From the various discussions of Kant’s theoretical philosophy throughout Hegel’s works, it is not difficult to come away with the impression that Hegel thinks that the Kantian categories are derived from experience, and that the method of a “transcendental” investigation of the forms of subjectivity is nothing other than that of generalization upon observation. As early as the 1802-03 essay, Faith and Knowledge, for example, he characterizes the critical philosophy as the “completion and idealization” of Lockean “empirical psychology.” In § (...) 41 of the Encyclopedia he tells us that Kant’s systematization of the “special forms of the a priori element … of thought … is solely based upon psychological and historical grounds.” Moreover, in the Lectures on the History of Philosophy, he refers to Kant as going “psychologically,” i.e., “historically,” to work in his accounts of intuition, understanding, and reason in a manner that is “entirely empirical, and not developed out of the concept.”. (shrink)

Metrical work with Hindi translation on divination.

I MAKE NO APOLOGIES for writing about this well-worn topic. For, although there has been an enormous amount written about the account Hume gives of the nature of moral evaluation, commentators are as far from agreement as ever. My own contribution to the controversy has, if anything, not only added to the variety of opinions but also has increased the general confusion. For this I must accept some responsibility. I have certainly laid myself open to some misinterpretation, and the view (...) I have so far expressed in print may also need some modification. I shall here attempt to clarify what precisely my view now is, and why I prefer it to some alternative views advanced by those who find my interpretation of this aspect of Hume's philosophy unacceptable. II. Since what I want to defend is in all important respects my earlier interpretation of the Treatise, 2 I shall for the most part, though not exclusively, be concerned with what Hume says in this, his early, but major, work. (shrink)

Proekthesē -- To viaio sympan -- Hoi stivades tēs hylēs -- Thysanos pyros -- Sparaktikē diarchia -- Emphilosophos nous -- To aetōma -- Hē zōphoros tōn ontōn -- To astathes sympan.

This is the first scholarly study of Atlas Shrugged, covering in detail the historical, literary, and philosophical aspects of Ayn Rand's magnum opus. Topics explored in depth include the history behind the novel's creation, publication, and reception; its nature as a romantic novel; and its presentation of a radical new philosophy.

Contributed articles on Indic philosophy, Vedic grammer, and classical Sanskrit literature; includes some on the life of Kr̥ṣṇa Mādho Jha, Sanskrit scholar.

One group of commentators takes book 10 as determinative and thus tortures the text in book 1 to say the same thing. This position is described as intellectualist or exclusivist and produces certain puzzles in reading Aristotle’s ethical theory. These puzzles are not benign since the privileged position given wisdom in book 10 seems at odds with the discussion of virtue in book 1 and its development in the Nicomachean Ethics as a whole. Indeed, Aristotle appears inconsistent or even contradictory, (...) recommending in these two brief chapters of book 10 a life devoted to contemplation that only grudgingly allows for the necessity of the practical life discussed in such detail in the rest of his ethical works. If this is the case, under what conditions are we expected to forgo contemplation to engage in the various activities of the moral virtues? Since no conditions are spelled out in the text, the range of speculation is confused and ways around the apparent inconsistencies complex. (shrink)

A psychoanalyst looks at the portrayal of love in poems from Homer to Shakespeare, discusses Freud's writings on love, and examines the relationship between narcissism and love.

__Improvement in Action_, Anthony S. Bryk’s sequel to _Learning to Improve_, illustrates how educators have effectively applied the six core principles of continuous improvement in practice._ The book highlights relevant examples of rigorous, high-quality improvement work in districts, schools, and professional development networks across the country. The organizations featured in the book have addressed, with remarkable results, long-standing inequitable educational outcomes in high school graduation rates, college readiness, and absenteeism. The cases emphasize the measures the educators took and the thinking (...) that motivated their actions. Bryk describes how improvers, working in different contexts and confronting different problems, used select principles, tools, and methods to make improvement come to life. Brief analytic reflections are embedded throughout the narratives, and each chapter concludes with an analysis of a set of larger lessons illuminated by the organization’s story. Taken as a set, these examples offer readers valuable insights about the actual dynamics of doing improvement work. _Improvement in Action_, paired with _Learning to Improve_, provides readers with a comprehensive understanding of the practice, method, and theory of large-scale continuous improvement in education. (shrink)

In Boccacio's Decameron, Cervigni sees a parodic echo of the circles of Dante's Divine Comedy, and asks whether Bocaccio envisions the voyage of the brigata as similar to Dante the Pilgrim's journey toward the center, first the abysmal center of Lucifer, then towards the highest center, God.

Nyāyadarśanam.--Vaiśeṣikadarśanam.--Sāṅkhyadarśanam.--Yogadarśanam.--Mīmāṃsādarśanam.- -Vedāntadarśanam.