SS RAMA RAO PAPPU PROFESSOR PT RAJU: EVOLUTION OF HIS PHILOSOPHICAL THOUGHT "In India (PT Raju) represents and is really the original initiator of, ...

It may be seen from the foregoing that Pauline's existence is multiply jeopardized; or rather, that my right to use 'Pauline' as a name, the way I said I was going to, is very doubtful, for I agree with Parmenides that one cannot name what is not there to be named. The words I have used to describe Pauline's various perils are full of what Ryle aptly called "systematically misleading expressions"; but we need not worry about that for the moment-enough (...) for now if the words succeed in bringing the various cases before our minds--and we can tidy up our language as we come to see things more clearly. (shrink)

When Mathew Lipman first introduced Philosophy for Children (P4C) to the world, his goal was not to sneak a little academic philosophy into the typical school curriculum, as one might expect from the titles of his first books: Philosophy in the Classroom (Lipman et al., 1980) and Philosophy Goes to School (Lipman, 1988). His goal, rather, was to create a paradigm shift in the field of education itself: namely, to transform the typical hierarchical model into one in which the teacher/facilitator (...) solicits responses from students and hence, in that sense, meets them where they “are at.” This non-hierarchical model, however, has stumbled in taking root, which is, perhaps, not surprising given that the hierarchical model, whether in school, in sport or in the home, appears to be so much easier and so much more efficient. If those of us who support a non-hierarchical model in all these arenas are serious about furthering this approach, it would appear that the onus lies with us to articulate precisely in what ways a hierarchical model falls short. In so doing, we will not only provide ourselves with a precise framework by which to make the case for the importance of adopting a non-hierarchical approach, we will also provide ourselves with a metric whereby we can measure whether our own non-hierarchal practice is true to its justification; and that the approach is not simply non-hierarchal for sake of being non-hierarchical, nor quasi-authoritarianism for the sake of more wide-spread acceptance. It is the articulation of the flaws of a hierarchical model that non-hierarchal model can (and should) correct that will be the focus of the analysis here. (shrink)

‘I proceed. ‘Edwin and Morcar, the earls of Mercia and Northumbria, declared for him: and even Stigand, the patriotic archbishop of Canterbury, found it advisable—”’ ‘Found what?” said the Duck. ‘Found it’ the Mouse replied rather crossly: ‘of course you know what “it” means.’ ‘I know what “it” means well enough, when I find a thing’, said the Duck: ‘it's generally a frog or a worm. The question is, what did the archbishop find?’.

"No other work treating Indian philosophy on a comparable scale contains the illuminating comparisons between doctrines of Indian schools and the thought of Western philosophy ranging from Plato to Sartre and Wittgenstein...It will, moreover, contribute to the understanding of Western philosophy by Indian thinkers and vice versa...Raju has an intimate acquaintance with a remarkable range of Western thinkers and this distinguishes his work from most of what has gone before...Raju, moreover, is himself a critical thinker and consequently, although he has (...) written a history, he treats the ideas and doctrines in a philosophical mode and his assessments of positions are often original and illuminating." -- John E. Smith, Clark Professor of Philosophy, Yale University "Purpose: To deal with Indian philosophy in a fashion reflecting the way the best German historians of philosophy deal with Western philosophy...The book is remarkable for its comprehensiveness in combination with extensive critical discussions...Raju's book...is more critical than Radhakrishnan's and more philosophical than Dasgupta's. Radhakrishnan's comments are far less philosophically sophisticated and interesting than Raju's....a monument to a senior Indian philosopher's lifelong study and thoughtful critical consideration of the great classical systems of his tradition." -- Karl H. Potter, Professor of Philosophy, University of Washington "Raju's credentials are impeccable. He is one of the few scholars in the world who could presume to write a major work on Indian thought. Accordingly, his knowledge of the Indian schools is accurate and impressive. To the extent that one of his intentions is to cast those schools in terms which make them more intelligible to western readers, his work measures up very well." -- Harold H. Oliver, Professor of Philosophy, Boston University. (shrink)

‘Reference’ was the term Max Black and I chose to render Frege's term ‘ Bedeutung ’ when we published English translations of some selections from his works. We preferred ‘stand for’ as a translation of the verb ‘ bedeuten ’; but from ‘stand for’ we could not form a general term to render the corresponding German noun. Our renderings were chosen because, like the German words, they were in themselves colourless and untechnical, and on that very account could take on (...) in context whatever special import Frege's way of thinking might give them. Black ! and I could not foresee how the English language was going to develop. T Like another familiar English word, the word ‘gay’, ‘reference’ has S become the badge or slogan of a certain set of people; those who do not belong to the set but go on using the word as they always have done may find themselves on occasion seriously misunderstood. (shrink)

Those philosophers who gave a negative answer to all four questions were called "eel-wrigglers" by the Buddhists. It was impossible to fix their position either for approval or for rejection. They would criticize any view, positive or negative, but would not themselves hold any. And it was difficult for a serious person to enter into any controversy with them.

What is property? Not so long ago, at least in the western legal tradition, answering this question might have been possible by adverting to a very small number of resources – perhaps as few as the...

The text is taken from the edition of D. E. Hill, Mnemosyne Supplement 79 . The following works are referred to by author's surname only: H. W. Garrod, P. Papini Stati Thebais et Achilleis ; L. Håkanson, Statins Thebaid ; A. Klotz, P. Papini Stati Thebais ; R. Kühner, C. Stegmann, and A. Thierfelder, Ausführliche Grammatik der lateinischen Sprache ; R. Lesueur, Stace Thébaïde ; J. H. Mozley, Statius ; E. C. Woodcock, A New Latin Syntax.

BACKGROUND: DEPARTMENTS, SPECIALIZATION, AND PROFESSIONALIZATION IN AMERICAN HIGHER EDUCATION For over half of its history, U.S. higher education turned out mostly cler gymen and lawyers. Looking back on that period, we might be tempted to think that this meant specialized training for the ministry or the practice of law. That, however, was not the case. What a college education in the U.S. prepared young men (almost exclusively) for, from the founding of Harvard College in 1636 through the founding of hundreds (...) of denominational colleges in the first two-thirds of the nineteenth century, was leadership in the community. Professionalization and specialization only began to take root, and then became the dominant mode in U.S. higher education, in the period roughly from 1860--1920. In subsequent decades, that seemed to many critics to signal the end of what might be called "education in wisdom," the preparation of leaders for a broad range of responsibilities. Professionalization, specialization, and departmentalization of higher education in the U.S. began in the last quarter of the nineteenth century. (shrink)

The language of Greek Tragedy can be considered as a whole by virtue of the characteristics which distinguish it from that of other branches of Greek literature, and the resemblance between the three tragedians in this respect is more noticeable than the differences. Still, if we compare Aeschylus and Euripides it is impossible not to feel a marked change of tone, in λ⋯ξις as in δι⋯νοια and ἤθη. As in E. the familiar legends are frequently set in a more everyday (...) atmosphere and the characters cast in a less heroic mould, it is natural that the tone of the language should be lowered, partly by the frequent use of distinctively prosaic expressions and partly by the introduction of what appear to be colloquialisms. This change of tone in language was at once noted by Aristophanes and is referred to by Aristotle as an innovation of E. On the other hand E.'s style presents a certain anomaly, since while deliberately securing a closer approximation to the language of prose and ordinary conversation he also shows a poetic and archaizing tendency in the use of Aeschylean and Homeric words and forms not found in Sophocles. This may be due to a reluctance to depart too far from the poetic tradition of Greek tragedy, and possibly to a scholar's interest in the language of Aeschylus and Homer, in a minor degree a foreshadowing of the learned archaism of the Alexandrian poets. (shrink)

K. J. Dover, in Greek Homosexuality, p. 125 n. 1, observes: ‘My interpretation ad loc., that drosos is Cowper's secretion, appearing when the boy's penis has been erected by titillation, is far-fetched, but no other interpretation so far seems to me to pay enough attention to the semantics of drosos or to explain why Right regards the beauty of “drosos and down” as incompatible with anointing below the navel’.

On his very first page Feldman ascribes to me a claim about the relation expressed by 'is identical with'. Feldman's way of speaking is, as Ryle might say, systematically misleading: for of course I deny that any one relation, even a relative relation, is the relation expressed by 'is identical with'. My whole thesis was that 'is identical with' expressed now one, now another, relation, according to the context of utterance.