1,720,964 research outputs found
Teaching freedom -- a science of tantric pedagogy
No full textIncludes bibliographical references (p. 68-71)What would be the outcome if a student was taught to utilize schooling as a vehicle to his or her liberation? What if teachers assisted in the natural unfolding of students' preexistent possibilities? What would happen if the intention of education was designed to better a student for the student's sake rather than to better a student for society's sake? What if education concentrated on students' expression of creativity rather than students' test scores? In other words, what ideas can be borrowed from the Tantras and the Upanishads to help contemporary education and overall global change? In Tantra, liberation is twofold: it is recognizing oneself in order to recognize a relation in the inherent interdependent nature of the universe. In this thesis, I employ a definition of liberation based on tantric and upanishadic texts in order to build a contemporary philosophy of education. After explaining what it means to be free, I show how tantric freedom's application into a contemporary theory of education may contribute to solving the problems of traditional Amero-eurocentric pedagogy. To help with this, I outline the educational objectives and outcomes of a pedagogy based on tantric freedom and explain each in detail. Then I imagine a debate between Aristotle and Rudolf Steiner. Aristotle's philosophy of education demonstrates the ailments of the traditional Amero-eurocentric pedagogy, whereas Rudolf Steiner showcases a 20th century opposition to the Aristotelian tradition, which remains the only well-known attempt to design an education system inspired by tantric-like freedom. In order to decide the effectiveness of a pedagogy based on tantric freedom -- in an Amero-european setting -- I propose arguments against tantric pedagogy and formulate rebuttals. This further defends the need to deconstruct the intention behind contemporary education and in the end argues for the application of a tantric intention
GOD, POSSIBLE WORLDS, AND WILLIAM ROWE'S THEISTIC DILEMMA
No full textIncludes bibliographical references (pages 76-77).In a series of recent and important contributions to the debate over traditional theism, William Rowe has developed a powerful argument that seems to show that theism is false or at least very improbable. The specific concern from which Rowe develops his argument is that it seems that God must create the best possible world, but if he must do so, then he is not free in creating. Yet if there is no best possible world, as theists often argue, Rowe thinks it follows that God is not free to create at all. For how could God create a world when he could have created a better? Doing so seems to allow for the possibility that there is a being greater than God (who is, by definition, the greatest possible being). Such is the theistic dilemma: try to defend the logically incoherent no best world scenario or try to defend the apparently absurd supposition that this world is the best God could possibly create.\ud
That is Rowe's argument, and I will argue that it fails to present any insurmountable problems for the theist. In order to demonstrate my conclusion, I will offer a thorough explanation of the argument followed by an extensive summary of the responses to it. Then I will revisit some of the responses to the argument to show how Rowe's rejoinders fail to defeat the original counterarguments. Finally, I will offer a series of new arguments that give reason to think that Rowe's argument is not successful in disproving theism or showing it to be very improbable
Wisdom as it illuminates the metaphysics and epistemology of Hui-neng in the Platform Sutra
No full textvi, 126 p.This thesis analyzes mainly three topics: the wisdom, metaphysics and epistemology of Hui-neng in The Platform Sutra and it is divided up into sections with each section being analyzed separately. The goal of this thesis is to shine philosophical light on the meaning of Hui-neng's work, The Platform Sutra by clearly analyzing the importance of Hui-neng's wisdom, metaphysics and epistemology in each section that I cover. For example, in Section 24, I will define the Maha Prajnaparamita and tell the reader why it is an important concept relating to wisdom, metaphysics and epistemology. And the purpose of it is to give the reader an understanding of the importance of Hui-neng's Platform Sutra regarding his wisdom, metaphysics and epistemology. Concepts being analyzed include prajna, the Maha Prajnaparamita, the nature of prajna, the dharmas, thought, meditation, one practice samadhi, etc.... Each section included in this thesis will focus on Hui-neng's wisdom, metaphysics and epistemology. Moreover, each section analyzed explains the importance of that section regarding the meaning, metaphysics and epistemology of that section. The final purpose of the thesis will be to actually motivate the reader not only to think of the importance of Hui-neng's teaching regarding wisdom, metaphysics and epistemology but to actually put his teachings into practice so that the reader will understand and see into his own nature, which is the whole point of why Hui-neng expounded the Platform Sutra in the first place
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