Following Lyotard's death in 1998, this book provides an exploration of the recurrent theme of education in his work. It brings to a wider audience the significance of a body of thought about education that is subtle, profound and still largely unexplored. This book also makes an important contribution to contemporary debates on postmodernism and education.

In this essay, I first argue for the importance of somaesthetics in thinking about “autonomy” and “atmosphere” in architecture in a manner that brings about a critical re-education. Refusing the strict distinction between these architectural approaches through a turn to somaesthetics, I then turn to Kant’s theory of reflective judgment to set forth discursive possibilities for arriving at some understanding of the concept of architectural atmosphere. Finally, I suggest ways in which somaesthetics and Kantian thought can be seen as mutually (...) enhancing, rather than opposing each other. (shrink)

Education lies at the heart of the Universal Declaration of Human Rights (UDHR): ‘Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms’. However, when education is mentioned in the philosophical literature on human rights, or even within the literature on educational policy, it is usually within the context of its being treated as a specific right—as education as a human right rather than human rights education. (...) Taking rights and obligations to be intimately tied within a full human rights educational regime, I argue for the role of education in establishing and realizing freedom from poverty as a human right. The arguments for why this freedom should be considered a human right are compelling. I offer five educational moments in the human rights movement in general, and the arguments for freedom from poverty as a human right, more specifically, in my discussion of human rights education. (shrink)

I examine a link between forms of argument and aesthetics that occur in "premodem" Westem and non-Western texts so as to build toward a universal theory of knowledge while taking postmodern criticisms seriously. Such a method allows for dialogue across time and space. Specifically, I focus on John Bunyan's "Apology" for the Pilgrim s Progress, published in 1674, and the Tibetan logician Acarya Dignaga's fifth-century treatise Hetucakra. Their claims to tmth proceed through allegory and poetry. This examination does not settle (...) existing debates; it brings a prior question more sharply into focus: In this time of cosmopolitan promise, how should considerations of universalism proceed? (shrink)

(Un conversation honnete) … pour la justice, la sincerité, l’amitié, et le courage: je soustiens que ces quatre qualitez sont le fondement de la morale des honnestes gens.In this time of grave global concern, awareness, and exchange, there is a pressing need for an adequate global moral theory.1 Within the various areas of the humanities and the social sciences, value scholarship, which is dominated by concerns of cultural particularity, is consequently placed in serious dispute. In ethics and aesthetics, the narrow (...) communities of judgment that have come to shape much of our evaluation of, and guidances for, action are rendered inadequate as global issues place ever-increasing normative demands on our attention... (shrink)

This chapter contains sections titled: Origins and Issues A Liberal Vision of Multicultural Education Shared Concerns: The Possibility of Universal Moral Action Cultural Integrity and Complexity Toward a Deep Humanism.

In lieu of an abstract, here is a brief excerpt of the content:Prelude to the Special Issue of the Journal of Aesthetic Education on Children’s LiteratureEllen Handler Spitz, Guest Editor (bio)When Professor Pradeep A. Dhillon, editor of the Journal of Aesthetic Education, suggested to me one day that I might guest edit a special issue of the journal devoted to the topic of children’s literature, my initial reticence was toppled and my sense of resolve buoyed as I began (...) to fantasize with billowing excitement about just how this might be done. First, I dreamt up the image of guest editor as bountiful hostess—setting out delectable dishes in an elegantly appointed banquet before the readers of this journal. That metaphor faded, however, despite Maria Tatar’s eloquent reminder to us in these pages that gastronomy has frequently and salubriously been juxtaposed with reading. I could not help worrying (even though children vociferously protest the logic of this problem) that one cannot have one’s cake and eat it too. Therefore, switching to music, I began to imagine the editor as conductor of a highly select ensemble of musicians, all gifted with glorious well-seasoned voices. They might perform a concert (recorded for posterity, of course) of pieces aimed at an audience of those who care passionately about aesthetics, education, literature, and above all about children, and at those who, perhaps with tenderness, still recall their own childhood reading.But how to accomplish this in practical terms? Well, I reasoned, I would simply invite a group of distinguished senior scholars who, having achieved their reputations in related fields and having written on other subjects as well, have published highly significant works pertaining to children’s literature. Each person would contribute a composition in his or her own voice, and there would be complete freedom, carte blanche, no holds barred—the only constraint being page numbers. Would the results turn out to be harmony or cacophony? Well, I speculated, if each voice were finely tuned, resonant, and clear, whether treble or bass, forte or pianissimo, the outcome—although [End Page 1] unpredictable in terms of specifics—would, unquestionably, be musical. But that, dear reader, is ultimately for you to judge, for you have now heard precisely how this issue came into being and will, we hope, read on. Each author I asked responded to my call with alacrity and, in his or her original style and tone, made my task as conductor a perfect pleasure.We offer you a work in three parts. First, you will encounter two melodious and euphonious pieces, contributed respectively by Marina Warner (“Out of an Old Toy Chest”) and Maria Tatar (“From Bookworms to Enchanted Hunters: Why Children Read”). Here, the overarching themes of children’s play and make believe are set up, analyzed, and explored. Playing and reading are placed side by side, as well as reasons why children love to read and how they are variously exhorted, extolled, and even occasionally excoriated by adults for doing so.Our second movement consists of three apparently unrelated motifs, contributed in turn by Gareth Matthews (“Philosophical Adventures in the Lands of Oz and Ev”), Seth Lerer (“Style and the Mole: Domestic Aesthetics in The Wind in the Willows”), and myself (“Ethos in Steig’s and Sendak’s Picture Books: The Connected and the Lonely Child”). Actually, however, these essays are not unrelated, for each motif arises from a particular mode of interpretation grounded in turn in philosophy, in literary history and theory, and in psychology. The works considered are all by notable writers for children: L. Frank Baum, Kenneth Grahame, William Steig, and Maurice Sendak.For our grand finale, we offer two sonorous, seriously challenging contributions, one by Jack Zipes (“Why Fantasy Matters Too Much”) and the other by Eliza T. Dresang and Bowie Kotrla (“Radical Change Theory and Synergistic Reading for Digital Age Youth”). These works grapple with contemporary matters, with fantasy, with technology, and with “radical change” as these can be discerned in the literature, imagery, and general cultural lives of today’s and even, quite possibly, of tomorrow’s children. Gesturing toward the future even more strikingly, we conclude this work with a flourishing coda in the actual voice of a living child... (shrink)

In this paper, we employ bibliometric analysis to empirically analyse the research on social entrepreneurship published between 1996 and 2017. By employing methods of citation analysis, document co-citation analysis, and social network analysis, we analyse 1296 papers containing 74,237 cited references and uncover the structure, or intellectual base, of research on social entrepreneurship. We identify nine distinct clusters of social entrepreneurship research that depict the intellectual structure of the field. The results provide an overall perspective of the social entrepreneurship field, (...) identifying its influential works and analysing scholarly communication between these works. The results further aid in clarifying the overall centrality features of the social entrepreneurship research network. We also examine the integration of ethics into social entrepreneurship literature. We conclude with a discussion on the structure and evolution of the social entrepreneurship field. (shrink)

In this study, we employed a combination of bibliometric analysis and a structured review approach to examine the social entrepreneurship (SE) research. Our bibliometric analysis involved 2517 articles containing 155,846 references and we analyzed the data in three time periods: 1990–2009, 2010–2014, and 2015–2020 to detect longitudinal trends. This analysis helped us to identify the intellectual foundation of each period and the evolution of the intellectual structure of SE research. We specifically identified 13, 9, and 11 clusters that constituted the (...) philosophical foundations of SE research for the periods 1990–2009, 2010–2014, and 2015–2020 respectively. A longitudinal comparison of three periods helped us to trace the evolution of the intellectual structure of SE research. Further, the structured review, involving 106 recent influential articles, enabled us to identify 10 recent dominant themes of SE research. Building on our bibliometric and structured review approach, we developed an organizing framework for guiding future SE research across six dimensions: ethics, individual, community, collaborative, organizational, and contextual. (shrink)

Wisdom is almost always associated with doing the right thing in the right way under right circumstances in order to achieve the common good. In this paper, however, we propose that wisdom is more associated with deciding between better and worse wrongs; a winless situation we define as tragic. We suggest that addressing the tragic question is something that leaders and managers generally avoid when focusing on business decisions and choices. Yet, raising and confronting the tragic question is important for (...) three main reasons. Firstly, it emphasises that wisdom is about recognising that doing the ethically responsible thing can sometimes lead to acting in ways that violate different ethical norms and values. Secondly, it foregrounds the issue of emotional perception in ethical decision-making. We argue that emotions are salient in directing attention to the tragic question and recognising morally ambiguous situations. Thirdly, the tragic question has important consequences for moral learning, accepting moral culpability for wrongdoing and organisational commitment to righting the wrong. We illustrate our arguments by drawing on three mini-cases: Arjuna’s dilemma in the Mahabharata, Gioia’s deliberations about his role in the Ford Pinto fires and the production of the abortion pill by French company Roussel-Uclaf. (shrink)

Philosophy in Indian tradition as a purely secular and rational exercise can be located in the Lokayata/Carvaka school of Indian philosophy. Due to the lack of substantial literary sources, scholars did not try to explore Lokayata philosophically. The present work is the first attempt to explore the philosophical energies inherent in the scattered Carvaka literature through critical and analytical discussions firmly grounded in textual evidences.

This book offers a systematic and radical introduction to the Buddhist roots of Pātañjalayoga or the Yoga system of Patañjali. By examining each of 195 aphorisms of the Yogasūtra, along with discussions on the Yogabhāṣya, it shows that traditional and popular views on Pātañjalayoga obscure its true nature. The book argues that Patañjali's Yoga contains elements rooted in both orthodox as well as heterodox philosophical traditions, including Sāṅkhya, Jaina and Buddhist thought. With a fresh translation and a detailed commentary on (...) the Yogasūtra, the author unearths how several terms, concepts, and doctrines of Patañjali's Yoga can be traced to Buddhism, particularly the Abhidharma Buddhism of Vasubandhu and the early Yogācāra of Asaṅga. The work presents the Yogasūtra of Patañjali as a synthesis of two perspectives: the metaphysical perspective of Sāṅkhya and the empirical-psychological perspective of Buddhism. Based on a holistic understanding of Yoga, the study explores key themes of the text, such as meditative absorption, means, supernormal powers, isolation, Buddhist conceptions of meditation, the interplay between Sāṅkhya and Buddhist approaches to suffering and emancipation. It further highlights several new findings and clarifications on textual interpretation and discrepancies. An important intervention in Indian and Buddhist philosophy, this book opens a new way of looking at the Yoga of Patañjali in the light of Buddhism beyond standard approaches, and will greatly interest scholars and researchers of Buddhist studies, Yoga studies, Indian philosophy, philosophy in general, literature, religion and comparative studies, Indian and South Asian Studies, and the history of ideas. (shrink)

The justification and rationality of this paper is to present some fundamental principles, theories, and concepts that we believe moulds the nucleus of a good artificial intelligence (AI) society. The morally accepted significance and utilitarian concerns that stems from the inception and realisation of an AI’s structural foundation are displayed in this study. This paper scrutinises the structural foundation, fundamentals, and cardinal righteous remonstrations, as well as the gaps in mechanisms towards novel prospects and perils in determining resilient fundamentals, accountability, (...) and AI’s convoluted and responsible implications. We outline a number of salient and practical benefits, in which to place moral norms within the mise en scène of AI, to delineate the rudimentary ethical dilemmas and decorous directions within the realms of AI. (shrink)

Ajit Mookerjee is an expert in the traditional arts and crafts of his native country. After completing a post graduate course in Ancient Indian History and Culture at Culcutta University, he wrote his first book, Folk Art of Bengal. He then went to England for further studies at the University of London, where he received his M.A in History of Art. Since 1945 he has travelled widely both in India, Europe and the United States of America, carrying out research (...) for his many publications and lecturing on the various aspects of the Indian arts. (shrink)

Contra the teleological paradigm of the Hero, this article argues that incorporating an ethic of the Trickster archetype may facilitate greater critical thinking and metacognition within contemporary neoliberal Education Studies learning environments in UK Higher Education. Echoing Lewis’ call for an education to stupefy, as well as Bojesen’s argument for treating Education Studies as a labour of the negative, I present the Trickster archetype as a valuable mode of educational engagement (an endeavour which itself must be done in a paradoxical (...) fashion, for the Trickster ethic cannot be neatly prescribed). In this manner, the ethos of Trickster practices is, I suggest, one of generativity and what Greene calls ‘releasing the imagination’. As opposed to fixing us to any supposed Archimedean standpoint, Trickster practices encourage us to consider radical alternative possibilities from within normative discourse through immanent critique. I argue that the Trickster ethic foregrounds contingency over apparent necessity. I also explore how the Trickster may, paradoxically, be given a concomitant atelic aspiration in association with both Perry’s linear stages of contextual reasoning and metacognition. I conclude by elucidating the ethical and practical problems that accompany attempts to instantiate a Trickster ethic, given that it threatens, and faces possible repudiation from, those with vested interest in upholding dominant mores. (shrink)

25 years ago, when AI & Society was launched, the emphasis was, and still is, on dehumanisation and the effects of technology on human life, including reliance on technology. What we forgot to take into account was another very great danger to humans. The pervasiveness of computer technology, without appropriate security safeguards, dehumanises us by allowing criminals to steal not just our money but also our confidential and private data at will. Also, denial-of-service attacks prevent us from accessing the information (...) we need when we want it. We are being dehumanised not by the technology but by criminals who use the ubiquity of the technology and its lack of security to steal from us and prevent us from doing what we want. What is more interesting is that this malevolent use of the technology doesn’t come from monolithic corporate structures eager to control our lives but mainly from individuals keen to demonstrate their knowledge of the technology for social networking purposes. The aim of this paper is to turn the clock back 25 years and present an alternative perspective: the single, biggest threat of dehumanisation is not the pervasiveness and ubiquity of computers but the lack of ensuring that humans are provided with the basic security they need for using the technology safely and securely. Cyberspace is not a safe space to be. This was something that even far-sighted researcher colleagues in the 1970s and 1980s overlooked. The paper will explore where we went wrong 25 years ago in our predictions and concerns. We will also present a scenario that allows future generations to have a safer cyberworld. (shrink)

The anthropological approach to mental competence is very interesting. I shall reason that the issue of mental competence and the determination best interests in the decision making process has been integrated together in this anthropological approach. I use the relatively recent Mental Capacity Act 2005 (MCA) for England and Wales (Department of Constitutional Affairs 2005) to illustrate this line of reasoning. I have deliberately chosen the phrase decision-making capacity (DMC) in this commentary to separate it from the concept of determination (...) of best interests. I am writing from the perspective of an old-age psychiatrist who frequently has to assess DMC and make decisions on behalf of those who lack .. (shrink)

The following are some of the entries received in the contest presented in our March, 1960 issue. The starred essays were judged as winners and were awarded $25.00 prizes.

The present book “Proceedings of the Symposia on Philosophy” edited by Late Prof. Ajit Kumar Sinha is a scholarly work, published by the Department of Philosophy, Kurukshetra University, Kurukshetra in 1966. It is collection of papers presented by eminent scholars at two symposia held at the Department of Philosophy, Kurukshetra University, Kurukshetra on 22nd and on 23rd March, 1965. The symposium "Concept of Philosophy in the mid-twentieth century" was held on March 22, 1965, and the symposium "Critique of the (...) Value-system in India during Post- independence era" was held on March 23, 1965. The ten papers included in this edited work focus on the critique of value system in India as well as the conception of philosophy in the mid-twentieth century. The present online version of this book has a great relevance in the present times as we had the print edition in a limited number. Moreover, online version can reach worldwide readers. So we are publishing this book online in its original form as it appeared in 1966. Late Prof. (Dr.) A.K.Sinha was an eminent contemporary philosopher of India and the former Chairperson of the Department of Philosophy, Kurukshetra. Under the benign guidance of Prof. Sinha, the Department reached to high mark scholarship. He also contributed near about 20 books in the field of philosophy and allied subjects. (shrink)

This paper explores the relationship between the thought of Theodor W. Adorno and Jiddu Krishnamurti. It focuses upon how both thinkers employ a determinately negative epistemology and revise Hegelian dialectics as a manner of ratiocination to resolve socio-political problems. It is argued that Krishnamurti’s negative epistemology is rendered more robust when read along with Adorno’s critical theory, aesthetic theory, and notions of negative dialectics and non-identity thinking. It is hoped that this synthesis of thought raises the possibility for ongoing creative (...) responses to contemporary socio-political challenges over and above either political demonstration or intellectual retreat. (shrink)

The study deals with some of the central issues concerning the notion of death as discussed in Theravāda (Pāli Buddhism) as well as Mahāyāna Buddhism. What is the sense that death is regarded as an instance of duḥkha (Sanskrit) or dukkha (Pāli)? The research claims that here, firstly, the word duḥkha/dukkha is used as an adjective (which means ‘unsatisfactory’) rather than a noun (which means 'pain' or 'suffering'). Secondly, by death, the Buddha did not mean the act of dying but (...) the experience of someone's death or the idea of death. The Buddha also talked about deathlessness as the goal. Here, deathlessness does not amount to accepting something eternal but developing a proper perspective towards death by meditations such as that on impurity ( аśubhabhāvanā ) and contemplation on death ( maraṇānussati ). If the cessation of the cycle of rebirths and re-deaths ( punarmṛtyu ) is the ultimate goal that the arhat (Sanskrit), or arahant (Pāli), achieves, then the same should apply to Tathāgata. In that case, the problem suggests itself: how could the question of Tathāgata’s existence after death be accounted for as an unanswerable ( avyākṛta )? The study opines that the reason behind this is the profound, immeasurable, unfathomable nature attributed to Tathāgata. The research also discusses the basic difference between the attitudes on death in Śrāvakayāna and Mahāyāna. Lastly, it deals with the question of whether termination of one’s own life is permissible in Buddhism under certain conditions. (shrink)

This article argues for a reconceptualization of utopia as akairological rupture. Its central thesis disputes the conventional reading of utopia as a teleological goal to be realized by a social collective. Thus rather than viewing the potentiality of utopia as a prescribed ideal commonwealth whose inhabitants live in harmony, I argue that it should be seen as an akairological rupture, manifested through a determinately negative, individual, approach. In this reading, utopia is primarily a social condition within culture, and perennially opposed (...) to any ideal telos. This temporal and qualitative reconceptualization of utopia as disruptive is anathema to the positive reading that sees it as feasible through social reform and rational discourse. This reconceptualization argues for the importance of developing a reading of utopia that can transcend any reified, fixed conception that seeks to domesticate it in the service of a contingent political aspiration, however noble and humanitarian it may appear to be. Herein lies its critical potentiality under neoliberal conditions. (shrink)

The nature of contemporary issues facing our society and the research being conducted to deal with them clearly crosses the boundaries of traditional academic disciplines. Hence, it is suggested that school education should provide students with trans-disciplinary learning experiences in which students learn to use knowledge from various academic disciplines in an integrated format within the context of specific real-life issues. Trans-disciplinary approaches hold the promise of helping students see real-life issues in an organic rather than fragmented manner and be (...) able to apply knowledge to deal with them in an organic manner. A majority of the contemporary issues facing our society relate to the environment. Hence, environmental issues can serve as excellent organizers for designing trans-disciplinary instructional units. Arguments in favor of organizing trans-disciplinary instruction around contemporary environmental issues and an approach for doing so are presented in this article. (shrink)

Apoha theory could perhaps be understood as a part of the Buddhist program of emancipating people from the clutches of attachment. Diṅnāga and thereafter Dharmakīrti, when they developed their epistemology of perception, inference, and language, pointed out that through perception we are associated with unique particulars, which are momentary. We try to give an enduring status to them through thought and language by constructing universals. Thus, thought and language amount to false constructions, and they also mark our attachment to the (...) world. Hence, the realization that helps in preventing such an attachment would imply that inference and language do not really ‘refer to’ or ‘associate themselves with’ what is .. (shrink)