Nyāya’s Response to Skepticism

The classical Indian school called Nyāya (literally “logic” or “right reasoning”), is arguably the leading anti-skeptical tradition within all of Indian philosophy. Defending a realist metaphysics and an epistemology of “knowledge sources” (pramāṇa), its responses to skepticism are often appropriated by other schools of thought. This paper examines its responses to skeptical arguments from dreams, from “the three times,” from justificatory regress, and over the problem of induction.

To be liberated the Vaisheshika way, or the Vaisheshika attempt at a «Negative Soteriology» by the Indian school of philosophy

The article examines the original concept of the Vaisheshika school, criticized by other Indian philosophers, according to which Self (Atman), freed from the bonds of rebirth (saṃsāra), is a pure substance (dravya), devoid of consciousness, which is believed to be its impermanent quality (guna); the opponents compared the Vaisheshika's liberated Self with a stone or a log. The author proposes an explanation of the Vaisheshika liberation doctrine (soteriology) within the framework of its categoriology, in which consciousness and Atman belong to different categories, respectively, guna and dravya. Vaisheshika proclaims knowledge of the six categories to be the highest spiritual goal (nihshreyasa), which, in turn, comes from the pure Dharma (Merit). The reason why the Vaisheshikas felt obliged to add a pure Dharma as the final step towards liberation (which distinguishes Vaisheshika from other schools, emphasizing the soteriological value of knowledge) is explained by assuming the Dharma's capacity to overcome a dichotomy of merit-demerit (dharma-adharma) as the main factor responsible for the rebirth of an embodied ātman. The pure Dharma, due to all the positive karmic energy accumulated during countless reincarnations of the soul, arises at the very last moment in a person's life to purufy his/her true Atman from the law of karma and rebirth. Since nothing can be said about Atman's future, it is not a "liberation for", but a "liberation from", which can be called a "negative soteriology".

A Review on Indoor Environment Quality of Indian School Classrooms

The progress of Indoor Environmental Quality (IEQ) research in school buildings has increased profusely in the last two decades and the interest in this area is still growing worldwide. IEQ in classrooms impacts the comfort, health, and productivity of students as well as teachers. This article systematically discusses IEQ parameters related to studies conducted in Indian school classrooms during the last fifteen years. Real-time research studies conducted on Indoor Air Quality (IAQ), Thermal Comfort (TC), Acoustic Comfort (AcC), and Visual Comfort (VC) in Indian school classrooms from July 2006 to March 2021 are considered to gain insight into the existing research methodologies. This review article indicates that IEQ parameter studies in Indian school buildings are tortuous, strewn, inadequate, and unorganized. There is no literature review available on studies conducted on IEQ parameters in Indian school classrooms. The results infer that in India, there is no well-established method to assess the indoor environmental condition of classrooms in school buildings to date. Indian school classrooms are bleak and in dire need of energy-efficient modifications that maintain good IEQ for better teaching and learning outcomes. The prevailing COVID-19 Pandemic, Artificial Intelligence (AI), National Education Policy (NEP), Sick Building Syndrome (SBS), Internet of Things (IoT), and Green Schools (GS) are also discussed to effectively link existing conditions with the future of IEQ research in Indian school classrooms.

Objects of Survivance

The work is a book review considering the title Objects of Survivance: A Material History of the American Indian School Experience by Lindsay M. Montgomery and Chip Colwell.

Exploring novice Indian school counsellors’ experiences collaborating with teachers and administrators

Previous studies have shown that collaboration between school counsellors and other stakeholders such as teachers and administrators leads to improved outcomes for students and a better school climate. The current qualitative study explored the experiences and perceptions of novice school counsellors in India regarding collaboration with teachers and administrators. The sample included 11 novice school counsellors working in five different cities who were recruited using purposive sampling. The thematic analysis of the data collected via semistructured interviews revealed six main themes: ‘Counsellors’ perceptions about collaboration’, ‘Collaboration with teachers’, ‘Collaboration with administrators’, ‘Challenges faced during collaboration’, ‘Strategies helpful in collaboration’ and ‘Impact of training’. Implications discussed include the need for school counsellors to advocate for their role, the need for training programs to prepare stakeholders for collaboration, and the need for policies to integrate the role of a school counsellor into schools.