understand the Gospel."6 Learning from the poor implies interpreting Christian faith out of the suffering of the poor; it implies seeing God as the God of the poor and the oppressed. The poor are seen as "the favorites of God"7 because they receive continuous divine attention to their struggle. The liberation of the Israelites from Egypt, Jesus's solidarity with the poor by becoming one of them, as well as his preaching the good news to them, are all examples of God's love for the poor. God's solidarity with the victims of social oppression reaches its zenith in the resurrection of Jesus when God is "doing Justice... (shrink)

Mathematics has, not only a long history in India like in any other ancient civilization, but it also carries a very high value in the present-day India, basically because of its importance in engineering education. India has made some important contributions to mathematics in the last 150 years. Yet, such a description hides the fact that ‘India’ here refers to a tiny minority of Hindu dominant caste middle-class men (and a couple of women from the same socio-cultural and economic (...) background). Though precolonial India had indigenous traditions of education, the caste and gender to which one belonged determined what kind of education one could get. It is only during the colonial rule that access to education was made independent of one’s caste and it is only as late as 2009 that India made the right to education a fundamental right, making free and compulsory education available for all up to the age of fourteen. (shrink)

In any attempt to present an overview of the conceptions of reality and divinity in classical Indian (Hindu) civilization, it is helpful, first of all, to highlight some of the basic cultural and intellectual presuppositions that appear to be operative in classical Indian thought (which, for the purposes of this article, will be taken as consisting of the so‐called six classical schools of Sāṃkhya, Yoga, Nyāya, Vaiśeṣika, Mīmāṃsā, and Advaita Vedānta during the classical period, from the first centuries of (...) the Common Era up to the coming of Islamic traditions in the eleventh century). This can be accomplished in various ways, but perhaps the simplest way is to articulate some basic questions to which classical Indian thought provides some interesting, albeit unusual, answers. The questions can be framed as follows: (1) What truly is? (2) How does one know what truly is? (3) Who knows what truly is? (4) With whom does one know what truly is? And, finally: (5) What does God have to do with what truly is? The questions have to do, respectively, with (1) ontology, (2) epistemology, (3) psychology, (4) social anthropology, and (5) theology. Classical Indian thought, of course, provides a variety of answers to all of these questions, and there was much vigorous debate and polemic through the centuries about precisely how to form satisfactory answers. Generally speaking, however, it appears to be the case that the classical Indian philosophical schools tended to deal with these basic questions in a manner quite different from the way these questions have been dealt with in traditional or modern Western thought, and it is important to understand some of these differences if one wishes to appreciate the unique conceptual frameworks in classical Indian thought. (shrink)

This book shows how, during the 20th century, evils such as totalitarianism, tyranny, war, and genocide became indelibly linked to the fascist cause, and examines the enduring and popular appeal of an ideology that has counted princes, poets, and war heroes among its most fervent adherents. From the followers of Hajj Amin Al-Husseini, the Arab leader who met with Adolf Hitler in November 1942 to the murderous death squads of the Croatian Ustasha to certain members of the British Establishment, fascism's (...) heady brew of extreme nationalism and revolutionary violence has attracted followers from across all religions, races, and classes. Now widely reviled, fascism became an immensely powerful political force in Western Europe throughout the 1930s and into the 1940s. How did civilized nations like Italy, Germany, Austria, and others succumb to an ideology now regarded by the political mainstream as barbarous and beyond the pale? World Fascism: A Historical Encyclopedia covers all the key personalities and movements throughout the history of fascism and brings to light some of the ideology's lesser-known aspects, from Hindu extremists in India to the influential role of certain women in fascist movements. How did an ideology which was openly boastful of its belief in violence come to seduce the elites of some of the most civilized nations on earth? What can explain fascism's enduring appeal? (shrink)

T. R. V. Murti is a Tamil Brahmin. He was born at Madras in 1902, and educated at Trichinopoly Christian College, which he left before graduating to commence five years of Congress Party work. He was in jail five months. In 1925 he came to Benares, where he studied the Sanskrit classics with pandits and gurus. He then completed his undergraduate course at Benares Hindu University, receiving his A.B. and M.A. together in 1929. From 1929 to 1936 he was (...) a fellow at the Indian Institute of Philosophy at Amalner. Here he came under the influence of Professor K. C. Bhattacharya, and was considered to be, among the philosophers at Amalner, the one who best understood the Professor's teaching. In 1936 he returned to Benares Hindu University for advanced study, and later was appointed Sayaji Rao Gaekwad Professor of Indian Civilization and Culture. He has been there since, except for three years on leave as professor of philosophy at Colombo and one year as Spalding Professor of Oriental Religions at Oxford. (shrink)

This introductory work proposes a fresh take on the ancient Indian concept dharma. By unfolding how, even in its developments as "law" and custom, dharma participates in nuanced and multifarious understandings of the term that play out in India's great spiritual traditions, the book offers insights into the innovative character of both Hindu and Buddhist usages of the concept. Alf Hiltebeitel, in an original approach to early Buddhist usages, explores how the Buddhist canon brought out different meanings of dharma. (...) This is followed by an exposition of the hypothesis that most, if not all, of the Hindu law books flowered after the third-century BC emperor Asoka, a Buddhist, made dharma the guiding principle of an entire realm and culture. A discussion built around the author's expertise on the Sanskrit epics shows how their narratives amplified the new Brahmanical norms and brought out the ethical dilemmas and spiritual teachings that arose from inquiry into dharma. A chapter on the tale of the Life of the Buddha considers the relation between dharma, moksa/nirvana, and bhakti. Here, Hiltebeitel ties together a thread that runs through the entire story, which is the Buddha's tendency to present dharma as a kind of civil discourse. In this sense, dharma challenges people to think critically or at least more creatively about their ethical principles and the foundations of their own spiritual values. A closing chapter on dharma in the twenty-first century explores its new cachet in an era of globalization, its diasporic implications, its openings into American popular culture, some implications for women, and the questions it is still raising for modern India. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Contrasting Images of the BuddhaTaitetsu UnnoAll the Christian writers express a deep and sympathetic appreciation for the historical Sakyamuni Buddha, demonstrating some of the positive fruits of interreligious dialogue. But—speaking as a practicing Buddhist—their views appear to be focused on the human face of the Buddha and scant attention is paid to what might be called the numinous. It is this dimension of his enlightenment experience that constitutes his (...) very being and the reason for his appeal far beyond the borders of India. This sense of the sacred, the transhistorical, inspired the great civilizations of Asia and today attracts worldwide attention to the Buddhist path of liberation and freedom.Terry Muck makes an ironic allusion to the respective lives of the Buddha and of the Christ. He states that “Official Christian dogma teaches that Jesus was divine, a part of the Trinity, three gods in one: Father, Son, and Holy Spirit. Buddhist teachings dogmatize a different understanding of the Buddha—that he was human through and through,” but a reversal occurs in later history: “The popular Buddhist [End Page 133] approach to the Buddha tends to produce a ‘godlike’ Buddha in a religious tradition that insists on his humanity, and the popular Christian approach to Jesus tends to produce a very human Jesus in a religious tradition that insists on Jesus’ divinity. It is almost as if the populace has decided to emphasize what the buddhologians and theologians have decreed secondary. The evidence for this reversal is everywhere” (Muck, p. 107).This may be a valid observation, but the truth of the matter might not be so simple. That is, both religious figures may combine the practical and the spiritual in different, complex ways and, depending on the historical lens, a person may see one aspect and not the other. At any rate, in this paper I wish to note that Sakyamuni Buddha is more than simply “human, through and through.”Rudolph Otto was the first to use “numinous” as a religious category to describe Christian and Hindu experience, but it also can be applied to the Buddhist case. This is so if we subscribe to one of its basic characteristics: the quality of the inexpressible—“in the sense that it completely eludes apprehension in terms of concepts.” 1 In Buddhist literature we have an abundance of words suggesting this fact: the unconditioned, formless, ineffable, inconceivable, unthinkable, unattainable, indefinable, immeasurable, and so on.In order to understand the numinous fully, Otto writes that a person “must be guided and led on by consideration and discussion of the matter through the ways of his own mind, until he reaches the point at which ‘the numinous’ in him perforce begins to stir, to start into life and into consciousness.” 2 He continues: “The arising of the numinous from beyond discursive consciousness is central to the Buddha’s enlightenment experience. This point has been overlooked and has caused misunderstanding, as noted by John Ross Carter: ‘One is told repeatedly that one has to work out one’s own salvation—this is treated as a corollary to there being no savior or savior god. This has been pounded into the English-reading audience to such an extent that one has failed to discern what Theravada Buddhism has long known—one does not work out one’s own salvation or liberation or release.’” 3In the Theravada classic, Visudhimagga, the ultimate awakening does not result from human calculation. According to Mahinda Palihawadana, it comes from the “arising of magga.” Magga is the “path” in the eightfold scheme (ariya attahangika magga), but it has a further connotation: “the moment of spiritual change as well as the event and the content of the mind at the moment.” 4 He sums up this process by enumerating the fourfold goal of Theravada life. The first three are well known—sila, samadhi, and lokiya panna. There is also the fourth, which is crucial but often overlooked: supramundane or lokuttara panna. The first three are preliminaries to the fourth realization: “Personal effort is only the ‘setting’ for the realization of the highest religious truth, that the highest realization can take place only when effort ceases to be... (shrink)

pt. 1: lecture 1. The Hindu vision of life ; lecture 2. Thucydides and the Peloponnesian war ; lecture 3. Law and rule in Sophocles' Antigone ; lecture 4. Socrates and socratic quest ; lecture 5. Plato, idealism and power : part 1 ; lecture 6. Plato, idealism and power : part 2 ; lecture 7. Aristotle's critique of Plato's Republic ; lecture 8. Machiavelli's theory of power and politics -- pt. 2: lecture 9. Rousseau's theory of human nature (...) and society ; lecture 10. Marx's critique of capitalism and solution of communism ; lecture 11. Freud's theory of human nature and civilization ; lecture 12. Thoreau's theory of civil disobedience ; lecture 13. Dostoevsky's grand inquisitor ; lecture 14. The idea of anarchism and the example of Emma Goldman ; lecture 15. Hitler's use of power ; lecture 16. Gandhi's use of power. (shrink)

Philosophical and cultural study of Br̥hadāraṇyakopaniṣad, Hindu philosophical classic.