On philosophy; transcript of the 1978-1979 Śāradā-vyākhyāna-mālā lecture, under the auspices of Sri Lal Bahadur Shastri Rashtriya Vidyapeeth, New Delhi.

Concept of Avidyā in the Vedānta philosophy of Śaṅkarācārya; a study.

Eduard Pernkopf’s Atlas of Topographical and Applied Human Anatomy is a four-volume anatomical atlas published between 1937 and 1963, and it is generally believed to be the most comprehensive, detailed, and accurate anatomy textbook ever created. However, a 1997 investigation into “Pernkopf’s Atlas,” raised troubling questions regarding the author’s connection to the Nazi regime and the still unresolved issue of whether its illustrations relied on Jewish or other political prisoners, including those executed in Nazi concentration camps. Following this investigation, the (...) book was removed from both anatomy classrooms and library bookshelves. A debate has ensued over the book’s continued use, and justification for its use has focused on two issues: there is no definitive proof the book includes illustrations of concentration camp prisoners or Jewish individuals in particular, and there is no contemporary equivalent to this text. However, both points fail to address the central importance of the book, not simply as part of anatomy instruction, but also as a comprehensive historical narrative with important ethical implications. Having encountered a first edition copy, these authors were given a unique opportunity to engage with the text through the respective humanities lenses of history, ethics, and narrative. In doing so, an instructive and profound irony has surfaced: Nazis, including Pernkopf, viewed specific groups of people as less than human, giving rise to unthinkable atrocities perpetuated against them. However, these same individuals became the sources for the creation of the Atlas, which served as the model for primary instruction on the human form for more than half of the twentieth century. In this article, we recount the difficult and somewhat opaque provenance of this book, engage the ethical questions surrounding both its creation and its use, and ultimately propose a pedagogical methodology for its continued use in medical education. (shrink)

Study of Suddhadvaita philosophy with reference to other system of Hindu philosophy.

Analytical study of Buddhist psychology.

Modern robotics is interested in developing humanoid robots with meta-cognitive capabilities in order to create systems that have the possibility of dealing efficiently with the presence of novel situations and unforeseen inputs. Given the relational nature of human beings, with a glimpse into the future of assistive robots, it seems relevant to start thinking about the nature of the interaction with such robots, increasingly human-like not only from the outside but also in terms of behavior. The question posed in this (...) abstract concerns the possibility of ascribing the robot not only a mind but a more profound dimension: a Self. (shrink)

T. 1. Ot antichnoĭ fiziki do Mendeleeva.

Multilingual dictionary of philosophical terms.

Festschrift in honor of S.A. Shaida; contributed research papers.

Classical verse work, expounding the early Vedantic approach in Hindu philosophy; Sanskrit text with Hindi translation and exhaustive introduction.

The article proposes a new approach to understanding gamification. Its feature lies in taking into account the criticism expressed against gamifi­cation to date. The article examines in detail the history of gamification, it is shown that at its first stage (before 2015) approaches oriented towards extrinsic motivation prevailed, while at the second stage (after 2015) ap­proaches oriented towards intrinsic motivation began to prevail. Ignoring this point just leads to the fact that the criticism expressed in the early 2010s (its main (...) idea was that gamification is a new form of exploitation and manipulation) seems relevant today, although in fact it is no longer so. But it’s not just about rethinking criticism, it’s also about taking a fresh look at gamification itself, which has continued (since 2011) to be defined as «the use of game design elements in non-game contexts”. And this is even despite the fact that such a definition no longer corresponds to the current situation. First, it is confusing by mixing gamification with seri­ous games. Second, it is confusing by limiting gamification to non-game contexts. Third, it is silent about why gamification is used. Fourth, it does not explain exactly which elements are being implemented. Alternatively, we propose our own definition: gamification is a methodology for using metagame elements and mechanics to correct human behavior by creating a favorable emotional background. (shrink)

Critical study of of the addresses of Sir Muhammad Iqbal, 1877-1938 from philosophical and religious point of view.