1,720,959 research outputs found
Suresh Chandra on Historiography of Civilisation: With reference to Dravidian Civilisation
Full text linkThis paper attempts to give a critical appraisal of Professor Suresh Chandra’s views on Historiography of Civilization with reference to Dravidian Civilization. “Historiography of Indian Civilization: Harappans, Dravidians, Aryans and Gandhi’s freedom struggle” (published in JICPR June 1996) and “Demythologizing History: Dravidians in Relation to Harappans and the Aryans” (presented in the seminar on Dravidian Philosophy organized by Dravidian University, Kuppam) are the two significant works which are devoted to Historiography of civilization by Prof. Suresh Chandra. This paper mainly confines to the first article since the second one, as the author himself stated, is an offshoot of the first
Richness of Indian Symbolism and Changing Perspectives
Full text linkMy aim in this paper is to explicate the diversity of Indian Symbolism and to show the changing patterns of symbols. The first part is mostly descriptive and interpretative and tries to bring out the different forms of Indian Symbolism. The second part tries to bring out the different kinds of changes that are possible with regard to symbols
Limitations and Alternatives: Understanding Indian Philosophy
No full textThis paper attempts to articulate certain inadequacies that are involved in the traditional way of categorizing Indian philosophy and explores alternative approaches, some of which otherwise are not explicitly seen in the treatises of the history of Indian Philosophies. By categorization, I mean, classifying Indian philosophy into two streams, which are traditionally called as astica and nastica or orthodox and heterodox systems. Further, these different schools in the astica Darsanas and nastica Darsanas are usually numbered into six and three respectively. Nyaya - Vaisesika, Sankhya -Yoga and Purva & Uttara Mimamsa are identified as astica darsanas and Carvaka, Buddhism and Jainism are identified as nastica darsanas (6+3). It is my endeavor to critically analyze the usual astica-nastica distinction of 6+3 classification of Indian philosophy so as to find out the meaning of such a rationale in this categorization. This general consensus is contested in this paper. What I am intended to support and strengthen such a critical analysis and exploration is to discuss these systems of India’s philosophy within the general intellectual milieu of Indian cultural traditions, its orientations, presuppositions and preferences. In order to carry out such a task, I shall be taking recourse to the theories of different scholars, both traditional and modern, in approaching and appropriating Indian Philosophy from different perspectives and their critical-creative approaches shall be scrutinized
Review of Indian Philosophy in English
No full textThe present work is an attempt to show that ‘important and original philosophy was written in English, in India, by Indians’ from the late 19th c through the middle of 20th c. (xiv). In fact, it tells us that these works ‘sustained the Indian philosophical tradition and were creators of its modern avatar.’ (xiv) The authors of these works ‘pursued Indian philosophy in a language and format that could render it both accessible and acceptable to the Anglophone world abroad.’ (xiv
Human Rights and the Question of Universality: Between Dominant Paradigms and Indian Ontological Ethics: Direitos Humanos e a Questão da Universalidade: Entre os Paradigmas Dominantes e a Ética Ontológica Indiana
Full text linkThis article critically interrogates the dominant conceptualisation of human rights and its universalist claims by tracing its epistemological and historical foundations in modern European liberal thought. It argues that the dominant view roots the notion of rights in a particular understanding of personhood—defined through autonomy, reason, and self-awareness—and emerged in response to the experience of oppressive institutions. While liberatory within its original context, the global imposition of this framework introduces significant philosophical and cultural problems, particularly when applied to societies with alternative ontologies and moral orders. In contrast, the article explores the classical Indian worldview, which does not distinguish between human and person, nor does it perceive all institutions as inherently oppressive. Rooted in the interconnected principles of Ṛta (cosmic order), Dharma (duty), Ṛṇa (debt), and Dāna (generosity), this tradition presents an organic, holistic, and relational understanding of life. The Indian perspective emphasises self-reliance over independence, and sees human flourishing as emerging from harmony with social, natural, and cosmic structures, rather than resistance to them. Through this comparative philosophical analysis, the article makes a broader case for epistemic pluralism in human rights discourse. It contends that the future relevance of human rights depends on pluralising its originary narratives and recognising alternative frameworks that offer equally valid conceptualisations of dignity, autonomy, and justice. The work concludes that genuine universality in human rights can only emerge through intercultural dialogue, not through the dominance of a single civilizational paradigm.
Keywords: Human Rights, Universality, Dominant Paradigms, Ethic.Este artigo questiona criticamente a conceituação dominante dos direitos humanos e suas reivindicações universalistas, traçando seus fundamentos epistemológicos e históricos no pensamento liberal europeu moderno. Argumenta que a visão dominante enraíza a noção de direitos em uma compreensão particular da personalidade — definida por meio da autonomia, da razão e da autoconsciência — e surgiu em resposta à experiência de instituições opressoras. Embora libertadora em seu contexto original, a imposição global dessa estrutura introduz problemas filosóficos e culturais significativos, particularmente quando aplicada a sociedades com ontologias e ordens morais alternativas. Em contraste, o artigo explora a cosmovisão indiana clássica, que não distingue entre humano e pessoa, nem percebe todas as instituições como inerentemente opressoras. Enraizada nos princípios interconectados de Ṛta (ordem cósmica), Dharma (dever), Ṛṇa (dívida) e Dāna (generosidade), essa tradição apresenta uma compreensão orgânica, holística e relacional da vida. A perspectiva indiana enfatiza a autossuficiência em detrimento da independência e vê o florescimento humano como algo que emerge da harmonia com as estruturas sociais, naturais e cósmicas, em vez da resistência a elas. Por meio dessa análise filosófica comparativa, o artigo defende de forma mais ampla o pluralismo epistêmico no discurso dos direitos humanos. Argumenta que a relevância futura dos direitos humanos depende da pluralização de suas narrativas originais e do reconhecimento de estruturas alternativas que ofereçam conceituações igualmente válidas de dignidade, autonomia e justiça. O trabalho conclui que a genuína universalidade dos direitos humanos só pode emergir por meio do diálogo intercultural, não pela predominância de um único paradigma civilizacional.
Palavras-chave: Direitos Humanos, Universalidade, Paradigmas Dominantes, Ética
Role of Learner in Globalised Education
Full text linkThe implications of Globalization on education are multifaceted. However, roots of all these implications can be traced to the predominance of economic activity at the global level. The education and learning paradigm, around the world is under increasing pressure to meet the demands of the new knowledge and information-intensive global economy in a better way. This kind of pressure is challenging the traditional relationships between teachers and students and causing paradigm shifts in the process of learning. Especially, as noted by KB Power (2002:i) ‘Higher education has undergone important paradigm shifts including the shift from teacher-centered to a student centered learning, and the replacement of the traditional practice of learning over a period of time by the concept of lifelong learning.’ Along with these there are major shifts in the modes of instructional technologies - from face to face oral instruction to print based instruction, and from Multimedia based videotapes and Television channels to E-learning systems. The present paper limits itself to the paradigm shifts in the concept of education with reference to learner. After a brief introduction on how education is understood in globalization the paper discusses the place of learner which is transforming according to the needs of global economy
Dana: A Foundation of the Indian Social life
No full textThis paper discusses the concept of Dána or charity as the foundation of Indian Social life. Dána has been in vogue in India since the Vedic times, but it was codified by the smritis which prescribe do’s and don’ts of the life of the individual. Limiting its scope to Yagnavalkya smriti the paper analyses the significance of Dána as a regulative principle of accumulation of wealth
Editorial
Full text linkThe editors hope this volume will further the discussion of the methodological and theoretical concerns in philosophical counselling. There is a lot of scope for developing philosophical practices, such as Philosophical Counselling, in countries like India, which has a rich philosophical and ideational heritage. Journal volumes such as this are intended to stimulate conversations to engage philosophically with the various facets of everyday life.Los editores esperan que este volumen promueva la discusión sobre los asuntos metodológicos y teóricos de la orientación filosófica. Hay mucho margen para desarrollar Filosofía Aplicada, como la orientación filosófica, en países como la India, que tiene una rica herencia filosófica e ideacional. Volúmenes de revistas académicas como esta están destinados a estimular conversaciones para comprometerse filosóficamente con la vida cotidiana
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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