Contributed research papers presented in UGC sponsored National Seminar on "God and the Universe: Religious and Scientific Approaches" organized by the Department of Sanskrit, Mugberia Gangadhar Mahavidyalaya, Purba Medinipur, West Bengal on 22nd and 23rd November, 2016.

Contributed research papers presented as National Seminar on Vedic Astro Sciences, organized by S.V. Vedic University on 7th and 8th June, 2008 in association with the Centre for Theoritical Studies and Research, Birbhum, West Bengal).

Contributed seminar papers with special reference to Orissa, India.

Proceedings of the National Seminar on the Philosophy of Ramanuja, sponsored by ICPR, New Delhi during 4-6 April, 2016.

Contributed articles presented at the National Seminar on Aurobindo's Philosophy of Nationalism--a Review in the 21st Century on 15th and 16th September, 2016 at Durgapur, India sponsored by UGC.

Contributed articles on Nimbarka Sect and the contribution of Swami Dhanañjayadāsa, Hindu philosopher and scholar belonging to the sect; papers presented at the seminar, held in Uttara Cabbiśa Paragaṇā, India in 2001 and organized by Sukhchar Kathiababa Ashram; centenary commemorative volume in honor of Swami Dhanañjayadāsa.

Research papers presented in a National Seminar on Turning points of Indian śāstric traditions, organized by Dept. of Sanskrit, Dr. Harisingh Gour University from 19th-21st March, 1997).

In recent years, the educational-system development specialization of the MA program in the University of Haifa’s Faculty of Education has held an annual seminar on Philosophy for/with Children (P4wC). Under my guidance, Jewish, Muslim, Christian, Druze, and Circassian students have formed a group embodying a living and breathing dialogical space. Despite the global spread of P4wC principles following the emergence of the P4C movement promoted by the International Council of Philosophical Inquiry and its practice in dozens of national (...) and regional centers, neither approach is formally taught in Israeli universities and colleges. Both thus remain outside the pedagogical mainstream, the University of Haifa—where I teach—being the only institution at which they can be studied at an MA level. I have also established the Israeli Academic Forum for Philosophy with Children, which conducts seminars and offers professional development, etc. (shrink)

Transcript of selected papers presented in the National Seminar on Contemporary Relevance of the Philosophy of Vedanta, organized by the Dept. of Philosophy, University of Kerala, sponsored by Indian Council of Philosophical Research, New Delhi in 2005.

The Methodological seminar was conducted by the scientific journal “Philosophy of Education”. The participants of the seminar were Prof. Panos Eliopoulos, Lyudmyla Gorbunova, Mykhailo Boychenko, Olga Gomilko, Mariia Kultaieva, Volodymyr Kovtunets, Sergiy Kurbatov, Anna Laktionova, Tetiana Matusevych, Natalia Radionova, Iryna Stepanenko, Maya Trynyak and Viktor Zinchenko. On March 30, 2016, a methodological seminar was conducted at the Institute of Higher Education NAES of Ukraine. This seminar was devoted to the discussion of educational problems in the area (...) of mass culture, and relative opportunities for the development of individuality. The report «Mass culture, education and the perspective of individuality» was made by Panos Eliopulos, professor of Peloponnese University, a member of journal’s «Філософія освіти. Philosophy of Education” editorial board. The scientists from the Institute of Higher Education, Institute of Philosophy of the National Academy of Sciences of Ukraine, Taras Shevchenko National University of Kyiv, Skovoroda National Pedagogical University of Kharkiv participated in this event. Designated issues were observed primarily from the point of view of the Frankfurt School representatives, as well as representatives of modern critical philosophy of education and critical pedagogy. It was emphasized that T.Adorno’s ideas and ideas of other Frankfurt School members, which were developed in the middle of the last century, continue to be relevant in current socio-cultural contexts. The technical rationalism which became the rationalism of dominance in the context of technological civilization, could not provide the way toward the liberation of man and the development of his or her individuality. Market society with its instrumental rationality leads to homogenization and standardization of mass culture and as a result, we have a semi-education, leading to destruction of personality and social pathologies. The panelists agreed that semi-education reflects the crisis of ideals of education and training as far as a suspension of human emancipation process. Due to suspension of the creative process of a person formation, replacing it by the processes of stereotyping based on mimetic rationality, culture itself loses creative potential. The process of degradation of education and culture in the semi-education eventually leads to its destruction at theoretical level and the elaboration of the practice of anti-education. Only through returning of the individual and maintaining his or her social importance due to the tools of holistic education it is possible to overcome such stereotyping. For Frankfurt School members, and those who share their ideals, true education in its meta-theoretical sense becomes the important factor, contributing to the emancipation of society and individual. This idea is particularly important in the context of contemporary challenges and threats from instrumentalization of approaches to the process of transformation of the Ukrainian culture and education. (shrink)

Contributed research papers presented at National Seminar on "Saptavidha-anupapatti", held during August 18-20, 1998, organized by Indian Council of Philosophical Research at Chennai, India.

Report on the National Seminar on Indian Psychology, Bangalore, December 2007, jointly organized by the Indian Council of Philosophical Research and the Swami Vivekananda Yoga Anusandhana Samsthana.

Papers presented at the National Seminar on 'Indian Hermeneutics : Theory and Application', held at Centre of Advanced Study in Sanskrit, University of Pune during 11-13 January 2011.

Papers presented at a national seminar on Vedic texts and the knowledge systems of India, held at Kalady during 9-11 December 2009.

Papers presented at the National Seminar on "The Challenges of Postmodernism", hosted by the Department of Philosophy, University of Hyderabad during 28-30 March 2006.

Papers presented at two national seminars on Language science and cognition and Epistemology and cognition held at Hyderabad.

Papers presented at the National Seminar on "Dharma, Virtue and Morality : the Indian Ideal of Human Perfection, held at Kanpur in 2005.

Papers presented at National Seminar on Jainism held in 1998 at Hyderabad?

Papers presented at the national seminar on 'Environmental Ethics in Tribal Societies: with special reference to North East India', organized by the Department of Philosophy, Lady Keane College during 21-22 November 2012.

Background: The formulation and implementation of national ethical regulations to protect research participants is fundamental to ethical conduct of research. Ethics education and capacity are inadequate in developing African countries. This study was designed to develop a module for online training in research ethics based on the Nigerian National Code of Health Research Ethics and assess its ease of use and reliability among biomedical researchers in Nigeria.MethodologyThis was a three-phased evaluation study. Phase one involved development of an online (...) training module based on the Nigerian Code of Health Research Ethics (NCHRE) and uploading it to the Collaborative Institutional Training Initiative (CITI) website while the second phase entailed the evaluation of the module for comprehensibility, readability and ease of use by 45 Nigerian biomedical researchers. The third phase involved modification and re-evaluation of the module by 30 Nigerian biomedical researchers and determination of test-retest reliability of the module using Cronbach’s alpha. Results: The online module was easily accessible and comprehensible to 95% of study participants. There were significant differences in the pretest and posttest scores of study participants during the evaluation of the online module (p = 0.001) with correlation coefficients of 0.9 and 0.8 for the pretest and posttest scores respectively. The module also demonstrated excellent test-retest reliability and internal consistency as shown by Cronbach’s alpha coefficients of 0.92 and 0.84 for the pretest and posttest respectively. Conclusion: The module based on the Nigerian Code was developed, tested and made available online as a valuable tool for training in cultural and societal relevant ethical principles to orient national and international biomedical researchers working in Nigeria. It would complement other general research ethics and Good Clinical Practice modules. Participants suggested that awareness of the online module should be increased through seminars, advertisement on government websites and portals used by Nigerian biomedical researchers, and incorporation of the Code into the undergraduate medical training curriculum. (shrink)

MVi is actively engaged with the Bounorng, Kouy, Stieng, Kreung, Prov, Laak, and Kavet communities in the provinces of Mondulkiri, Stung Treng, and Kratie. Over the years, MVi has implemented three strategic plans since 2006, focusing on supporting indigenous and rural communities in these three provinces. The strategic plan for the period 2023–2027 is designed to enhance the livelihoods and economic conditions of indigenous and vulnerable communities. This plan prioritizes four key areas: climate change, natural resource management, modern agriculture production (...) and market, and social accountability. Supporting the establishment and functionality of sub-national networks is not only a core value of MVi but also a strategic approach. MVi actively facilitates the formation of sub-national networks, including the indigenous youth network, indigenous women's network on NRM, and youth/child network on CEFM. These networks are crucial in promoting self-reliance and addressing specific issues. The performances of indigenous youths and women are evaluated based on their understanding of roles and responsibilities, dissemination of youth's roles in natural resource management, participation in trainings and seminars, organization of regular meetings, coordination with community leaders for various meetings and events, mobilization of youth members to address NRM issues, implementation of plans to protect natural resources, integration of NRM plans into commune investment plans, advocacy for NRM issues with networks and decision-makers, and collaboration with other communities for NRM discussions and actions. This paper aims to guide NGO staff on how to assess the performance of sub-national community networks focusing on natural resource management. (shrink)

Contributed articles presented at the National Seminar on Language and Mind held at Hyderabad in 2004.

Contributed articles presented at a National Seminar on "Teaching Philosophy in India: a Vision for the Twenty-First Century Education", held at Andhra University, during 9-11 March 1998 and sponsered by Indian Council of Philosophical Research, New Delhi.

On the philosophy of Śaṅkarācārya; papers presented at National Seminar on Ādi Śaṅkarācārya, organized by Sahitya Akademi in collaboration with the Department of Sanskrit, Pondicherry University in 1989.

Research papers presented at the National Seminar on Anekāntavāda, organized by Navin Institute of Self-development, Ahmedabad, in 1993.

In the most comprehensive examination to date of Heidegger’s Nazism, Emmanuel Faye draws on previously unavailable materials to paint a damning picture of Nazism’s influence on the philosopher’s thought and politics. In this provocative book, Faye uses excerpts from unpublished seminars to show that Heidegger’s philosophical writings are fatally compromised by an adherence to National Socialist ideas. In other documents, Faye finds expressions of racism and exterminatory anti-Semitism. Faye disputes the view of Heidegger as a naïve, temporarily disoriented academician (...) and instead shows him to have been a self-appointed “spiritual guide” for Nazism whose intentionality was clear. Contrary to what some have written, Heidegger’s Nazism became even more radical after 1935, as Faye demonstrates. He revisits Heidegger’s masterwork, _Being and Time_, and concludes that in it Heidegger does not present a philosophy of individual existence but rather a doctrine of radical self-sacrifice, where individualization is allowed only for the purpose of heroism in warfare. Faye’s book was highly controversial when originally published in France in 2005. Now available in Michael B. Smith’s fluid English translation, it is bound to awaken controversy in the English-speaking world. (shrink)

Papers presented at the National Seminar on Language, Interpretation and Understanding: Hermeneutics from East-West Perspective, held in 2005 at the University of North Bengal in India.

Contributed seminar papers presented at National Seminar on Yoga the Ancient Tradition in the New Millennium sponsored by Indian Council of Philosophical Research New Delhi, organized by Department of Philosophy S.V. University Tirupati from 22-24 Feb. 2007.

Contributed articles presented at the National Seminar on the Limits of Thought and Beyond, organized by the Department of Philosophy, Assam University, Silchar, India, during 28-29 November 2011.

Proceedings of the National Seminar on "Dharmaśāstra and Human Rights" held at University of Pune during 22-24 March 2010.

As the title suggests, this is a volume of eighteen recent essays on Descartes, Spinoza, and Leibniz. The idea for this compilation arose out of Jonathan Bennett’s 1995 National Endowment for the Humanities Seminar on Descartes, Spinoza, and Leibniz. The authors, many of whom were involved in that seminar, worked together to create this kind of loose dialogue. While each essay stands by itself, several of the works in the volume show evidence of the influence of the (...) other authors. As the editors note, “Each author commented on at least two other chapters before the final works were submitted”, and it shows. Furthermore, the volume is consistently edited, with a coherent style, and includes provocative and scholarly essays. (shrink)

Contributed seven papers presented at National Seminar on Śrāvakācāra held at Dept. of Jainology, University of Madras in 2005 and two lectures on Muniacara presented on the eve of the Mahāsati Tārābāiswāmi Endowment Lecture 2005.

Papers presented in a National Seminar on "Wittgenstein's Philosophy of Language", held in Feb. 24-26, 1999, at Hyderabad, India.

Contributed articles presented at National Seminar on "Jain and Buddhist Traditions in Sanskrit" organised by Department of Sanskrit, University of Patna, Patna on 16-17 April 2000.

Papers presented at the National Seminar on Joina Logic and Epistemology held at the Centre of Advanced Study in Sanskrit, University of Poona from 27th to 29th March 1995.

Contributed papers presented at the Three Day National Seminar on 'Indian and Western Philosophy of Language' held at Varanasi from February 10-12th, 2011 by IGNCA in collaboration with Department of Vyākaraṇa, Sanskrit Vidya Dharmavijnana Sankaya, Banaras Hindu University, Varanasi.

Although international research is increasing in volume and importance, there remains a dearth of knowledge on similarities and differences in “national human research ethics”, that is, national ethical guidelines, Institutional Review Boards, and research stakeholder’ ethical attitudes and behaviors. We begin to address this situation by reporting upon our experiences in conducting a multinational study into the mental health of children who had a parent/carer in prison. The study was conducted in 4 countries: Germany, Great Britain, Romania, and (...) Sweden. Data on NHREs were gathered via a questionnaire survey, two ethics-related seminars, and ongoing contact between members of the research consortium. There was correspondence but even more so divergence between countries in the availability of NEGs and IRBs and in researcher’ EABs. Differences in NHREs have implications particularly in terms of harmonization but also for ethical philosophy and practice and for research integrity. (shrink)