The majority of contemporary presentations of Augustine’s spirituality focus on the interior, personal dimensions of prayer and contemplation. This article argues that Augustine also has a rich but underappreciated liturgical spirituality, wherein regular participation in the liturgy, with its external and ecclesial elements, is important for Christian spiritual formation and expression. Examining a variety of texts from the Augustinian corpus, this article outlines major themes in Augustine’s liturgical spirituality and encourages further scholarly engagement with this theme.

In this book, Vasubandhu's classic work Refutation of the Theory of a Self is translated and provided with an introduction and commentary. The translation, the first into a modern Western language from the Sanskrit text, is intended for use by those who wish to begin a careful philosophical study of Indian Buddhist theories of persons. Special features of the introduction and commentary are their extensive explanations of the arguments for the theories of persons of Vasubandhu and the Pudgalavâdines, the Buddhist (...) philosophers whose theory is the central target of Vasubandhu's refutation of the theory of a self. (shrink)

This book addresses prominent views on the nature of the self in Indian philosophical traditions and presents Buddhist critiques of those conceptions through the translation and commentary on Śāntarakṣita's chapter in the Tattvasaṃgraha on theories of a self and Kamala-śīla's commentary on it in his Tattvasaṃgrahapañjikā. The book is comprised of an introduction presenting the theories of a self in the Indian Buddhist Middle Way philosophies and in the different philosophical schools Śāntarakṣita and Kamalaśīla study and offers a background for (...) the translation. The detailed translation that follows reveals the theories of a self that are explained in the philosophical schools in India called the Nyāya-Vaiśeṣika, Mīmāṃsā, Sāṃkhya, Jain, Advaita Vedanta, and Vātsīputrīya. It is complemented by a thorough commentary by the author which brings the text to light for a modern audience. A useful contribution to Indian philosophy and global philosophy, this book will be of interest to researchers in the fields of Philosophy, Religious Studies and Buddhist Studies. (shrink)

Plato's ethics, contrary to the impression recent literature on the topic creates, is basically a system of religious ethics, and I sketch here its main outlines. Since the goal of Plato's philosophy is the achievement of the divine life, his ethics in its most comprehensive sense is the knowledge that this life is our good, along with the knowledge of how our good can be achieved. With the help of passages in Plato's dialogues and other ancient sources I explain briefly (...) Plato's view of the divine life and of two of the three principal paths followed to achieve that life, namely, the path of moral training, which relies on practical wisdom, and the path of contemplation, which relies both on theoretical wisdom, which is developed on the path of dialectic, and on the love of God. (shrink)

Since the Buddha did not fully explain the theory of persons that underlies his teaching, in later centuries a number of different interpretations were developed. This book presents the interpretation by the celebrated Indian Buddhist philosopher, Candrakirti. Candrakirti's fullest statement of the theory is included in his Autocommentary on the Introduction to the Middle Way, which is, along with his Introduction to the Middle Way, among the central treatises that present the Prasavgika account of the Madhyamaka philosophy. In this book, (...) Candrakirti's most complete statement of his theory of persons is translated and provided with an introduction and commentary that present a careful philosophical analysis of Candrakirti's account of the selflessness of persons. This analysis is both philologically precise and analytically sophisticated. The book is of interest to scholars of Buddhism generally and especially to scholars of Indian Buddhist philosophy. (shrink)

Aristotle characterizes a syllogism as “discourse in which, certain things being stated, something other than what is stated follows of necessity from their being so.” This characterization of the syllogism does not require us to include as one of its constituent propositions the conclusion of a syllogism. When what are now called the premisses of a syllogism are stated, “something other than what is stated follows of necessity,” but what necessarily follows need not be a proposition in a syllogism on (...) a par with its premisses. The view that an Aristotelian syllogism contains only its premisses as its constituent propositions I call the premiss account of the Aristotelian syllogism. The more customary accounts of the Aristotelian syllogism are the inference account, according to which the syllogism is an inference whose premisses make necessary its conclusion, and the statement account, according to which it is a conditional statement whose conjunctive antecedent makes necessary its consequent. In this paper I shall not explain my reasons for adopting the premiss account and rejecting the inference and statement accounts of the Aristotelian syllogism, since these reasons are enumerated in another place. Instead, I shall discuss a complication which is involved in the premiss account but not involved in the inference and statement accounts. My explanation of this complication must await a more careful statement of the premiss account. (shrink)

Śāntarakṣita was an important 8th century CE Indian Buddhist philosopher who introduced Indian Buddhism to Tibet and is believed to have created what the Tibetans call the Yogācāra-Svātantrika School of Madhyamaka Indian Buddhism. He composed the "Compendium of Reality" (Tattva¬saṃgraha), which is a comprehensive critical examination of the major Indian philosophical theories of his time. Kamalaśīla was Śāntarakṣita’s eminent disciple who wrote a commentary on the "Compendium of Reality", entitled "Commentary on the Difficult Points of the Compendium of Reality" (Tattva¬saṃgraha¬pañjikā), (...) which we shall call the Commentary. Here we translate and briefly comment upon the Commentary discussion of Śāntarakṣita’s examination in verses 285–310 of the classical Sāṃkhyas’ theory of a self (ātman). Śāntarakṣita, Kamalaśīla, and the Sāṃkhyas all believed that a self is consciousness, but according to Śāntarakṣita and Kamalaśīla, consciousness is a causal continuum of momentary consciousnesses of objects and exists merely by convention; according to the Sāṃkhyas, it is a permanent and partless witness of objects that has independent existence. We give a brief explanation of the Sāṃkhya philosophy, and a brief explanation of the Buddhism of Śāntarakṣita and Kamalaśīla. Then we translate one or more of Śāntarakṣita’s verses on the Sāṃkhya theory of a self, along with Kamalaśīla’s commentary, follow the translation with our own comments upon what is translated, and repeat this sequence until the examination of the Sāṃkhya theory is completed. We expand our comments when dealing with a few basic philosophical issues that arise from the arguments presented in the Commentary. We briefly evaluate the effectiveness of the arguments by Śāntarakṣita and Kamalaśīla and the Sāṃkhya replies as they are represented. The basic philosophical questions upon which we shall comment concern the Sāṃkhya theories that a self is one (eka) in the sense that it has no parts, permanent (nityam) in the sense that it continues to exist without changing in any way, a witness of objects presented to it, and the experiencer of the objects presented to it without being an agent that produces them. (shrink)

Here it is argued, with the help of Tsongkhapa's interpretation of Candrakīrti's theory of persons, and on the basis of the character of Vasubandhu's encounter with the Pudgalavādins in the "Refutation of the Theory of Self," that in his Madhyamakāvatārabhāṣya . Candrakīrti most likely identifies the theory of persons he attributes to the Sāṃmitīyas with the theory of persons Vasubandhu presents in the "Refutation," and the theory of persons he attributes to the Āryasāṃmitīyas with the Pudgalavādins' theory of persons, to (...) which Vasubandhu objects in that same work. He interprets Vasubandhu's thesis, that persons exist as their aggregates, as the thesis of the Sāṃmitīyas, that persons possess the essence of the aggregates, and interprets the Pudgalavādins' thesis, that persons exist apart from their aggregates as their identity-free substratum, as the thesis of the Āryasāṃmitīyas, that persons possess an essence of something that is neither other than nor the same as the aggregates. It is explained that Candrakīrti's interpretations both rest on the assumption that existence is the possession of an essence and mirror the assumptions upon which Vasubandhu and the Pudgalavādins object to one another's thesis. (shrink)

In this paper, I will explain how ancient Greek philosophy can be made relevant to our lives. I do this by explaining how an instructor of a course in ancient Greek philosophy can teach Greek philosophy in a way that makes its study relevant to how the students in the course live their lives. Since this is the most likely way in which its relevance to contemporary life might be realized in practice, I explain its relevance from this perspective. I (...) contrast the different ways in which ancient Greek philosophy is taught, and give examples of how it can be taught that calls attention to the ways in which what the Greeks said are relevant to how students live their lives. (shrink)

Michael A. Petersa and Fazal Rizvib aBeijing Normal University, Beijing, PR China; bMelbourne University, Melbourne, Australia Our minds are still racing back and forth, longing for a return to ‘no...

Based on the results of open ended interviews with managers in a variety of organizational positions, moral questions encountered in everyday managerial life are described. These involve transactions with employees, peers and superiors, customers, suppliers and other stakeholders. It is suggested that managers identify transactions as involving personal moral concern when they believe that a moral standard has a bearing on the situation and when they experience themselves as having the power to affect the transaction. This is the first in (...) a research series of three papers. (shrink)

If dominating functions in ω ω are adjoined repeatedly over a model of GCH via a finite-support c.c.c. iteration, then in the resulting generic extension there are no long towers, every well-ordered unbounded family of increasing functions is a scale, and the splitting number s (and hence the distributivity number h) remains at ω 1.

This study examined some ethical implications of two different individual competitive orientations. Winning is crucially important in hypercompetitiveness , whereas a personal development (PD) perspective considers competition as a means to self-discovery and self-improvement. In a sample of 263 senior-level undergraduate business students, survey results suggested that hypercompetitiveness was generally associated with “poor ethics” and PD competitiveness was linked with “high ethics”. For example, hypercompetitive individuals generally saw nothing wrong with self-interested gain at the expense of others, but PD competitors (...) viewed such activities as largely inappropriate. Hypercompetitive people also tended to be highly Machiavellian but not ethically idealistic. In contrast, PD competitors tended to be ethically idealistic but not Machiavellian. Managers that are interested in both high ethics and high functioning work groups may wish to consider the potential importance of attempting to channel hypercompetitive tendencies into PD directions. (shrink)

This collection of essays provides an introduction to Nietzsche's thought and educational writings, and examines questions concerning the centrality of values for education in postmodernity.

Book reviewed in this article: The Expanding Circle: Ethics and Sociobiology. By Peter Singer.

This study examines the influence of ethics instruction, religiosity, and intelligence on cheating behavior. A sample of 230 upper level, undergraduate business students had the opportunity to increase their chances of winning money in an experimental situation by falsely reporting their task performance. In general, the results indicate that students who attended worship services more frequently were less likely to cheat than those who attended worship services less frequently, but that students who had taken a course in business ethics were (...) no less likely to cheat than students who had not taken such a course. However, the results do indicate that the extent to which taking a business ethics course influenced cheating behavior was moderated by the religiosity and intelligence of the individual student. In particular, while students who were highly religious were unlikely to cheat whether or not they had taken a business ethics course, students who were not highly religious demonstrated less cheating if they had taken a business ethics course. In addition, the extent of cheating among highly intelligent students was significantly reduced if such students had taken a course in business ethics. Likewise, individuals who were highly intelligent displayed significantly less cheating if they were also highly religious. The implications of these findings are discussed. (shrink)

To gain an insight into how those entering the teaching profession regard cyberbullying, two focus groups were conducted with nine pre-service teachers. Thematic analytical approach revealed...

Examines the relationship between sport and education from both social and moral points of view. The text argues that sport has such a vital role to play in society that it should be an integral part of the curriculum. It presents guidelines for an effective teaching of sports in schools.

Highlights popular debates about the contribution of reflection to teacher education and emphasizes the role of the mentor in facilitating teachers' professional development. Each chapter is concerned with exploring the concept of reflection and considering its contributions to teacher education.

Natural language contains many examples of sound-symbolism, where the form of the word carries information about its meaning. Such systematicity is more prevalent in the words children acquire first, but arbitrariness dominates during later vocabulary development. Furthermore, systematicity appears to promote learning category distinctions, which may become more important as the vocabulary grows. In this study, we tested the relative costs and benefits of sound-symbolism for word learning as vocabulary size varies. Participants learned form-meaning mappings for words which were either (...) congruent or incongruent with regard to sound-symbolic relations. For the smaller vocabulary, sound-symbolism facilitated learning individual words, whereas for larger vocabularies sound-symbolism supported learning category distinctions. The changing properties of form-meaning mappings according to vocabulary size may reflect the different ways in which language is learned at different stages of development. (shrink)