Commentary on Śārīrakamīmāṃsābhāṣya of Śaṅkarācārya, work on Vedanta philosophy.

Ha-Joon Chang, Research Professor of Economics at SOAS University of London, is a vocal advocate of pluralism in economics. He has also campaigned for public understanding of economics and cautioned against an excessive role of economists in policymaking. In this comprehensive interview, Chang talks about his views on economics, pluralism, the role of economists in democracy, as well as his formative years as an economics student. The interview concludes with Chang's advice for young scholars - both economists interested in non-mainstream (...) approaches and non-economists interested in engaging with economists. (shrink)

Religion and philosophy in 'Akāla usatati', portion of Daswen̲ Pādshāh kā Granth, attributed to Gobind Singh, Guru, 1666-1708.

A profound, original, and accessible book that argues that a faith not in God or eternal life, but in the finite, temporal life we lead here on earth is one that gives that life far greater depth of meaning. A manifesto for a truly secular faith that speaks eloquently to both believers and agnostics alike. The philosopher and critic Martin Hägglund believes that we need a new way of thinking about faith. In contrast to the traditional religious faith in eternity, (...) he proposes a secular faith in the value of living in time. He argues that the concept of an eternal heaven actually renders our mortal life meaningless since it assumes that our ultimate aims should be to escape it. Engaging writers and thinkers as diverse as C. S. Lewis, Kierkegaard, St. Augustine, Nietzsche, Martin Luther, and even Karl Ove Knausgaard, Hägglund provides not only a critique of religious ideals, but also a positive, alternative understanding of the beliefs and values that can motivate us to live lives of meaning in the here and now. (shrink)

This Element provides an exploration of antinatalism, the view that assigns a negative value to reproduction. It includes the history of Western philosophy, an analysis of the concept of antinatalism, and outlines a normative view defending antinatalism.

Conversation with Navjyoti Singh, philosopher, chiefly about his views of modern Indic philosophy.

Defense of rationality ; precedence of reason over religion.

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

1. 하나가 여럿에게 가는 길 - 2008년 11월 동아시아 경제공동체포럼 기조강연, 인천 드림시티에서 2. 물 - 마음과 돈과 물의 시대에 부쳐 3. 님 - 획기적 재분배의 이원집정제에 관하여 4. 도깨비 - ‘신의 우물’ 근처에서 춤추는 가난한 도깨비 이야기 5. 혁신 - 중국의 혁신은 ‘법혜월’과 같은 화엄개벽의 여성!

What is the relation of philosophy and teaching? Do we start from philosophy and then work to close the gap through a process of application? Do we start from teaching, and work to create a space for philosophical reflection? Is it enough to include philosophical texts and activities in teacher education? Or perhaps we need to include teachers from the start as collaborators in the production of philosophical work. Of, in, for, with: it seems that every preposition has been proposed (...) to join teaching and philosophy–a perennial dilemma that philosophers of education are far too familiar with. These anxious efforts to close the gap only reinforce our narrow, lopsided images of each endeavor. The teacher turns outward; the philosopher inward. Teaching is mired in the quotidian; philosophy prone to pointless abstraction. Called to act, the teacher works within the constraints of institutions; called to question, the philosopher practices principled withdrawal. While there is a grain of truth here, such contrasts obscure a key fact: philosophy and teaching are deeply kindred practices. The contemporary tragedies unfolding in Gaza and Israel serve as an urgent reminder of the costs of cleaving contemplation from action. Indeed, we will argue that the alienation of teaching (a practical endeavor if ever there was one) and philosophy (the contemplative discipline par excellence) damages the integrity of each. In what follows, we explore three conceptual sites—the posing of questions, the act of walking together, and the effort to discover what is at stake—which demonstrate a welcome return, or reunion, between philosophy and teaching. (shrink)

Local item dependence is one of the most critical assumption in the Rasch model when it comes to the validity of a test. As the field of vocabulary assessment is calling for more clarity and validity for vocabulary tests, such assumption becomes more important than ever. The article offers a Rasch-based investigation into the issue of LID with the focus on the two popular formats of Vocabulary Levels Tests : multiple-choice and matching. A Listening Vocabulary Levels Test and an Updated (...) Vocabulary Levels Test were given to a single cohort of 311 university students in an English as a Foreign Language context. The analyses of raw score and standardized residuals correlations were conducted. The findings found no relationship between the 4-option, multiple-choice format of the LVLT and item local dependence. However, results from score and standardized residuals correlations analyses showed a strong link between the 3-item-per-cluster, matching format and item local dependence. The study calls for greater attention to the format of future vocabulary tests and support the use of meaning-recall formats in vocabulary testing. (shrink)

The prevailing interpretation of ren (humanness) in the Analects is ethical. One consequence of this interpretation is the one-dimensional image of the Confucian junzi (noble man) as a rigid moralist, a fastidious observer of li (ritual). But there are numerous passages in the Analects that resist such a one-sided representation of the junzi, especially Confucius's remarks related to the (Book of) Songs and music. My basic thesis is that Confucius's concept of junji is aesthetic. This is implied by his notion (...) of junji ru (noble scholar) as opposed to xiaoren ru (common scholar). The noble man is one awakened to the beauty of humanness. It is because of this awareness that he 'sets his mind on the Way, depends on virtue, relies on ren and enjoys the arts.' Confucius included the Songs and music in his curriculum precisely for the purpose of cultivating in his pupils this aesthetic sensibility. (shrink)

An introduction to mindful walking, which can be done anywhere, at any time—even on a commute to work or school. The fourth book in the bestselling Mindfulness Essentials series, a back-to-basics collection from world-renowned Zen Master Thich Nhat Hanh that introduces everyone to the essentials of mindfulness practice. Slow, concentrated walking while focusing on in- and out-breaths allows for a unique opportunity to be in the present. There is no need to arrive somewhere—each step is the arrival to concentration, joy, (...) insight, and the momentary enlightenment of aliveness. When your foot touches the Earth with awareness, you make yourself alive and the Earth real, and you forget for one minute the searching, rushing, and longing that rob our daily lives of awareness and cause us to "sleepwalk" through life. Thich Nhat Hanh shares amusing stories of the impact mindful walking has on both the walker and those who notice him, and shows how mindful walking can be a technique for diminishing depression, recapturing wonder, and expressing gratitude. Pocket-sized, with original two color illustrations by Jason DeAntonis, How to Walk is a unique gift for all ages, sharing a simple practice that can have a profound effect on practitioners. (shrink)

A new gift edition of the classic guide to meditation and mindfulness, featuring archival photography and beautiful calligraphy by Thich Nhat Hanh. Since its publication in 1975, The Miracle of Mindfulness has been cherished by generations of readers for its eloquent and useful introduction to the practice of meditation. Readers interested in an introduction to Buddhist thought, as well as those seeking to learn about mindfulness and stress reduction, continue to look to Thich Nhat Hanh's classic work for guidance and (...) inspiration. This new hardcover gift edition features elegant calligraphic illustrations by Thich Nhat Hanh, as well as a dozen photographs spanning his early days as a peace activist to his life in Plum Village, a spiritual community that he founded in France. Also included in this edition is a historical chronology of Thich Nhat Hanh's life and work, and a revised afterword by Jim Forest. (shrink)

It is thrilling to think – to know that for any act of mine, I shall get twice as much praise or twice as much blame. It is quite exciting to hold the center of the national stage, with the spectators not knowing whether to laugh or to weep. (Zora Neale Hurston, ‘How It Feels to Be Colored Me').

It is a state of mind thus markedly different from our everyday experience, where thought processes impinge on our consciousness. In this book, Ha Poong Kim shares his thoughts on aesthetic experience.

On the importance of Ahiṃsā (nonviolence) and other Jaina ethics; includes contributed articles in 2nd part.

Study, with text of the Yogasūtra of Patañjali, text on Yoga philosophy.

This book is not a list or an overview of various theories of ethics. Nor is it a didactic manual for specific teaching units on moral education aimed at some group based on age or a particular theme (although some educational frameworks will be proposed). As the title suggests, the book intends to seek the starting points or foundations without which no moral education would be possible. The goal is to formulate and tackle the key questions that precede all moral (...) education. What makes ""good vs. evil"" language possible and meaningful? Can virtue be taught and learned? What makes our actions good? What is the condition of human nature? Are we naturally good, or evil? What constitutes an educator's right to morally influence anyone else (not just a child)? What is the goal of moral education? What does a morally educated person look like? And how can we ensure the coveted moral result? Or--in the words of Jan Amos Comenius, the ""teacher of nations""--how to educate a person to not only know what is good, but also to want what is good, and to do what is good ""even when no one is looking?"" ""I wish I would have had Jan Habl's concise, passionate, and eminently readable book available as a text for my ethics courses during my thirty-six years of teaching at colleges and universities in Canada. Habl not only raises the alarm about a moral crisis in Western societies today, but also provides a careful treatment of some oft-neglected presuppositions of moral education. The concluding chapter introduces us to Jan Amos Comenius, a seventeenth century Czech philosopher, theologian, and pedagogue, from whom we have much to learn about a better approach to moral education."" --Elmer Thiessen, Emmanuel Bible College ""With a sound and broad grasp of ethical (moral) theorists, Jan Habl incisively critiques the fallacies of popular theories, rendering them ineffectual if not dangerous. Then, drawing on Czech educator/philosopher Comenious, he persuasively advances a theistic proposal for nurturing moral persons and communities. Immensely timely, never more needed, a rich, compelling read for our contemporary societies if we wish for a civil and peaceful existence for ourselves and future generations. Highly recommended."" --Duane H. Elmer, Trinity International University ""You have in your hands a text by someone I take to be one of the very serious young moral philosophers of our time. The profundity of his analysis of the need for moral education reminds me of the style of analysis of one of the great moral philosophers of the final decades of the twentieth century, Alasdair MacIntyre."" --Thomas K. Johnson, World Evangelical Alliance Jan Habl is a professor of pedagogy at universities in Hradec Kralove and Usti nad Labem (Czech Republic). He has taught systematic theology and ethics at the Evangelical Theological Seminary in Prague. He has authored a number of books and studies in the areas of philosophy of education, ethics, and pedagogy, including On Being Human(e) (2016); Teaching and Learning Through Story, Comenius' Labyrinth and the Educational Potential of Narrative Allegory (2014). (shrink)

This book is a festschrift for Torsten Hagerstrand. "Through your work on migration, innovation diffusion, and time-geography you have helped demonstrate that geography's most profound insights are to be gained from the study of process rather than form.".

Essays on different aspects of human life and living.

For the first time Thich Nhat Hanh shares his inspiration and experience of living in stillness and timelessness. Written to pull you into the moment as he sees it, Inside the Now offers teachings inspired by the spirit of poetry. More personal than the majority of his writing, Inside the Now shares the Zen Master's experience using poetry and meditation to endure and move beyond violence and oppression. Inspired by Being Time by Zen Master Dogen, Thich Nhat Hanh shares short (...) meditations along with revelations from his past to give the reader a sense of entering a space of timelessness. In these meditations, he reveals his own doubts and his own searching. (shrink)