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Indian Philosophy Encyclopædia Britannica Article
Indian philosophy Encyclopædia Britannica Article Indian philosophy the systems of thought and reflection that were developed by the civilizations of the Indian subcontinent. They include both orthodox (astika) systems, namely, the Nyaya, Vaisesika, Samkhya, Yoga, Purva-mimamsa, and Vedanta schools of philosophy, and unorthodox (nastika) systems, such as Buddhism and Jainism. Indian thought has been concerned with various philosophical problems, significant among them the nature of the world (cosmology), the nature of reality (metaphysics), logic, the nature of knowledge (epistemology), ethics, and religion. General considerations Significance of Indian philosophies in the history of philosophy In relation to Western philosophical thought, Indian philosophy offers both surprising points of affinity and illuminating differences. The differences highlight certain fundamentally new questions that the Indian philosophers asked. The similarities reveal that, even when philosophers in India and the West were grappling with the same problems and sometimes even suggesting similar theories, Indian thinkers were advancing novel formulations and argumentations. Problems that the Indian philosophers raised for consideration, but that their Western counterparts never did, include such matters as the origin (utpatti) and apprehension (jñapti) of truth (pramanya). Problems that the Indian philosophers for the most part ignored but that helped shape Western philosophy include the question of whether knowledge arises from experience or from reason and distinctions such as that between analytic and synthetic judgments or between contingent and necessary truths. Indian thought, therefore, provides the historian of Western philosophy with a point of view that may supplement that gained from Western thought. A study of Indian thought, then, reveals certain inadequacies of Western philosophical thought and makes clear that some concepts and distinctions may not be as inevitable as they may otherwise seem. -
Aesthetic Philosophy of Abhina V Agupt A
AESTHETIC PHILOSOPHY OF ABHINA V AGUPT A Dr. Kailash Pati Mishra Department o f Philosophy & Religion Bañaras Hindu University Varanasi-5 2006 Kala Prakashan Varanasi All Rights Reserved By the Author First Edition 2006 ISBN: 81-87566-91-1 Price : Rs. 400.00 Published by Kala Prakashan B. 33/33-A, New Saket Colony, B.H.U., Varanasi-221005 Composing by M/s. Sarita Computers, D. 56/48-A, Aurangabad, Varanasi. To my teacher Prof. Kamalakar Mishra Preface It can not be said categorically that Abhinavagupta propounded his aesthetic theories to support or to prove his Tantric philosophy but it can be said definitely that he expounded his aesthetic philoso phy in light of his Tantric philosophy. Tantrism is non-dualistic as it holds the existence of one Reality, the Consciousness. This one Reality, the consciousness, is manifesting itself in the various forms of knower and known. According to Tantrism the whole world of manifestation is manifesting out of itself (consciousness) and is mainfesting in itself. The whole process of creation and dissolution occurs within the nature of consciousness. In the same way he has propounded Rasadvaita Darsana, the Non-dualistic Philosophy of Aesthetics. The Rasa, the aesthetic experience, lies in the conscious ness, is experienced by the consciousness and in a way it itself is experiencing state of consciousness: As in Tantric metaphysics, one Tattva, Siva, manifests itself in the forms of other tattvas, so the one Rasa, the Santa rasa, assumes the forms of other rasas and finally dissolves in itself. Tantrism is Absolute idealism in its world-view and epistemology. -
Śamkara and Husserl: Investigations on Consciousness
Śamkara and Husserl: Investigations on Consciousness By Surya Kanta Maharana Department of Humanities and Social Sciences Indian Institute of Technology Guwahati. Guwahati – 781039 February, 2004 Śamkara and Husserl: Investigations on Consciousness A Thesis Submitted In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY Surya Kanta Maharana Roll No: 01614105 Department of Humanities and Social Sciences Indian Institute of Technology Guwahati. Guwahati – 781039 February, 2004 TH-325_01614105 TO ŚRĪ ŚRĪ THĀKŪR I dedicate this thesis at the lotus feet of my utmost reverential Śrī Śrī Thākūr, who has been the source, inspiration and the unseen power behind my success. TH-325_01614105 INDIAN INSTITUTE OF TECHNOLOGY, GUWAHATI Department of Humanities & Social Sciences ________________________________________________ STATEMENT I hereby declare that the matter embodied in this thesis is the result of investigations carried out by me in the Department of Humanities and Social Sciences, Indian Institute of Technology, Guwahati, India under the guidance of Dr. Archana Barua. In keeping with the general practice of reporting observations, due acknowledgements have been made wherever the work described is based on the findings of other investigators. I. I. T. Guwahati February, 2004. (Surya Kanta Maharana) TH-325_01614105 ii Indian Institute of Technology Guwahati Department of Humanities & Social Sciences North Guwahati, Guwahati - 781 039 (Assam), INDIA Dr (Mrs.) Archana Barua Phone: +91-0361-2690321-328 Ext.2552, 2582552. Associate Professor Fax: +91-361-2690762 E-mail: [email protected] [email protected] CERTIFICATE This is to certify that Mr. Surya Kanta Maharana has been working under my supervision since July 23, 2001. I am forwarding his thesis entitled “Śamkara and Husserl: Investigations on Consciousness” being submitted for the award of Ph.D degree of this institute. -
Full Text of "Indian Psychology Perception"
Full text of "Indian Psychology Perception" http://www.archive.org/stream/indianpsychology014878mbp/indianpsych... Web Moving Images Texts Audio Software Patron Info About IA Projects Home American Libraries | Canadian Libraries | Universal Library | Community Texts | Project Gutenberg | Children's Library | Biodiversity Heritage Library | Additional Collections Search: Advanced Search Anonymous User (login or join us) Upload See other formats Full text of " Indian Psychology Perception " INDIAN PSYCHOLOGY PERCEPTION BY JADUNATH SINHA Professor of Philosophy, Meerat College LONDON KEGAN PAUL, TRENCH, TRUBNER & CO., LTD. BROADWAY HOUSE, CARTER LANE, B.C. 1934 PRINTED IN GREAT BRITAIN BY STEPHEN AUSTIN AND SONS, LTD., HERTFORD CONTENTS XV PREFACE BOOK I CHAPTER I THE PHYSICAL BASIS OF PERCEPTION . Introduction The Nature of the Sense-organs The Buddhist The Jaina The Samkhya The Origin of the Sense-organs The Principal and Subordinate Organs The Vrtti of the Sense-organs Suirata and Caraka The Vedanta The Nature of the Sense-organs The Ny&ya- Vaisesika The MimSmsaka Ar,e the Karmendriyas really Sense-organs? Are there three Internal Organs? Is the Manas a Sense-organ ? The External Organs and Internal Organ or Organs Are the External Sense-organs Prapyakari or Aprapyakari ? The Buddhist The Ny2ya- Vaisesika The Samkhya The MimSmsaka The VedSntist Are the External Sense-organs Physical (thautika) or Psychical (ahamkarika) ? Is there only one Sense-organ ? Is the Tactual Organ the only Sense-organ ? 1 of 275 3/22/2011 4:49 PM Full text of -
Undergraduate Syllabus
Presidency University Department of Philosophy Proposed Syllabus for UG Course in Philosophy Honours Sem. 1 PHIL 101: Paper Major-1 Western Logic 1 35+15 Marks PHIL 102: Paper Major-2 Indian Epistemology and Metaphysics 1 35+15 Marks Sem.2 PHIL 201: Paper Major-3, History of Western Epistemology and Metaphysics 35+15 Marks. PHIL 202: Paper Major-4 Western Logic 2 35+15 Marks Sem 3 PHIL 301: Paper Major-5, History of Western Epistemology and Metaphysics 2 35+15 Marks PHIL 302: Paper Major-6 Western Ethics 35+15 Marks PHIL 303: Paper Major-7, Indian Epistemology and Metaphysics 2 35+15 Marks Sem-4 PHIL 401: Paper Major-8 Philosophy of Language [Western] 35+15 Marks PHIL 402: Paper Major-9 Indian Logic 1 35+15 Marks PHIL 403: Paper Major-10 Philosophy of Mind 35+15 Marks Sem-5 PHIL 501: Paper Major-11 Epistemology & Metaphysics [western] 35+15 Marks PHIL 502: Paper Major-12 Verbal Knowledge- Indian Perspective 35+15 Marks PHIL 503: Paper Major-13 Western Logic 35+15 Marks PHIL 581: Paper Sessional 1 Presentation/seminar/work shop 50 Marks PHIL 582: Paper Sessional 2 Presentation/seminar/work shop 50 Marks Sem-6 PHIL 601: Paper Major-14 Philosophy of Religion 35+15 Marks PHIL 602: Paper Major-15 Applied Ethics 35+15 Marks PHIL 603: Paper Major-16 Western Logic 35+15 Marks PHIL 681: Paper Sessional 3 Presentation/seminar/work shop 50 Marks PHIL 682: Paper Sessional 4 Presentation/seminar/work shop 50 Marks 1 Sem. 1 PHIL 101: Paper Major-1 Western Logic 1 Marks 35+15 A. -
The Ascertainment of Truth of Knowledge in the Nyiya-Vaieikas
The Ascertainment of Truth of Knowledge in the Nyiya-Vaieikas Atsushi Uno The problem of truth or falsity of knowledge occupies a most important and indispensable part of Indian epistemology, common to all philosophical systems, next to the scrutiny of essential character of knowledge in general and means thereof. Though the Nyaya and the Vaisesika developed as sister-schools, yet with a view to trace argumentation on this line common to the both, we want to confine main sources to some texts ascribed to (1) the later syncretic school Nyaya-Vaisesika'. This article is intended to clarify the Nyaya-Vaisesikas' theory about the ascertainment of truth of knowledge' (pramanya-jnapti), as compared with that held by the Mimamsakas. This problem is rather of later develop- ment, and the Mimamsakas, so far as we know from available sources, was the first to take it up. They succeeded best, with reference to the validity of verbal testimony only, in formulating the self-evident character of knowledge. In later period, however, the problem of truth relating to other kinds of knowledge also, with a natural process, has come into con. sideration for all philosophical systems. Truth' (pramanya) or falsity' (apramanya) is a property or truth-value ascribed to true knowledge (prama) or erroneous knowledge (aprama) respectively, and is determined in accordance as cognition corresponds to f acts. In traditional Western logic, 'true' or 'false' is usually used to characterize a proposition which is materially true or false, while the term valid' or 'invalid' is used to denote a proposition as logically true or false. -
Against a Hindu God
against a hindu god Against a Hindu God buddhist philosophy of religion in india Parimal G. Patil columbia university press——new york columbia university press Publishers Since 1893 new york chichester, west sussex Copyright © 2009 Columbia University Press All rights reserved Library of Congress Cataloging-in-Publication Data Patil, Parimal G. Against a Hindu god : Buddhist philosophy of religion in India / Parimal G. Patil. p. cm. Includes bibliographical references and index. ISBN 978-0-231-14222-9 (cloth : alk. paper) — ISBN 978-0-231-51307-4 (ebook) 1. Knowledge, Theory of (Buddhism) 2. God (Hinduism) 3. Ratnakirti. 4. Nyaya. 5. Religion—Philosophy. I. Title. BQ4440.P38 2009 210—dc22 2008047445 ∞ Columbia University Press books are printed on permanent and durable acid-free paper. Printed in the United States of America c 10 9 8 7 6 5 4 3 2 1 References to Internet Web sites (URLs) were accurate at the time of writing. Neither the author nor Columbia University Press is responsible for URLs that may have expired or changed since the manuscript was prepared. For A, B, and M, and all those who have called Konark home contents abbreviations–ix Introduction–1 1. Comparative Philosophy of Religions–3 1. Disciplinary Challenges–5 2. A Grammar for Comparison–8 3. Comparative Philosophy of Religions–21 4. Content, Structure, and Arguments–24 Part 1. Epistemology–29 2. Religious Epistemology in Classical India: In Defense of a Hindu God–31 1. Interpreting Nyaya Epistemology–35 2. The Nyaya Argument for the Existence of Irvara–56 3. Defending the Nyaya Argument–69 4. -
(Yoga-Vedanta-Dictionary) Sanskrit - Deutsch
Glossar A - Y (Yoga-Vedanta-Dictionary) sanskrit - deutsch Ausstrahlung Brahmans; eines der beiden Avaran Saktis, die mithilfe von Abhanavarana Aparoksha Jnana beseitigt wurden. Abhasa Reflexion, Erscheinung, Anschein, nicht wahr. Abhasam Effekt Abhasamatra nur im Namen die Doktrin, die besagt, dass die ganze Schöpfung eine Reflexion der Abhasavada absoluten Wirklichkeit ist. Abhati es leuchtet, scheint Worauf das eigene Selbst meditiert und in worin es sich versenkt hat, Abhava d.h. das Nichts, als wäre es jeglicher Qualität, Begrenzung beraubt; Abwesenheit; Nicht-Existenz; Negation. Abhavamatra von negativem Charakter Abhavana der Nicht-Gedanke Eine Sache, die in Wirklichkeit nicht existieren kann, z.B.: das Horn Abhavapadartha eines Hasen, der Sohn einer unfruchtbaren Frau Abhavarupavrtti Die Funktion des Denkens an nicht existierende Dinge Abhayadana Geschenk (die Gnade) der Furchtlosigkeit Abhayam Furchtlosigkeit Abheda Nicht-Unterscheidung; Nicht-Verschiedenartigkeit das reine Ego, das sich selbst mit Brahman oder dem Absoluten Abheda-ahamkara identifiziert höchste Hingabe, die in der Vereinigung des Angebeteten und des Abheda-bhakti Anbeters gipfelt; Hingabe ohne das Gefühl von Dualität Abhedabhava der Sinn, der Nicht-Trennbarkeit Abheda-buddhi der Bhuddi, der die Einheit bewahrt ständiges Denken an die Identität der Seele mit Brahman; ungeteiltes Abheda-caitanya Bewusstsein Kenntnis über die Identität des Individuums mit dem Absoluten (Atman Abheda-jnana und Brahman) Abhigamana sich dem Tempel nähern Abhijna Richtung; Wahrnehmung bzw. Erinnerung durch das Gedächtnis Abhijna Jnana Erkenntnis durch Wahrnehmung Abhimana Egoismus; Identifikation mit dem Körper Abhimani Jemand, der egoistische Gefühle hegt Abhinaya Kontrolle; Training; Disziplin Abhinivesa an das irdische Leben hängen; Lebenswille Abhivimana identisch mit sich selbst; ein Beiname des unbegrenzten Sein Abhivyakta offenbart Abhokta Griesgram Abhyantara innerlich Abhyasa Wiederholung bzw. -
EPISTEMIC JUSTIFICATION : an INDIAN PERSPECTIVE Ruchira Majumdar
EPISTEMIC JUSTIFICATION : AN INDIAN PERSPECTIVE Ruchira Majumdar Introduction: In this paper I propose to explore possible ways to resolve the Gettier-type problems, both in western epistemology wherefrom the problem has originated and in Indian epistemology, wherefrom I expect to find a possible solution. Accordingly, I have divided my paper into two broad sections:in the first section, I have briefly explained the Gettier problem, some of its proposed solutions and the principal criticisms against them. In the second section I have discussed the Gettier problem from Indian perspective and its possible solution in 'naturalised' Nyaya-epistemology. I The Notion of Knowledge : In the history of western epistemology, it has been a long and sustained attempt to specify the necessary and sufficient conditions of knowledge. In other words, the perennial question is: When one claims, "I know that P," what are the conditions he has to satisfy to establish and vindicate one's claim? Plato, in his Theatetus had highlighted this question and the epistemologists of even today, are toiling after its answer. Presuming that we restrict knowledge to propositional knowledge alone, in almost all cases, knowledge has been traditionally defined as justified true belief (JTB) generally, the analysis of knowledge has been specified on three conditions as the necessary and sufficient conditions of knowledge, Prof. Chisholm has explained these three conditions as: a) S knows that p, iff, 1. S accepts that p 2. p is true 3. S has adequate evidence that P. Prof. Ayer has described these three conditions as: (b) S knows that P, iff, 14 Philosophy and the Life-world Vol. -
Scheme and Design of M.A Program in Philosophy
Scheme and Design of M.A Program in Philosophy Weight of each Course : 4 credits Number of teaching Courses : 19 Total Credits of Teaching Courses : 76 Dissertation : 4 Credits (Internal – 2 Credits, External – 2 Credits) Number of Core Courses : 12 Number of Electives : 5 Multi Disciplinary Courses : 2 Total Weight : 80 Credits Dissertation is attached to the final Semester of MA program. While preparing the Dissertation the students should follow a consistent and discipline specific methodology. The Dissertation must be formally submitted on the stipulated date to the Department which may be forwarded to the University for valuation. Evaluation: Half of the credits will be valued internally through Continuous Assessment and half of the credits will be evaluated through a University Level Monitored External Examination System The evaluation will be based on the 9 point Grading System A+ 9 B- 4 A 8 C+ 3 A- 7 C 2 B+ 6 C- 1 B 5 F 0 An average of B- is the passing grade. No minimum grade is required in each course. However, if a student fails in a course, i.e., if he/she gets ‘F’ then he/she should pursue that course again when it is offered subsequently. There will be no supplementary examination. 1 The Internal/External evaluations is in the ratio 50:50 Each course is evaluated by a Nine Point Scale as followed at present. The Pass Minimum for each course is B- (B Minus). A student who acquires Pass Minimum for at least twelve credits will be promoted to the next semester. ‘Internal Assessment’ of the Teaching Courses will consist of three components: Assignment (1 No.), Seminar (1 No.), Test papers (1 No.). -
UGB UG Question Philosophy Hons Part-III Examination 2016 Digitized by the Librarian, Central Library, Malda College, Malda on 3
UGB_UG_Question_Philosophy Hons Part-III Examination_2016 ( 4 ) P - 111 (1+1+1) H/l 6 (g) What is Upadhi ? 2016 (h) Who is called an ‘ apta ’ ? PHILOSOPHY (Honours) ® What is vrtti ? What are its different kinds ? Fifth Paper 0 What is meant by ‘ anuyogT ’ ? Full Marks : 100 Time : Four Hours (k) When does a laksana commit the fallacy of The figures in the margin indicate full marks. ativyapti ? Section - I (1) What is meant by 4 prakara in the definition of Answer any two of the following : 20x2=40 nirvikalpaka and savikalpaka pratyaksa ? 1. Elucidate Annambhatta’s definition Prama . Explain (m) What is the samavayi karana of a wooden why memory (smriti), even if veridical, is not regarded as table ? Prama by him. 10+10 (n) Name the fallacy that is committed by the following inference. Briefly justify your answer : 2. Explain the definition of cause (karana) and effect sabdah nityah kaiyatvat, ghatavat (kaiya) as given by Annarhbhatta . In this context, mention the distinction between karana and karana, following (o) State the second criterion of anyathasiddhi as ; 12+8 given in DTpikd. Annarhbhatta . 3. What is Vyapti ? Explain the definition of Vydpti as given in the DTpikd. Explain the role of ‘tarka’ and sdmdnyalaksana pratyaksa in apprehending Vydpti. 5+5+10 P.T.O. 5/13-2075 5/13-2075 Digitized by the Librarian, Central Library, Malda College, Malda on 3rd December, 2018, Page -1 of 14 UGB_UG_Question_Philosophy Hons Part-III Examination_2016 ( 2 ) ( 3 ) 4. What is nirvikalpaka pratyaksa ? How is it 11. What is laksaria? Explain and illustrate the different distinguished from savikalpaka pratyaksa ? State and types of laksaria admitted by Naiyayikas. -
Knowledge and Pedagogy: an Essential Proposition in Response to Teacher Preparation
Jul. 2007, Volume 4, No.7 (Serial No.32) US-China Education Review, ISSN1548-6613, USA Knowledge and pedagogy: An essential proposition in response to teacher preparation N. B. Biswas (School of Humanities, Assam University, Silchar Assam 788011, India) Abstract: In this paper, the researcher will examine various points of view of the different epistemological schools of thoughts in the first section of the paper. This will be followed by the analysis of the knowledge base and pedagogical reasoning in the second section. The third section of the paper will be devoted to examine the modern pedagogical practices which will be followed by the interpretation of the integration process of the content and pedagogy in the fourth section of the paper. The fifth section will reflect the implication of the finding of the study for preparing the successful teacher by making the balance of the knowledge base of teacher and the pedagogical knowledge. The whole paper has a great relevance with regard to preparing teachers for a changing context, because it has dealt with core components of knowledge and pedagogy. Key words: epistemology; pedagogy; hermeneutics 1. Rationale of the study Knowledge and Pedagogy both the concepts are philosophical in its origin. These concepts have its roots in the epistemological branch of philosophy. The present century demand an integrated teacher who can shape the inner potentialities of a learner through an integrated approach of knowledge of the content area (Subject) and of the since of teaching. The Jacques Delors Commission (1996) believes that a rethinking of teacher education is necessary, in order to bring out in future teachers precisely, and those human and intellectual qualities will facilitate a fresh approach to teaching.