scholarly journals The Influence of Hegel’s Ideas on the Work of V. Shynkaruk as the Founder of Kyiv Philosophical School

2021 ◽  
Author(s):  
Leonid Chuprii
Keyword(s):  
Philosophical School

A Yogācāra Buddhist Theory of Metaphor

2018 ◽  
Author(s):  
Roy Tzohar
Keyword(s):  
Figurative Language ◽  
Language Use ◽  
Potential Contribution ◽  
Philosophical Theory ◽  
Theory Of Meaning ◽  
Philosophical School ◽  
Intellectual Context ◽  
Philosophical Texts

This book is about what metaphors mean and do within Buddhist texts. More specifically, it is about the fundamental Buddhist ambivalence toward language, which is seen as obstructive and yet necessary for liberation, as well as the ingenious response to this tension that one Buddhist philosophical school—the early Indian Yogācāra (3rd–6th century CE)—proposed by arguing that all language use is in fact metaphorical (upacāra). Exploring the profound implications of this claim, the book presents the full-fledged Yogācāra theory of meaning—one that is not merely linguistic, but also perceptual.Despite the overwhelming visibility of figurative language in Buddhist philosophical texts, its role and use have received relatively little attention in scholarship to date. This book is the first sustained and systematic attempt to present an indigenous Buddhist philosophical theory of metaphor. By grounding the Yogācāra’s pan-metaphorical claim in its broader intellectual context, both Buddhist and non-Buddhist, the discussion reveals an intense Indian philosophical conversation about metaphor and language that reached across sectarian lines, and it also demonstrates its potential contribution to contemporary philosophical discussions of related topics. The analysis of this theory of metaphor radically reframes the Yogācāra controversy with the Madhyamaka; sheds light on the school’s application of particular metaphors, as well as its unique understanding of experience; and establishes the place of Sthiramati as an original Buddhist thinker of note in his own right, alongside Asaṅga and Vasubandhu.

The Stoic Theory of Beauty

2020 ◽  
Author(s):  
Aiste Celkyte
Keyword(s):  
Ancient Greek ◽  
Function Composition ◽  
Philosophical School ◽  
Human Happiness ◽  
Aesthetic Properties ◽  
Definition Of

The monograph aims to show that the Stoa, an ancient Greek philosophical school, made a substantial line of enquiry into the nature of aesthetic properties, and thus there are good reasons to analyse and discuss the sub-field of the Stoic thought that could be called ‘Stoic aesthetics.’ This study of Stoic views on beauty begins with the question of indifferents and the challenge it poses for aesthetics. The controversial Stoic theory of values states that ‘beauty’ is one of the so-called indifferents, that is, the things that do not contribute to human happiness and therefore ought not to be treated as the good. It is argued that a thorough reading of the material shows that beauty is not treated as irrelevant in general; the evidence only shows that beauty is an inferior value to virtue. This leaves the possibility of theorising aesthetic objects. This leads to a systematic interpretation of Stoic aesthetics by looking at other pieces of extant evidence where beauty is mentioned, including the argument ‘that only the beautiful is the good’, theological arguments, the claim that only the wise man is beautiful and the Stoic definition of beauty as summetria. The latter, it is argued, is a succinct formulation of the idea that beauty is a function composition, and this idea has emerged in the previous discussions of various arguments involving aesthetic terms. The monograph ends with a discussion of the Stoic views in ancient Greek philosophical context.

scholarly journals Mīmāṃsā deontic reasoning using specificity: a proof theoretic approach

2020 ◽  
Author(s):  
Björn Lellmann ◽  
Francesca Gulisano ◽  
Agata Ciabattoni
Keyword(s):  
Deontic Logic ◽  
Sequent Calculus ◽  
Prima Facie ◽  
Theoretic Approach ◽  
Deontic Reasoning ◽  
Complexity Results ◽  
Restricted Form ◽  
Philosophical School ◽  
Decidability And Complexity ◽  
Potential Use

Abstract Over the course of more than two millennia the philosophical school of Mīmāṃsā has thoroughly analyzed normative statements. In this paper we approach a formalization of the deontic system which is applied but never explicitly discussed in Mīmāṃsā to resolve conflicts between deontic statements by giving preference to the more specific ones. We first extend with prohibitions and recommendations the non-normal deontic logic extracted in Ciabattoni et al. (in: TABLEAUX 2015, volume 9323 of LNCS, Springer, 2015) from Mīmāṃsā texts, obtaining a multimodal dyadic version of the deontic logic $$\mathsf {MD}$$ MD . Sequent calculus is then used to close a set of prima-facie injunctions under a restricted form of monotonicity, using specificity to avoid conflicts. We establish decidability and complexity results, and investigate the potential use of the resulting system for Mīmāṃsā philosophy and, more generally, for the formal interpretation of normative statements.

scholarly journals Applicability of Stoic Philosophy to Character Education

2021 ◽  
Author(s):  
Gita Leitlande ◽  
Keyword(s):  
Qualitative Research ◽  
Character Education ◽  
Role Models ◽  
Interdisciplinary Approach ◽  
Philosophical Theory ◽  
Valuable Contribution ◽  
Government Regulations ◽  
Education Philosophy ◽  
Philosophical School ◽  
Stoic Philosophy

Character education requires an interdisciplinary approach of education, philosophy, and psychology. Philosophical school of Stoicism is well positioned to be used as an underpinning philosophical theory to reinforce and fortify the effectiveness of character education, as it resembles both virtue-based approach and shares virtues with those promoted by character education. The article contains an example of Latvia’s government regulations and approach to virtue-based character education. The aim of a study is to explore how Stoic philosophy can be instrumental for educators implementing a character education approach within school education. The study was conducted using qualitative research methods, by analysing sources of Stoicism and applying them to contemporary concepts and understanding of character education. The results of the study consist of the identified seven key insights how Stoic philosophy can make a valuable contribution, supplemented by recommendations for each key insight in a form of conclusion. Stoic philosophy emphasises teaching through context, role models, and through Stoicism itself, based on an assumption of a sustained process. Since character education in schools is a growing movement, today’s educators can draw ideas directly from these findings, as well as approaching character education through a lens of Stoicism.

scholarly journals Neokantismo, valores e razão discursiva: aproximações da metodologia jurídica com a axiologia política kantiana

2016 ◽  
Vol 1 (1) ◽  
pp. 92-108
Author(s):  
Newton de Oliveira Lima
Keyword(s):  
Twentieth Century ◽  
Human Rights ◽  
Common Good ◽  
Core Values ◽  
Legal Knowledge ◽  
Procedural Rationality ◽  
Linguistic Methodology ◽  
Philosophical School ◽  
Pragmatic Turn ◽  
Legal Methodology

The neokantianism as a philosophical school of thought of Law developed as legal knowledge method that searched for a phenomenological intuition prescribe legal values . The linguistic- pragmatic turn in philosophy in the mid- twentieth century led to the replacement of the legal neokantianism by a linguistic methodology on the Law within a justifying discourse procedure of human rights as core values (liberty, equality, common good) and a procedural rationality who returns to Kant as a defense of State of Law. We will seek to map the discourse and Kantian justification of Law from the thought of Ricardo Terra and its approach to legal values as linguistic objects, paving the way for a new legal methodology based on constructed values arguably and according to the principles of kantian reason.

scholarly journals Yakym Yarema’s philosophical and pedagogical ideas in discursive practices of education

2019 ◽  
Vol 12 (2) ◽  
pp. 313-327
Author(s):  
Olha Honcharenko
Keyword(s):  
Comparative Analysis ◽  
Educational Practices ◽  
Discursive Practices ◽  
Educational Discourse ◽  
Philosophical School ◽  
Franz Brentano

In this paper on the basis of comparative analysis the similarity of Yakym Yarema’s and Kazimierz Twardowski’s main philosophical and pedagogical ideas has been identified. The analysis of these ideas proves that Ukrainian scientist represents Twardowski’s educational practices as well as reflects the traditions of Vienna philosophical school by Franz Brentano which history goes back to Aristotle’s philosophy. The value of Yakym Yarema’s philosophical and pedagogical ideas in the present educational discourse has been shown in the article.

Seneca’s Moral Letters

2020 ◽  
pp. 261-285
Author(s):  
Jon Stewart
Keyword(s):  
Roman Empire ◽  
Western Civilization ◽  
Human Beings ◽  
Philosophical School

Chapter 10 begins by introducing the life and work of Seneca. It explains his activity in the context of the historical situation in the Early Roman Empire and specifically in connection with his relations to various emperors including Nero. The reader is also introduced to the philosophical school of Stoicism, some of the key dogmas of which are highlighted in an analysis of Seneca’s letters. What is important here is that Seneca inverts many of the traditional Roman values by turning the focus away from the outward sphere of power, wealth, and fame. He argues that we should be indifferent to such external things and not allow ourselves to be fixated on them. By contrast, he encourages his correspondent to withdraw within himself. Seneca thus develops a new sphere of inwardness and subjectivity that is important for the later course of Western civilization, where many of these same ideas appear in Christian thinking. Seneca is also the pioneer of modern ideas such as equality among human beings.

Madhva (1238?–1317?)

2018 ◽  
Author(s):  
Valerie Stoker
Keyword(s):  
Absolute Difference ◽  
Philosophical School ◽  
The World ◽  
The Absolute ◽  
Canonical Texts

Madhva, Hindu theologian and ascetic, founded the philosophical school commonly called Dvaita Vedānta, but which Madhva and his followers termed tattvavāda, or realism. The name Dvaita refers to Madhva’s dualistic interpretation of the Hindu canonical texts known as the Upaniṣads, also known as Vedānta. In contrast to the monist and semi-monist systems of his two major Vedāntin predecessors, Śaṅkara and Rāmānuja, Madhva asserted the absolute difference between God (īśvara) and human souls (jīva), claiming that they were uncreated, eternal principles with fundamentally distinct natures. Madhva delineated the respective natures of God and souls so as to assert God’s complete transcendence of the world and to legitimate the practice of devotion as the principal means of attaining liberation from the cycle of rebirth (saṃsāra). Madhva’s realist epistemology served as the foundation for this ontological emphasis on difference (bheda).

Gauḍīya Vaiṣṇavism

2018 ◽  
Author(s):  
Jan K. Brzezinski
Keyword(s):  
Eighteenth Century ◽  
Sixteenth Century ◽  
Philosophical School

The philosophical school encompassing the Bengali devotees of the god Viṣṇu is traditionally known as the Gauḍīya Vaiṣṇava school. Caitanya is considered to be the founder of this school in the sense that he led a revival of Kṛṣṇa devotionalism in Bengal during the early sixteenth century, inspiring a number of contemporary intellectuals to some original speculations of a metaphysical nature. Some of these were directly related to Vedānta, others were not. Since the eighteenth century the school has also become associated through Baladeva Vidyābhūṣaṇa with the Madhva school. However, the latter propounded a dualistic doctrine, while the Gauḍīyas are believers in the inconceivable simultaneous difference and oneness of the Supreme and his creation.

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