Buddhist philosophy, Indian

Author(s):  
Richard P. Hayes

Buddhism was an important ingredient in the philosophical melange of the Indian subcontinent for over a millennium. From an inconspicuous beginning a few centuries before Christ, Buddhist scholasticism gained in strength until it reached a peak of influence and originality in the latter half of the first millennium. Beginning in the eleventh century, Buddhism gradually declined and eventually disappeared from northern India. Although different individual thinkers placed emphasis on different issues, the tendency was for most writers to offer an integrated philosophical system that incorporated ethics, epistemology and metaphysics. Most of the issues addressed by Buddhist philosophers in India stem directly from the teachings attributed to Siddhārtha Gautama, known better through his honorific title, the Buddha. The central concern of the Buddha was the elimination of unnecessary discontent. His principal insight into this problem was that all dissatisfaction arises because people (and other forms of life as well) foster desires and aversions, which are in turn the consequence of certain misunderstandings about their identity. Discontent can be understood as frustration, or a failure to achieve what one wishes; if one’s wishes are generally unrealistic and therefore unattainable, then one will naturally be generally dissatisfied. Since the Buddha saw human frustration as an effect of misunderstandings concerning human nature, it was natural for Buddhist philosophers to attend to questions concerning the true nature of a human being. Since the Buddha himself was held as the paradigm of moral excellence, it was also left to later philosophers to determine what kind of being the Buddha had been. A typical question was whether his example was one that ordinary people could hope to follow, or whether his role was in some way more than that of a teacher who showed other people how to improve themselves. The Buddha offered criticisms of many views on human nature and virtue and duty held by the teachers of his age. Several of the views that he opposed were based, at least indirectly, on notions incorporated in the Veda, a body of liturgical literature used by the Brahmans in the performance of rituals. Later generations of Buddhists spent much energy in criticizing Brahmanical claims of the supremacy of the Veda; at the same time, Buddhists tended to place their confidence in a combination of experience and reason. The interest in arriving at correct understanding through correct methods of reasoning led to a preoccupation with questions of logic and epistemology, which tended to overshadow all other philosophical concerns during the last five centuries during which Buddhism was an important factor in Indian philosophy. Since the Buddha saw human frustration as an effect that could be eliminated if its cause were eliminated, it was natural for Buddhist philosophers to focus their attention on a variety of questions concerning causality. How many kinds of cause are there? Can a multiplicity of effects have a single cause? Can a single thing have a multiplicity of causes? How is a potentiality triggered into an actuality? Questions concerning simplicity and complexity, or unity and plurality, figured prominently in Buddhist discussions of what kinds of things in the world are ultimately real. In a tradition that emphasized the principle that all unnecessary human pain and conflict can ultimately be traced to a failure to understand what things in the world are real, it was natural to seek criteria by which one discerns real things from fictions.

Author(s):  
Joseph Mazur

This chapter discusses the origins of the art of algebra, beginning with the possibility that it may have come from the Greeks or from the Hindus. However, the Brahmins of northern India had some idea of algebra long before the Arabians learned it, contributed to it and brought that art to Spain in the late eleventh century. The Brahmasphutasiddhanta, written by the Indian mathematician Brahmagupta in 628, not only advanced the mathematical role of zero but also introduced rules for manipulating negative and positive numbers, methods for computing square roots, and systematic methods of solving linear and limited types of quadratic equations. The chapter also considers the contriburions of Abu Jafar Muhammad ibn Musa al-Khwārizmī and suggests that negative numbers originated in China, where they had been used since the beginning of the first millennium.


2018 ◽  
Vol 16 (1) ◽  
pp. 112-119
Author(s):  
VLADIMIR GLEB NAYDONOV

The article considers the students’ tolerance as a spectrum of personal manifestations of respect, acceptance and correct understanding of the rich diversity of cultures of the world, values of others’ personality. The purpose of the study is to investgate education and the formation of tolerance among the students. We have compiled a training program to improve the level of tolerance for interethnic differences. Based on the statistical analysis of the data obtained, the most important values that are significant for different levels of tolerance were identified.


2020 ◽  
Vol 11 (1) ◽  
pp. 127-130
Author(s):  
Alexander Lukankin ◽  

The post-socialist transformation of general and vocational education system has led to the loss of many positive gains that were already achieved earlier. The polytechnic character of our school and its practice-oriented foundations, based on a reasonable combination of basic education and professional and applied training, were seriously undermined. Modern Russian secondary schools have become something like pre-revolutionary classical high schools, without taking into account the significant fact that in pre-Soviet Russia, along with high schools, there was a wide network of real schools. They focused students on further mastering technical professions and active participation in the production sector of the country. Today we are witnessing a global revolution in the spiritual sphere, aimed at changing the very essence of a man. Note that natural science education is valuable not only for its formal method, but also for providing the basis for a correct understanding of the world. It fosters independence of thought and distrust of other people’s words and authorities. This is the best protection of the human mind from all sorts of superstitions delusions and mysticism.


Author(s):  
Kolarkar Rajesh Shivajirao ◽  
Kolarkar Rajashree Rajesh

The perfect balance of Mind and body is considered as complete health in Pāli literature as well as in Ayurveda. Pāli literature and Ayurveda have their own identity as most ancient and traditional system of medicine in India.The universal teachings of the Buddha are the most precious legacy ancient India gave to the world. The teachings are a practical code of conduct, a way of purity and of gracious living. There is a scientific study of the truth pertaining to mind and matter, and the ultimate truth beyond. In fact, the Buddha should be more appropriately known as a super-scientist who studied the entire laws of nature governing the Universe, by direct personal experience. The Buddha's rational teachings are clearly explained in the Eight-fold Noble Path, divided in three divisions of Sīla (morality), Samādhi (mastery over the mind), Paññā i.e. ‘Pragya' (purification of the mind, by developing insight). In Ayurveda Psychotherapy can be done by Satvavajaya Chikitsa and good conduct. Aim is to augment the Satva Guna in order to correct the imbalance in state of Rajas (Passion) and Tamas (Inertia). Sattvavajaya as psychotherapy, is the mental restraint, or a "mind control" as referred by Caraka, as well as Vagbhata is achieved Dnyan (education), Vidnyan (training in developing skill), Dhairya (development of coping mechanism), Smruti (memory enhancement), Samadhi (concentration of mind). According to WHO, Mental disorders are the common problem. The burden of mental disorders continues to grow with significant impacts on health and major social, human rights and economic consequences in all countries of the world.


Author(s):  
Philip J. Ivanhoe

The primary claim of this study is that when we come to understand the true nature of what we are as individuals and as a species, we cannot fail to acknowledge our connections and interdependencies with the rest of the world, and this can, does, and should incline us toward greater care for other people, creatures, and things. The conclusion warns us about some potentially bad forms of oneness and recalls earlier arguments showing how such mistaken conceptions violate established imperatives to present metaphysically, psychologically, and socially plausible views that can serve as the basis for integrated, sustainable, and happy lives in community with others. The new conceptions of oneness this study recommends differ from traditional view in being open-ended ideals; we can find support for such ideals in the world, but we can and must continue to build and innovate upon them.


Dreyfus argues that there is a basic methodological difference between the natural sciences and the social sciences, a difference that derives from the different goals and practices of each. He goes on to argue that being a realist about natural entities is compatible with pluralism or, as he calls it, “plural realism.” If intelligibility is always grounded in our practices, Dreyfus points out, then there is no point of view from which one can ask about or provide an answer to the one true nature of ultimate reality. But that is consistent with believing that the natural sciences can still reveal the way the world is independent of our theories and practices.


2018 ◽  
Vol 22 (1) ◽  
pp. 31-49
Author(s):  
Paul Kucharski

My aim in this essay is to advance the state of scholarly discussion on the harms of genocide. The most obvious harms inflicted by every genocide are readily evident: the physical harm inflicted upon the victims of genocide and the moral harm that the perpetrators of genocide inflict upon themselves. Instead, I will focus on a kind of harm inflicted upon those who are neither victims nor perpetrators, on those who are outside observers, so to speak. My thesis will be that when a whole community or culture is eliminated, or even deeply wounded, the world loses an avenue for insight into the human condition. My argument is as follows. In order to understand human nature, and that which promotes its flourishing, we must certainly study individual human beings. But since human beings as rational and linguistic animals are in part constituted by the communities in which they live, the study of human nature should also involve the study of communities and cultures—both those that are well ordered and those that are not. No one community or culture has expressed all that can be said about the human way of existing and flourishing. And given that the unity and wholeness of human nature can only be glimpsed in a variety of communities and cultures, then part of the harm of genocide consists in the removal of a valuable avenue for human beings to better understand themselves.


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