Vedānta

Author(s):  
Stephen H. Phillips

Indian philosophical speculation burgeoned in texts called Upaniṣads (from 800 bc), where views about a true Self (ātman) in relation to Brahman, the supreme reality, the Absolute or God, are propounded and explored. Early Upaniṣads were appended to an even older sacred literature, the Veda (‘Knowledge’), and became literally Vedānta, ‘the Veda’s last portion’. Classical systems of philosophy inspired by Upaniṣadic ideas also came to be known as Vedānta, as well as more recent spiritual thinking. Classical Vedānta is one of the great systems of Indian philosophy, extending almost two thousand years with hundreds of authors and several important subschools. In the modern period, Vedānta in the folk sense of spiritual thought deriving from Upaniṣads is a major cultural phenomenon. Understood broadly, Vedānta may even be said to be the philosophy of Hinduism, although in the classical period there are other schools (notably Mīmāṃsā) that purport to articulate right views and conduct for what may be called a Hindu community (the terms ‘Hindu’ and ‘Hinduism’ gained currency only after the Muslim invasion of the South Asian subcontinent, beginning rather late in classical times). Swami Vivekananda (1863–1902), the great popularizer of Hindu ideas to the West, spoke of Vedānta as an umbrella philosophy of a Divine revealed diversely in the world’s religious traditions. Such inclusivism is an important theme in some classical Vedānta, but there are also virulent disputes about how Brahman should be conceived, in particular Brahman’s relation to the individual. In the twentieth century, philosophers such as Sarvepalli Radhakrishnan, K.C. Bhattacharyya and T.M.P. Mahadevan have articulated idealist worldviews largely inspired by classical and pre-classical Vedānta. The mystic philosopher Sri Aurobindo propounds a theism and evolutionary theory he calls Vedānta, and many others, including political leaders such as Gandhi and spiritual figures as well as academics, have developed or defended Vedāntic views.

2020 ◽  
Vol 16 (36) ◽  
pp. 01-26
Author(s):  
Arvind Venkatasubramanian

India now constitutes approximately 17% of the world’s population and has a high proportion of younger people. Philosophy for school children aims to create better citizens of the future. In this article, I establish the need to teach philosophy to children in schools, especially in India. Subsequently, I discuss the readiness of Indians to accept philosophy in the school curriculum, their conundrum in understanding the need for philosophy in a school setting, and the East-West dilemma concerning the teaching of philosophy in schools. The concept of self-realization is important in education. Socrates claimed that an unexamined life is not worth living. However, the self-realization concept of the West differs from that in India. While the former perceives self-realization as a way to construct a good individual, the latter has always emphasized the cessation of the individual and focused on the incomprehensible truth human languages cannot capture. Western philosophy is concerned with questioning, inquiry, and the problems of philosophy. The East is concerned with bringing such questioning to an end. Matthew Lipman focuses on increasing curiosity, accelerating the thinking process, teaching logic and formal reasoning, and the intellectual enhancement of children. Indian philosophy, yoga, and meditation are all concerned with the cessation of consciousness. The key question concerns the approach one may choose to adopt in teaching philosophy – accelerating or decelerating the thought processes of children? Indian parents are the primary decision-makers in their children’s education, and sometimes throughout their careers and lives. Unless clarity emerges in the Indian and global community regarding this issue, there is no clear starting point for teaching philosophy to children in India. This article aims to raise critical awareness among global citizens regarding this conundrum in the collective Indian psyche. Unless the world’s psyche is inserted into the place of the Indian psyche, the great barrier between the West and the East regarding philosophy in the school curriculum cannot be bridged.


Horizons ◽  
2002 ◽  
Vol 29 (2) ◽  
pp. 240-259
Author(s):  
Thomas A. Forsthoefel

ABSTRACTThis article considers the “perennial” appeal of Ramana Maharshi, the twentieth-century Hindu saint from South India (1879–1950). While not as well-known in the West as either Ramakrishna or Ramana's contemporary, Sri Aurobindo, Ramana's life and teaching have evoked a surprisingly strong positive reaction from Indians and Westerners alike. The reason for this, first of all, is to be located in the perennial philosophy which his life and teaching implicate, and the use made of that philosophy by neo-Hindu apologists or Western scholars and spiritual figures interested in “mysticism” across cultures or interfaith dialogue. Second, the appeal of Ramana can also be located in the compelling attraction of holiness, a phenomenon which raises the fundamental question of what it means to be human. In the case of Ramana, the compelling example of human “being” provokes inquiry into the depth dimension of human existence, where, in the non-dualistic tradition which he represents, one discovers divinity.


This book is devoted to the life and academic legacy of Mustafa Badawi who transformed the study of modern Arabic literature in the second half of the twentieth century. Prior to the 1960s the study of Arabic literature, both classical and modern, had barely been emancipated from the academic approaches of orientalism. The appointment of Badawi as Oxford University's first lecturer in modern Arabic literature changed the face of this subject as Badawi showed, through his teaching and research, that Arabic literature was making vibrant contributions to global culture and thought. Part biography, part collection of critical essays, this book celebrates Badawi's immense contribution to the field and explores his role as a public intellectual in the Arab world and the west.


2018 ◽  
Vol 56 (1) ◽  
pp. 13-23
Author(s):  
Nela Štorková

While today the Ethnographic Museum of the Pilsen Region represents just one of the departments of the Museum of West Bohemia in Pilsen, at the beginning of the twentieth century, in 1915, it emerged as an independent institution devoted to a study of life in the Pilsen region. Ladislav Lábek, the founder and long-time director, bears the greatest credit for this museum. This study presents PhDr. Marie Ulčová, who joined the museum shortly after the Second World War and in 1963 replaced Mr. Lábek on his imaginary throne. The main objective of this article is to introduce the personality of Marie Ulčová and to evaluate the activity of this Pilsen ethnographer and the museum employee with an emphasis on her work in the Ethnographic Museum of the Pilsen Region. The basic aspects of the ethnographic activities, not only of Marie Ulčová but also of the Ethnographic Museum of the Pilsen Region in the years 1963–1988, are described through her professional and popularising articles, archival sources and contemporary periodicals.


2011 ◽  
Vol 2011 (1) ◽  
pp. 5-28
Author(s):  
Jens Bonnemann

In ethics, when discussing problems of justice and a just social existence one question arises obviously: What is the normal case of the relation between I and you we start from? In moral philosophy, each position includes basic socio-anthropological convictions in that we understand the other, for example, primarily as competitor in the fight for essential resources or as a partner in communication. Thus, it is not the human being as isolated individual, or as specimen of the human species or socialised member of a historical society what needs to be understood. Instead, the individual in its relation to the other or others has been studied in phenomenology and the philosophy of dialogue of the twentieth century. In the following essay I focus on Martin Buber’s and Jean-Paul Sartre’s theories of intersubjectivity which I use in order to explore the meaning of recognition and disrespect for an individual. They offer a valuable contribution to questions of practical philosophy and the socio-philosophical diagnosis of our time.


Author(s):  
Yuriy Makar

On December 22, 2017 the Ukrainian Diplomatic Service marked the 100thanniversary of its establishment and development. In dedication to such a momentous event, the Department of International Relations of Yuriy Fedkovych Chernivtsi National University has published a book of IR Dept’s ardent activity since its establishment. It includes information both in Ukrainian and English on the backbone of the collective and their versatile activities, achievements and prospects for the future. The author delves into retracing the course of the history of Ukrainian Diplomacy formation and development. The author highlights the roots of its formation, reconsidering a long way of its development that coincided with the formation of basic elements of Ukrainian statehood that came into existence as a result of the war of national liberation – the Ukrainian Central Rada (the Central Council of Ukraine). Later, the Ukrainian or so-called State the Hetmanate was under study. The Directorat (Directory) of Ukraine, being a provisional collegiate revolutionary state committee of the Ukrainian People’s Republic, was given a thorough study. Of particular interest for the research are diplomatic activities of the West Ukrainian People`s Republic. Noteworthy, the author emphasizes on the Ukrainian Socialist Soviet Republic’s foreign policy, forced by the Bolshevist Russia. A further important implication is both the challenges of the Ukrainian statehood establishing and Ukraine’s functioning as a state, first and foremost, stemmed from the immaturity and conscience-unawareness of the Ukrainian society, that, ultimately, has led to the fact, that throughout the twentieth century Ukraine as a statehood, being incorporated into the Soviet Union, could hardly be recognized as a sovereign state. Our research suggests that since the beginning of the Ukrainian Diplomacy establishment and its further evolution, it used to be unprecedentedly fabricated and forged. On a wider level, the research is devoted to centennial fight of Ukraine against Russian violence and aggression since the WWI, when in 1917 the Russian Bolsheviks, headed by Lenin, started real Russian war against Ukraine. Apropos, in the about-a-year-negotiation run, Ukraine, eventually, failed to become sovereign. Remarkably, Ukraine finally gained its independence just in late twentieth century. Nowadays, Russia still regards Ukraine as a part of its own strategic orbit,waging out a carrot-and-stick battle. Keywords: The Ukrainian People’s Republic, the State of Ukraine, the Hetmanate, the Direcorat (Directory) of Ukraine, the West Ukrainian People`s Republic, the Ukrainian Socialist Soviet Republic, Ukraine, the Bolshevist Russia, the Russian Federation, Ukrainian diplomacy


2002 ◽  
Vol 19 (2) ◽  
pp. 1-33 ◽  
Author(s):  
Zafar Iqbal

This paper compares the Islamic and the western social scien­tific perspectives on corruption. Jt is argued that the emerging shift in social scientific thought in viewing corruption from "grease that oils the economic wheel" to a "menace that under­mines economic growth" has brought rational understanding of the phenomenon much closer to [slamic doctrine. Where they differ is with respect to remedial action. The western approach focuses on governance and designing appropriate systems and institutions that gear information and incentives toward minimiz­ing opportunities and enticement for corruption. In short, it emphasizes constraints external to the individual. By comparison, Islam seeks to go beyond such constraints, and also instill in believers a clear "second-order" preference for non­corrupt behavior. lt recommends developing a firm belief in transcendent accountability, stresses character building through practicing moral virtues and shunning vices. In essence, much of the restraint comes from within through a moral renovation. rt is our contention that both emphases are important in eliminating corruption and that the followers oflslam and the West can learn from one another.


Author(s):  
Marian H. Feldman

The “Orientalizing period” represents a scholarly designation used to describe the eighth and seventh centuries bce when regions in Greece, Italy, and farther west witnessed a flourishing of arts and cultures attributed to contact with cultural areas to the east—in particular that of the Phoenicians. This chapter surveys Orientalizing as an intellectual and historiographic concept and reconsiders the role of purportedly Phoenician arts within the existing scholarly narratives. The Orientalizing period should be understood as a construct of nineteenth- and twentieth-century scholarship that was structured around a false dichotomy between the Orient (the East) and the West. The designation “Phoenician” has a similarly complex historiographic past rooted in ancient Greek stereotyping that has profoundly shaped modern scholarly interpretations. This chapter argues that the luxury arts most often credited as agents of Orientalization—most prominent among them being carved ivories, decorated metal bowls, and engraved tridacna shells—cannot be exclusively associated with a Phoenician cultural origin, thus calling into question the primacy of the Phoenicians in Orientalizing processes. Each of these types of objects appears to have a much broader production sphere than is indicated by the attribute as Phoenician. In addition, the notion of unidirectional influences flowing from east to west is challenged, and instead concepts of connectivity and networking are proposed as more useful frameworks for approaching the problem of cultural relations during the early part of the first millennium bce.


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