In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 20 (2000) 287-292 [Access article in PDF] Book Review Original Tao: Inward Training and the Foundations of Taoist Mysticism Laughing at the Tao: Debates Among Buddhists and Taoists in Medieval China Taoist Tradition and Change: The Story of the Complete Perfection Sect in Hong Kong Lord of the Three in One: The Spread of a Cult in Southeast China Original Tao: Inward Training and the Foundations of (...) Taoist Mysticism. By Harold D. Roth. New York: Columbia University Press, 1999. xv + 275 pp. Laughing at the Tao: Debates Among Buddhists and Taoists in Medieval China. By Livia Kohn. Princeton: Princeton University Press, 1995. xii + 281 pp. Taoist Tradition and Change: The Story of the Complete Perfection Sect in Hong Kong. By Bartholomew P. M. Tsui. Hong Kong: Chinese Study Centre on Chinese Religion and Culture, 1991. 207 pp. Lord of the Three in One: The Spread of a Cult in Southeast China. By Kenneth Dean. Princeton: Princeton University Press, 1998. xii + 406 pp. Buddhism in China has many forms: sometimes functioning as a foreign object provoking attraction, rivalry, or persecution, and at other times being so integrated that it epitomized or completed Chinese culture. Although the elite monastic community maintained its distinctive Buddhist identity throughout its history, the story of the various forms of popular appropriation of Buddhist elements beyond the monastic [End Page 287] walls is just beginning to be studied. Probably the most important arena where Buddhism became part of Chinese culture is its mixture with Daoist practice, but only in the 1990s have Daoist studies evolved to the point where the Buddhist presence can be traced and evaluated. The four books listed above are among a shelf-full of new studies on Daoism that offer resources for exploring the complex relationships among Buddhism, Daoism, and Chinese culture.The study of the Inner Training by Harold Roth clarifies a core practice within early Daoism that was later integrated--usually without acknowledgment--as a central practice by both Confucianists and Buddhists, especially Ch'an. In contrast, the definitive study by Livia Kohn of the Xiaodao lun shows a carefully constructed Buddhist attack on Daoist scriptures. During the last millennium, the two most influential integrations of the three religions--Daoism, Buddhism, and Confucianism--were achieved by Wang Chong-yang (1113-1170) and Lin Zhao-en (1517-1598). Bartholomew Tsui offers an important field study of the liturgical practices of the contemporary followers of Wang as embodied in Hong Kong temples of Quanzhen (Complete Perfection) Daoism, while Kenneth Dean provides a massive field report of over one thousand temples of the Xiajiao movement in contemporary Fujian Province that revere the teachings of Lin Zhao-en as Lord of the Three-in-One. All four books provide rich materials for reflecting on interreligious encounter in China.The archaeological discovery of lost Chinese texts has made clear that the Lao-tzu is no earlier than the beginning of the third century b.C.E. and did not exist at the time of Confucius. Harold Roth's book argues that earlier than the book of Lao-tzu there was a movement of internal cultivation that was first expressed in two fourth-century b.C.E. texts, the first seven chapters of Chuang-tzu and a text found among the seventy-six texts in the Kuan-tzu that Roth calls Inner Training. Roth proposes that this latter text constitutes the "original Tao" in the sense that it is the core practice embodied in those thinkers who were grouped together by later historians. Roth observes that the earliest identification of a Daoist school (daojia) by Ssu-ma T'an about 110 b.C.E. emphasized techniques or practices, "not the philosophies that developed along with them and that support them.... Techniques must be seen as a way to define pre... (shrink)

Objectives:Buddhism, Taoism, and Confucianism have influenced societies and shaped cultures as they have spread across the span of history and ultimately across the world. However, to date, the interrelated nature of their impacts has yet to be examined largely due to the lack of a measure that comprehensively assesses their various tenets. Building on a conceptual integration of foundational texts on each ideology as well as on recent measure development work (much of which is unpublished), the current studies developed (...) a comprehensive measure of these ideologies (the Three Teachings of East Asia Inventory; TTEA) and validated it across four languages.Methods:A combined sample of 2,091 online respondents (Study 1: 322 Chinese respondents, Study 2: 400 Japanese respondents, Study 3: 362 Taiwanese respondents, Study 4: 688 White Americans and 319 Asian Americans) completed 25–35 min online survey in their preferred language: English, Traditional Mandarin, Simplified Mandarin, or Japanese.Results:Exploratory Factor Analyses within a 122-item pool identified 18 stable dimensions across all samples. Measurement invariance analyses identified the final 61-items of the TTEA inventory (demonstrating reasonable invariance across all languages), confirming 18 individual tenet subscales that organize into four higher-order composites: Buddhism, Taoism, Restrictive Confucianism, and Empowering Confucianism. A shorter 36-item version of the TTEA inventory was also developed. The TTEA scales demonstrated (1) acceptable internal consistency, (2) discriminant validity, and (3) incremental predictive validity for current life satisfaction and vitality.Conclusions:The TTEA inventory offers one of the first comprehensive, multilingual measures that will allow cross-cultural researchers to examine the influence of three related Eastern ideologies on societies across the world. (shrink)

Every year, the Vietnamese people reportedly burned about 50,000 tons of joss papers, which took the form of not only bank notes, but iPhones, cars, clothes, even housekeepers, in hope of pleasing the dead. The practice was mistakenly attributed to traditional Buddhist teachings but originated in fact from China, which most Vietnamese were not aware of. In other aspects of life, there were many similar examples of Vietnamese so ready and comfortable with adding new norms, values, and beliefs, even contradictory (...) ones, to their culture. This phenomenon, dubbed “cultural additivity”, prompted us to study the co-existence, interaction, and influences among core values and norms of the Three Teachings –Confucianism, Buddhism, and Taoism–as shown through Vietnamese folktales. By applying Bayesian logistic regression, we evaluated the possibility of whether the key message of a story was dominated by a religion (dependent variables), as affected by the appearance of values and anti-values pertaining to the Three Teachings in the story (independent variables). Our main findings included the existence of the cultural additivity of Confucian and Taoist values. More specifically, empirical results showed that the interaction or addition of the values of Taoism and Confucianism in folktales together helped predict whether the key message of a story was about Confucianism, β{VT ⋅ VC} = 0.86. Meanwhile, there was no such statistical tendency for Buddhism. The results lead to a number of important implications. First, this showed the dominance of Confucianism because the fact that Confucian and Taoist values appeared together in a story led to the story’s key message dominated by Confucianism. Thus, it presented the evidence of Confucian dominance and against liberal interpretations of the concept of the Common Roots of Three Religions (“tam giáo đồng nguyên”) as religious unification or unicity. Second, the concept of “cultural additivity” could help explain many interesting socio-cultural phenomena, namely the absence of religious intolerance and extremism in the Vietnamese society, outrageous cases of sophistry in education, the low productivity in creative endeavors like science and technology, the misleading branding strategy in business. We are aware that our results are only preliminary and more studies, both theoretical and empirical, must be carried out to give a full account of the explanatory reach of “cultural additivity”. (shrink)

This is a collection of books that are related to moral teachings and moral conduct.

In comparative studies, Confucian teaching and learning have multiple meanings. On the one hand, they refer to contemporary educational practices and contexts in Asian countries and regions such as mainland China, Hong Kong, Taiwan, Japan, South Korea, and Singapore. Comparative researchers contend that Confucian heritage Culture, a mixed and blended cultural tradition of Confucianism, Taoism, and Buddhism, has heavily influenced these countries and regions.1 As a result, their educational practices and contexts are different from those in Western countries.2 (...) One indication of this point is that, although teachers in Confucian teaching and learning environments conduct lectures, the learning tasks are... (shrink)

Upshot: This response focuses on the following issues, which summarize the points made by the commentaries: (i) further reflection on and details of the methodological framework that was applied to studying the proposed design of our innovation course, (ii) the issue of generalizability of the findings for teaching innovation (in this context the question of generic or transferable skills will become central), and (iii) finally, more precise explanation of what we mean by “learning from the future as it emerges.”.

The concept of Tao occupies a core position in Taoism and even the entire Chinese classical philosophy. For philosophical Taoism, ‘Tao’ is the ultimate reality. Therefore, exploring Taoist epistemology, its role in governance, education and self-cultivation is necessary. The only way that can be approached beyond human ability to fathom ‘Tao’ is beyond mere reasoning or words. Thus, the basic guiding principles behind Taoism for approaching Tao are ‘no action’ and ‘no words’. In traditional Chinese philosophy, following (...) Tao to cultivate oneself is teaching, so as Taoism advocates the teaching of non-action beyond words. The educational thought of Taoist also strongly dismisses the notion of ‘learning’, which is at odds with the Confucians and majority of Westerns. However, Taoism does not negate the importance of learning to attain knowledge, while only opposes the so-called knowledge that is cumbersome, limited, rigid and antagonistic. According to the Taoist thought, children like all human beings are guided naturally and attain fulfillment in harmony with the rest of the world. Enlightenment is a continual and constant process that can be attained by gradual self-transformation until the Tao is realized. Teaching without words seems to be a negative method, while it actually possesses significance. Excessive addiction to knowledge and efficiency drifts modern education away from Taoism. Excavating the educational significance of Taoist ancient philosophical heritage can facilitate us understanding the true nature of education. (shrink)

With this book, Wang Yang-ming has been the subject of three full-scale volumes in English since 1976, the others being Julia Ching's To Acquire Wisdom and Wei-ming Tu's Neo-Confucian Thought in Action. Although there are a few older books and many articles on Wang, the recent surge of interest is long overdue for a philosopher whose influence in East Asia has been comparable roughly to that of Descartes in the West. Wang Yang-ming was a government official, a missionary of Chinese (...) high culture to barbarian tribesmen when exiled by the government, an exceptional general and military strategist, and above all a philosopher concerned to follow and teach the path to sageliness. Raised in a traditional Confucian home, Wang seriously pursued both taoism and Buddhism before returning to Confucianism as a path to sageliness that requires addressing dense social obligation. Because of his first-hand encounter with those other "taos," Wang made a fresh approach to Neo-Confucianism, which supplements the Confucian social orientation with taoist interests in nature and in something like metaphysics and also with a Buddhist interest in personal self-cultivation. (shrink)

Living Authentically brings together classical scholars of Daoism, professors of psychology, practicing psychologists, medical doctors, and alternative practitioners to explore different Daoist concepts of the mind and its transformations in relation to various schools of modern psychology. The book explores how Daoism can help us live in the world sustaining relationships, and educating children, in a stress-free, truly authentic way. Book jacket.

In lieu of an abstract, here is a brief excerpt of the content:A New Direction for Comparative Studies of Buddhists and Christians:Evidence from Nāgārjuna and John of the CrossAbraham Vélez de CeaIs Nāgārjuna's emptiness a means to point out the inadequacy of logic and concepts to express the nature of the Ultimate Reality? Similarly, are John of the Cross's concepts of nothingness and emptiness examples of the apophatic path to God? In sum, is emptiness in Nāgārjuna and John of the (...) Cross comparable to the Christian via negativa and the apophatic path to God?If you answered yes to any of these questions, I believe you might be interested in reading this article carefully. You are not alone; in fact most if not all previous discussions of Nāgārjuna and John of the Cross in the field of Buddhist-Christian studies have assumed an affirmative answer to the former questions. The comparisons of D.T. Suzuki, Thomas Merton, and the Kyoto school between the Christian God and Buddhist emptiness, as well as the comparisons of members of the Masao Abe–John Cobb group, have greatly contributed to this apophatic interpretation of emptiness. The enormous contributions of D. T. Suzuki, Thomas Merton, the Kyoto school, and the Abe-Cobb group to the field of Buddhist-Christian studies cannot be sufficiently praised and appreciated. However, the future of Buddhist-Christian studies and Buddhist-Christian dialogue requires a new comparative direction, a shift from comparative theory to comparative praxis, from doctrinal comparisons to more ethical and spiritually relevant comparisons.This new direction provides Buddhist-Christian studies with a more practical orientation necessary for the urgent needs of our planet as well as for the needs of a growing number of members of different religions with pluralist attitudes. By pluralist attitudes, I do not mean a relativistic standpoint, but rather an attitude of intellectual humbleness and dialogical openness toward other religions. That humble and dialogical openness seeks neither to proselytize nor to create a new religion. Rather, the objective is to build bridges of understanding and solidarity among religious communities and to be personally enriched by the contributions of all religions.In order to justify the need for this new and more practically oriented comparative [End Page 139] direction, it is imperative to review previous scholarship in the field of Buddhist-Christian studies. A comprehensive analysis of all past scholarship would be too ambitious a goal for the purpose of this article. Thus, in the first part of this article I limit myself to reviewing those questionable hermeneutical tendencies that I have identified in former Buddhist-Christian discussions of John of the Cross and Nāgārjuna. In the second part, I continue the justification of this new direction for Buddhist-Christian studies by providing a specific example, namely, a comparison of the instrumental ethical function of emptiness in Nāgārjuna and John of the Cross.Hermeneutical Tendencies in Previous Buddhist-Christian Studies of John of the Cross and NāgārjunaHermeneutical Tendencies in Comparisons of John of the Cross and BuddhismIn the case of John of the Cross, I have identified three questionable hermeneutical tendencies. The first one is to exaggerate the similarity between John of the Cross and Buddhism. Take, for example, what Thomas Merton—whose pioneering work on Buddhist-Christian dialogue deserves careful study—said in 1968: "Frankly, I would say that Zen is nothing but John of the Cross without the Christian vocabulary" (quoted in Nugent 1996: 53). This comparison suggests that the teachings of Zen and John of the Cross are virtually identical, neglecting important differences between them.Similarly, Christopher Nugent compares John's experience of one's own true self to the experience of Buddha-nature, and describes satori as a fusion of all and nothing, and the coincidence of opposites. For Nugent, John of the Cross is not only a Zen master, but also "more Taoist than dualist" (1996: 62–64). These comparisons of John of the Cross to Zen and Taoism concepts fail to bring justice to his ideas. John of the Cross cannot be categorized a nondualist because he maintains a clear distinction between God and creatures. Similarly, from an ethical... (shrink)

The importance and relevance of philosophy has come to be recognized more today than ever before in recent history. In many colleges and universities philosophy is now an essential component of interdisciplinary studies. The public interest in philosophy is increasing. UNESCO’s initiatives to promote philosophy are laudable. All these call for reimagining the study and teaching of philosophy for our contemporary time − a task worthwhile for philosophy studies in ecclesiastical institutes as well.

本书共分5个章节,主要对诠释学视域下的魏晋玄学作了探讨和研究。具体内容包括三玄、玄学与诠释;魏晋经典诠释方式的探索者:何晏;魏晋经典诠释方式的确立者:王弼;回归真实的存在:裴頠与郭象基于现实关怀的诠释 取向等.

In lieu of an abstract, here is a brief excerpt of the content:Books ReceivedAquinas on Being. By Anthony Kenny. Oxford: Clarendon Press, 2002. Pp. x + 212. Price not given.Before and after Avicenna: Proceedings of the First Conference of the Avicenna Study Group. Edited by David C. Reisman, with the assistance of Ahmed H. al Rahim. Leiden: Brill, 2003. Pp. xix + 302. Price not given.Beside Still Waters: Jews, Christians, and the Way of the Buddha. Edited by Harold Kasimow, (...) John P. Keenan, and Linda Klepinger Keenan. Boston: Wisdom Publications, 2003. Pp. 284. Paper $14.95.The Buddhist Unconscious: The ālaya-vijñāna in the Context of Indian Buddhist Thought. By William S. Waldron. London and New York: RoutledgeCurzon, 2003. Pp. xvi + 269. Price not given.Comparative Political Philosophy: Studies under the Upas Tree. Edited by Anthony J. Parel and Ronald C. Keith. Lanham, Maryland: Lexington Books, 2003. Pp. xxxviii + 260. Paper $26.95.The Confucian Quest for Order: The Origin and Formation of the Political Thought of Xun Zi. By Masayuki Sato. Leiden: Brill, 2003. Pp. xviii + 500. Price not given.Gathering the Meanings: The Compendium of Categories: The Arthaviniścaya Sūtra and Its Commentary Nibandhana. Translated from the Sanskrit by N. H. Samtani. Berkeley: Dharma Publishing, 2002. Pp. xxxiv + 390. Price not given.I Have Arrived, I Am Home: Celebrating Twenty Years of Plum Village Life. By Thich Nhat Hanh. Berkeley: Parallax Press, 2003. Pp. 253. Paper $25.00.Identity and the Moral Life. By Mrinal Miri. New Delhi: Oxford University Press, 2003. Pp. xvii + 132. Hardcover Rs 645.00.Indian Philosophers and Postmodern Thinkers: Dialogues on the Margins of Culture. By Carl Olson. New Delhi: Oxford University Press, 2002. Pp. xv + 331. Hardcover Rs 950.00.Islamic Humanism. By Lenn E. Goodman. New York: Oxford University Press, 2003. Pp. xiii + 273. Price not given.Letting Go: The Story of Zen Master Tōsui. Translated by Peter Haskel. Honolulu: University of Hawai'i Press, 2001. Pp. xv + 167. Hardcover $45.00. Paper $16.95.A Life Journey to the East: Sinological Studies in Memory of Giuliano Bertuccioli (1923-2001). Edited by Antonino Forte and Federico Masini. Kyoto: Scuola Italiana di Studi sull'Asia Orientale, 2002. Pp. xxxv + 280. Price not given.The Measure of Things: Humanism, Humility and Mystery. By David E. Cooper. Oxford: Clarendon Press, 2002. Pp. ix + 372. Price not given. [End Page 277]Mencius, Hume and the Foundations of Ethics. By Xiusheng Liu. Aldershot, Hampshire: Ashgate Publishing Limited, 2003. Pp. vii + 204. Price not given.Monks and Monarchs, Kinship and Kingship: Tanqian in Sui Buddhism and Politics. By Chen Jinhua. Kyoto: Scuola Italiana di Studi sull'Asia Orientale, 2002. Pp. xiii + 310. Price not given.Music in the Sky: The Life, Art, and Teachings of the 17th Gyalwa Karmapa Ogyen Trinley Dorje. By Michele Martin. Ithaca: Snow Lion Publications, 2003. Pp. 351. Paper $18.95, U.K. £12.95.New Confucianism: A Critical Examination. Edited by John Makeham. New York: Palgrave Macmillan, 2003. Pp. 262. Hardcover $55.00.On the Boundaries of Theological Tolerance in Islam: Abū Hāmid Al-Ghāzalī's Faysal al-Tafriqa Bayna al-Islām wa al-Zandaqa. By Sherman A. Jackson. Oxford: Oxford University Press, 2002. Pp. xiv + 156. Hardcover Rs 295.00.Pandita Ramabai's American Encounter: The Peoples of the United States (1889). By Pandita Ramabai and translated and edited by Meera Kosambi. Bloomington: Indiana University Press, 2003. Pp. xi + 284. Hardcover $59.95. Paper $29.95.Parmenides of Elea: A Verse Translation with Interpretative Essays and Commentary to the Text. By Martin J. Henn. Westport, Connecticut: Praeger, 2003. Pp. 147. Hardcover $59.95.Philosophes taoïstes, tome II: Huainan Zi, texte traduit, présenté et annoté sous la direction de Charles le Blanc et de Rémi Mathieu. Paris: Éditions Gallimard, 2003. Pp. lxxxiii + 1182. Hardcover €56,90.The Philosophy and Ethics of the Vīraśaiva Community. By Dan A. Chekki. Lewiston, New York: The Edwin Mellen Press, 2003. Pp. xxv + 287. Hardcover $119.95.Poems of Hanshan. Translated by Peter Hobson with introduction by T. H. Barrett. Walnut Creek, California: AltaMira Press, 2003. Pp. viii + 151. Hardcover $65.00. Paper $19.95.Psychoanalysis and Buddhism: An Unfolding Dialogue. Edited by Jeremy D. Safran. Boston... (shrink)

The history of science and technology has been a scholarly discipline with little attention given to the special needs of undergraduate teaching. What needs to be done to transform a discipline to an undergraduate subject? Suggestions include using the relation between science and technology as well as the role of interpreters in formulation of the popular world view. Relations with science and history departments are considered. Curriculum materials are surveyed with some recommendations for correcting deficiencies.

No longer confined to traditional institutions devoted to Talmudic studies, havruta work, or the practice of students studying materials in pairs, has become a relatively widespread phenomenon across denominational and educational settings of Jewish learning. However, until now there has been little discussion of what havruta text study entails and how it might be conceptualized and taught. This book breaks new ground from two perspectives: by offering a model of havruta text study situated in broader theories of interpretation (...) and learning, and by treating havruta text study as composed of textual, interpersonal and intra-personal practices which can be taught and learned. We lay out the conceptual foundations of our approach and provide examples of their pedagogical implementation for the teaching of havruta text study. Included are illustrative lesson plans, teachers' notes and students’ reflections, exercises for students, and other instructional materials for teaching core concepts and practices. (shrink)

Occasional Papers in Cassirer and Cultural-Theory Studies presented at the University of Glasgow's Centre for Intercultural Studies. Given the growing disenchantment, on all sides, with the 'high theory' of the 1970s and 1980s, and with the dominant master-trope of literary and cultural reflexion of the 1980s and 1990s, the extended metaphor or 'allegory', this volume offers a timely re-examination of what, according to Goethe, is a deeper mode of understanding the symbol. Via the life-long preoccupation of Ernst Cassirer with the (...) problems of 'symbolic form', as he christened it, the papers collected here try to come to terms with the thinking of Goethe and Schiller on the symbol, and on related issues. Taken together, they attempt to elucidate the filiation of German classicism down through the nineteenth century to the present, in the belief that some of Cassirer's ideas have fed, often unacknowledged, into the mainstream of contemporary cultural theory, and that the rigour of his thought can help clear up much of the confusion in that 'theory'. (shrink)

Blend classically beautiful illustrations with the wisdom of the ages to awaken your inner being as never before. Read this collection from cover to cover, and then concentrate on applying the different thoughts on your daily life. Start with first light, going with the flow, detachment, and harmony. Turn to a quote each day as a focus for meditations like these: Being a good listener spares one the burden of giving advice. Peace and knowledge will be yours!

Ethicists and others who study and teach the social implications of science and technology are faced with a formidable challenge when they seek to address “emerging technologies.” The topic is incredibly important, but difficult to grasp because not only are the precise issues often unclear, what the technology will ultimately look like can be difficult to discern. This paper argues that one particularly useful way to overcome these difficulties is to engage with their natural science and engineering colleagues in (...) laboratories. Through discussions and interactions with these colleagues ethicists can simultaneously achieve three important objectives. First they can get a great deal of assistance in their research into the social implications of future technologies by talking with people that are actively creating those futures. Second their presence in the lab and the discussions that result can be a very powerful method for educating not only students, but faculty about the ramifications of their work. And third, because the education is directly linked to the students’ everyday work it is likely that it will not just be a theoretical exercise, but have direct impact on their practice. (shrink)

A case-study, small-group-discussion (“focal problem”) exercise in the history of medicine was designed, piloted, and evaluated in an overseas course and an on-campus elective course for medical students. Results suggest that this is a feasible approach to teaching history of medicine which can overcome some of the problems often encountered in teaching this subject in the medical curriculum.

The human species is more reliant on cultural adaptation than any other species, but it is unclear how observational learning can give rise to the faithful transmission of cultural adaptations. One possibility is that teaching facilitates accurate social transmission by narrowing the range of inferences that learners make. However, there is wide disagreement about how to define teaching, and how to interpret the empirical evidence for teaching across cultures and species. In this article I argue that disputes (...) about the nature and prevalence of teaching across human societies and nonhuman animals are based on a number of deep-rooted theoretical differences between fields, as well as on important differences in how teaching is defined. To reconcile these disparate bodies of research, I review the three major approaches to the study of teaching – mentalistic, culture-based, and functionalist – and outline the research questions about teaching that each addresses. I then argue for a new, integrated framework that differentiates between teaching types according to the specific adaptive problems that each type solves, and apply this framework to restructure current empirical evidence on teaching in humans and nonhuman animals. This integrative framework generates novel insights, with broad implications for the study of the evolution of teaching, including the roles of cognitive constraints and cooperative dilemmas in how and when teaching evolves. Finally, I propose an explanation for why some types of teaching are uniquely human, and discuss new directions for research motivated by this framework. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 21.1 (2001) 103-106 [Access article in PDF] The 2000 Meeting of the Society for Buddhist-Christian Studies Edward L. Shirley St. Edward's University The annual meeting of the Society for Buddhist-Christian Studies met in Nashville on Friday and Saturday, November 17 and 18, 2000. This year's papers addressed the theme "Beyond the Usual Alternatives in Buddhist-Christian Dialogue," with usual alternatives being the categories of exclusivism, inclusivism, and pluralism.The (...) first session was held Friday afternoon. The first presenter, Terry Muck, spoke from a Christian perspective. He first addressed the adequacies of these three categories.Were these legitimate categories?Were they the only categories? Were there better ways to categorize theoretical positions involving the truth claims of the other? Terry suggested first that it seemed unnecessary to expand these three categories to include a fourth or fifth. Nor did he feel that it was necessary to do away with said categories altogether. He proposed, rather, that we make use of these three categories as helpful but that we be careful not to use them to label people. Indeed, he suggested, the same person might be inclusivist at one point in the dialogue but pluralist at another. It was especially important not to use these categories to dismiss another's position: "Oh, she's just an inclusivist." Terry pointed out that much of the discussion concerning the truth claims of the other were ultimately grounded in questions of soteriology: who will be saved (from a Christian perspective), or who can be liberated (from a Buddhist perspective)?The second presenter was Miriam Levering, speaking from a Buddhist perspective. In her paper, she used three medieval Chinese Buddhist teachers who seemed to represent these three categories: Kuei-feng Tsung-mi, Ch'eng-kuan, and Ta-hui Tsung-kao (with whom she also associated contemporary Buddhist teacher Thich Nhat Hanh). The three teachers were facing questions about the relationship of Buddhism to Confucianism and Taoism. Kuei-feng Tsung-mi taught that there were three types of teachings: those that were nonliberative, those that were partially liberative, and those that were fully liberative. Lao-Tzu and Confucius, he maintained, were liberated beings, but were not fully liberated. Their liberation was partial or shallow. Ta-hui Tsung-kao, on the other hand, taught that words and concepts were not as important as the experience of emptiness and non-self, which could take place outside a Buddhist context. This seems to be the position, Miriam suggested, ofThich [End Page 103] Nhat Hanh. Finally, Ch'eng-kuan taught that only Buddhism contained the truth and that the teachings of Taoism and Confucianism were poison and led one to hell.Virginia Straus responded from a Buddhist perspective. She appreciated Terry's suggestion that we shift from seeing the three categories as labeling and use them as instrumental categories: people tend to function in this way. She felt that Miriam's paper resonated with Terry's as she presented three types of teaching from within the Buddhist tradition.Virginia felt, however, that perhaps Terry had too quickly written off attempts to expand the number of categories to a set of four or five. Indeed, she pointed out, both presenters either ignored or dismissed this important work. Virginia also questioned why Terry seemed to let the positive and negative aspects of dialogue rise and fall on the question of salvation. What of David Chappell's suggestion that dialogue be based on responses to cultural and economic oppression rather than the search for truth? Global ethics, she suggested, would give a larger framework within which to dialogue.Afterwards, there was general group discussion. A question was raised as to whether there was a parallel between this discussion of dialogical positions and the debate in studies of mysticism between the perennialists and pluralists. Others questioned Thich Nhat Hanh's position that dialogue could only take place from the position of nonduality. Were these categories merely ways religious liberals had to label others? Can there be a Christian or Buddhist ethics without the experience of grace or non... (shrink)

Context: The emergency situation caused by coronavirus disease 2019 (COVID-19) has affected different facets of society. Although much of the attention is focused on the health sector, other sectors such as education have also experienced profound transformations and impacts. This sector is usually highly affected by psychosocial risks, and this could be aggravated during the current health emergency. Psychosocial risks may cause health problems, lack of motivation, and a decrease of effectiveness at work, which in turn affect the quality of (...) teaching. Despite their importance, there are hardly any studies that analyze psychosocial risks of non-university teachers during a health emergency such as that caused by COVID-19. Objectives The aim of this study was to analyze the perception of COVID-19 and the psychosocial risks of non-university teachers comparing Spain and Mexico during the state of alarm caused by COVID-19. Methods Data were collected from 421 non-university teachers (80.2% women; 56.3% from Mexico, 43.7% from Spain) aged 24–60 ( M = 39.32, SD = 10.21) via a self-completed questionnaire during the pandemic from March to April 2020. Results Data analysis suggests that inequity is the most important risk, followed by work overload. Teachers appear to be moderately satisfied with the information on COVID-19 and the measures taken, while their satisfaction with the available resources is lower. When comparing the two countries, significant differences can be observed in every risk considered except for social support, with lower levels in Mexican teachers compared to Spanish ones. In the case of the perception of COVID-19 and its impact, the perception in general of levels of information, measures, and resources is better among Mexican teachers than among Spanish ones, who present higher scores of the impact of the health emergency. Conclusion The results underline the importance of the professional’s perception of resources during a health emergency, which could prevent to some extent burnout and possible alterations associated with it. The measures taken by the responsible entities and the provision of information do affect teachers not only directly but also indirectly by making them more vulnerable to psychosocial risks that could affect their health and professional performance, thus affecting students as well. (shrink)

The Japanese dry landscape garden has long attracted—and long baffled—viewers from the West. While museums across the United States are replicating these "Zen rock gardens" in their courtyards and miniature versions of the gardens are now office decorations, they remain enigmatic, their philosophical and aesthetic significance obscured. _Reading Zen in the Rocks_, the classic essay on the _karesansui_ garden by French art historian François Berthier, has now been translated by Graham Parkes, giving English-speaking readers a concise, thorough, and beautifully illustrated (...) history of these gardens. Berthier's guided tour of the famous garden of Ryoanji in Kyoto leads him into an exposition of the genre, focusing on its Chinese antecedents and affiliations with Taoist ideas and Chinese landscape painting. He traces the roles of Shinto and Zen Buddhism in the evolution of the garden and also considers how manual laborers from the lowest classes in Japan had a hand in creating some of its highest examples. Parkes contributes an equally original and substantive essay which delves into the philosophical importance of rocks and their "language of stone," delineating the difference between Chinese and Japanese rock gardens and their relationship to Buddhism. Together, the two essays compose one of the most comprehensive and elegantly written studies of this haunting garden form. _Reading Zen in the Rocks_ is fully illustrated with photographs of all the major gardens discussed, making it a handsome addition to the library of anyone interested in gardening, Eastern philosophy, and the combination of the two that the _karesansui_ so superbly represents. Praise for the French edition: "A small book of rare depth, remarkably illustrated, on one of the most celebrated and beautiful rock gardens of the monasteries of Kyoto."—_L'Humanité_ "Through _Le Jardin de Ryoanji_, Berthier teaches us to read the zen in the rocks, to discover the language offered by the garden at Ryoanji. Enigmatic, poetic, and disconcerting, an enriching journey through a work of art of surprising modernity, _Le Jardin de Ryoanji_ is a work that will interest all the amateurs of Japanese art and Eastern philosophy."—_Lien Horticole_. (shrink)

Dr. George Victor Studies Comprehensively Sankaracarya S Teachings On Vedanta His Views On Scripture, Perception And Inference As Pramanas Or Standards Of Knowledges; His Explanations Of The Relation Between Brahman And Atman, Brahman And Äsvara, Maya And The World; And His Concepts Of Jnana Marga, Karma Marga And Moksa.

Education for Total Liberation is a collection of essays from leaders in the field of critical animal pedagogy (CAP). CAP emerges from activist educators teaching critical animal studies and is rooted in critical theory as well as the animal advocacy movement. Critical animal studies (CAS) argues for an interdisciplinary approach to understanding our relationships with nonhuman animals. CAS challenges two specific fields of theory: (1) animal studies, rooted in vivisection and testing on animals in the hard sciences and (2) (...) human-animal studies, which reinforces a socially constructed binary between humans and animals and adopts abstract theoretical approaches. In contrast, CAS takes a progressive and committed approach to scholarship and sees the exploitation of nonhuman animals as interrelated with oppression of humans based on class, gender, race, ability, sexuality, age, and citizenship. CAS promotes the liberation of all animals and challenges all systems of domination. Education for Total Liberation is appropriate for undergraduate and graduate level readers (and beyond) who wish to learn from examples of radical pedagogical projects shaped by CAS and critical pedagogy. Contributing to this collection are Anne C. Bell, Anita de Melo, Carolyn Drew, Amber E. George, Karin Gunnarsson Dinker, Sinem Ketenci, John Lupinacci, Anthony J. Nocella II, Sean Parson, Helena Pedersen, Ian Purdy, Constance L. Russell, J.L. Schatz, Meneka Repka, William E. Shanahan III, and Richard J, White. (shrink)

This research employs the Bayesian network modeling approach, and the Markov chain Monte Carlo technique, to learn about the role of lies and violence in teachings of major religions, using a unique dataset extracted from long-standing Vietnamese folktales. The results indicate that, although lying and violent acts augur negative consequences for those who commit them, their associations with core religious values diverge in the final outcome for the folktale characters. Lying that serves a religious mission of either Confucianism or (...) class='Hi'>Taoism (but not Buddhism) brings a positive outcome to a character (βT_and_Lie_O= 2.23; βC_and_Lie_O= 1.47; βT_and_Lie_O= 2.23). A violent act committed to serving Buddhist missions results in a happy ending for the committer (βB_and_Viol_O= 2.55). What is highlighted here is a glaring double standard in the interpretation and practice of the three teachings: the very virtuous outcomes being preached, whether that be compassion and meditation in Buddhism, societal order in Confucianism, or natural harmony in Taoism, appear to accommodate two universal vices—violence in Buddhism and lying in the latter two. These findings contribute to a host of studies aimed at making sense of contradictory human behaviors, adding the role of religious teachings in addition to cognition in belief maintenance and motivated reasoning in discounting counterargument. (shrink)

Folklore has a critical role as a cultural transmitter, all the while being a socially accepted medium for the expressions of culturally contradicting wishes and conducts. In this study of Vietnamese folktales, through the use of Bayesian multilevel modeling and the Markov chain Monte Carlo technique, we offer empirical evidence for how the interplay between religious teachings (Confucianism, Buddhism, and Taoism) and deviant behaviors (lying and violence) could affect a folktale’s outcome. The findings indicate that characters who lie (...) and/or commit violent acts tend to have bad endings, as intuition would dictate, but when they are associated with any of the above Three Teachings, the final endings may vary. Positive outcomes are seen in cases where characters associated with Confucianism lie and characters associated with Buddhism act violently. The results supplement the worldwide literature on discrepancies between folklore and real-life conduct, as well as on the contradictory human behaviors vis-à-vis religious teachings. Overall, the study highlights the complexity of human decision-making, especially beyond the folklore realm. (shrink)

The aim of this study is to examine moral reasoning in a cross cultural Islamic context. The moral reasoning of female business students in the United Arab Emirates is described based on Kohlberg’s theory of Cognitive Moral Development (CMD). Business students were asked to participate in a brief individual interview which involved reading three moral dilemmas and answering open-ended questions. Results were analyzed based on each dilemma as well as acrossall three. Most students made their decisions at the first (...) two levels of Kohlberg’s stages, prioritizing how their decision would secure rewards for themselves and compliance with rules to maintain the social order. However, a fairly large percentage also scored at the highest stage of reasoning. Results are explored based on the sociocultural context and implications for ethics education are outlined, including an emphasis on examining conflicting cultural values and the use of context-specific dilemmas for teaching ethics. (shrink)

Learning and Teaching in the Early Years provides a comprehensive, contemporary and practical introduction to early childhood teaching in Australia. A strong focus on the links between theory, policy and practice firmly aligns this text with the Early Years Learning Framework. Written for students of early childhood programs, this book covers learning and development, as well as professional practice in teaching children from birth to eight years. In recognition of the evolving role of educators, topic areas include (...) learning, teaching, working with families, leading, advocating and researching. Each chapter contains learning objectives, key terms and reflection points. Detailed case studies document the intersection between research, policy and practice, enhancing pre-service and practicing educators' appreciation of how a policy-aligned approach reinforces learning and development in the early years. This text draws on the latest research to present children's learning as a dynamic and active process requiring specific, intentional teaching behaviours. (shrink)

On getting a clear view -- Belief and proof -- The role of ethics in learning and teaching -- Learning, teaching and thinking for oneself -- The problem of life and the problems of life -- Studying oneself.

The article details the biography and teachings of Śāntarakṣita, a famous Buddhist scholar and enlightener, a leading figure in the spread of Buddhism in Tibet and his closest student Kamalaśīla. Śāntarakṣita is the author of several treatises, including Compendium of Entities - Tattvasaṃgraha, a monumental work that can rightfully be called the Buddhist Philosophical Encyclopedia, consisting of 26 sections, in which all key philosophical schools of India, namely: Mīmāṃsa, Vedānta, Sāṃkhya, Yoga, Nyāya, Vaiśeṣika, Lokāyata, Jainism and Buddhism of other sects) (...) are analyzed and subsequently refuted. Kamalaśīla is a direct student of Śāntarakṣita, the author of a word-to-word commentary on the teacher's Tattvasaṃgraha. The article also dwells on the history of the discovery and study of the Tattvasaṃgraha. The novelty of the study lies in a full-length encyclopedic presentation of the philosophy of Śāntarakṣita and his immediate student Kamalaśīla. A special contribution of the author to the study of the topic is the demonstration that Śāntarakṣita, as a representative of the Yogācāra-Madhyamaka school, worked in the genre of synthesis of the teachings of Yogācāra and Madhyamaka, and in the field of epistemology he continued the theories of Dignāga and Dharmakīrti. (shrink)