Āyāraṃgasutta

Posted on by Simon Fokt

From Wikipedia: The Ācārāṅga Sūtra, the foremost and oldest Jain text (First book c. 5th–4th century BCE; Second book c. Late 4th–2nd century BCE),[1] is the first of the twelve Angas, part of the agamas which were compiled based on the teachings of 24th Tirthankara Mahavira.

The existing text of the Ācārāṅga Sūtra which is used by the Śvetāmbara sect of Jainism was recompiled and edited by Acharya Devardhigani Kshamashraman, who headed the council held at Valabhi c. 454 CE. The Digambaras do not recognize the available text, and regard the original text as having been lost in its original form. The Digambara text, Mulachara is said to be derived from the original Ācārāṅga Sūtra and discusses the conduct of a Digambara monk.

The Way of the Philosopher

Posted on by Simon Fokt

This volume introduces the major classical Arabic philosophers through substantial selections from the key works (many of which appear in translation for the first time here) in each of the fields—including logic, philosophy of science, natural philosophy, metaphysics, ethics, and politics—to which they made significant contributions.

The Encounter of Man and Nature: The Spiritual Crisis of Modern Man

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This work from one of the world’s leading Islamic thinkers is a spiritual tour de force which explores the relationship between the human being and nature as found in many religious traditions, particularly its Sufi dimension. The author stresses the importance of a greater awareness of the origins of both the human being and nature as a means of righting the imbalance that exists in our deepest selves and in our environment.

Towards an “Indigenous Paradigm” From A Sami Perspective

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The author discusses the need, significance and objectives of an “Indigenous paradigm” which is a way of both decolonizing Indigenous minds by “re-centring” Indigenous values and cultural practices and placing Indigenous peoples and their issues into dominant, mainstream discourses which until now have relegated Indigenous peoples to marginal positions. The author argues that the main objectives of such a paradigm include the criticism of Westem dualistic metaphysics and Eurocentrism as well as the return to the Indigenous peoples’ holistic philosophies in research.

The Logic of the Gift: Reclaiming Indigenous People’s Philosophies

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This chapter considers the notion of philosophy from the perspective of indigenous peoples. It starts by critically examining the concept of philosophy and expands it with the help of feminist and indigenous scholarship which have pointed out the exclusions and biases in Western philosophical conventions. The main argument of the chapter is that the notion of the gift is one of the structuring principles of many indigenous peoples’ philosophies. The chapter suggests that the understanding of the world which foregrounds human relationship with the natural environment, common to many indigenous peoples, is manifested by the gift, whether give-back ceremonies and rituals or individual gifts given to the land as a recognition of its abundance and reinforcement of these relationships.

Native American Philosophy

Posted on by Simon Fokt

This article introduces the central thinkers of contemporary American Indian philosophy by discussing concerns including the nature of experience, meaning, truth, the status of the individual and community, and finally issues concerning sovereignty. The impossibility of carving up the intellectual traditions of contemporary Native scholars in North America into neat and tidy disciplines must be kept in mind. The first hallmark of American Indian philosophy is the commitment to the belief that all things are related—and this belief is not simply an ontological claim, but rather an intellectual and ethical maxim.

Daoism and Ecology: Ways within a Cosmic Landscape

Posted on by Simon Fokt

Until now, no single work has been devoted to both a scholarly understanding of the complexities of the Daoist tradition and a critical exploration of its contribution to recent environmental concerns. The authors in this volume consider the intersection of Daoism and ecology, looking at the theoretical and historical implications associated with a Daoist approach to the environment. They also analyze perspectives found in Daoist religious texts and within the larger Chinese cultural context in order to delineate key issues found in the classical texts. Through these analyses, they assess the applicability of modern-day Daoist thought and practice in China and the West, with respect to the contemporary ecological situation.

Bearing Witness and Creative Activism

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In this article, I explore the relationship between witness-bearing arts as a form of creative activism designed to respond to social injustices. In the first section, I present some common features of bearing witness, as conceptualized within media studies and journalism. Then I explain how artworks placed in the streets can bear witness in a similar way. I argue that witness-bearing art transmits knowledge about certain unjust and harmful events, which then places a moral burden or responsibility on the viewer. To defend this view, I offer some examples of activist art that bears witness to certain events. I suggest that witness-bearing art is placed in the streets in order to make certain truths publicly available, by offering evidence of them embedded in the artwork. The final section considers why the bearing witness is especially effective for activist art. Witness-bearing art plays a crucial knowledge-transmitting function, one which enables art to engage in creative activism. I conclude by considering how witness-bearing art offers a powerful and persuasive voice for the oppressed.

Monuments and Monsters: Education, Cultural Heritage and Sites of Conscience

Posted on by Simon Fokt

Cultural heritage, manifest in public monuments, plays an important role in education, providing tangible artefacts that chart the history of a society, its achievements, tragedies and horrors, contributing to human understanding and well-being. The educational impact is lifelong—everyone from schoolchildren to senior citizens visit and take in heritage sites. How heritage is to be approached, however, is a complex question, with conflicting narratives vying for prominence. Kingston, Ontario, where my university is situated, is the hometown of Canada’s first prime minister, John A. Macdonald, whose ambition to unite the country sea-to-sea brought Canada into being. Today debate rages about how to understand Macdonald’s legacy of colonialism, his actions against the Indigenous peoples, whose lands and children were taken from them, and against the families of Chinese workers, who built Canada’s railway and were then impeded from making their homes in this country. In a climate of increasing awareness of racial oppression, exemplified particularly by the protests of Black Lives Matter, Kingston is in the grip of debate and demonstration, centering on calls for the removal of a prominent statue of Macdonald from a downtown park. This paper explores the problem of historic monuments to suggest that a focus on education can enable an understanding of heritage that seeks to provide the necessary conditions in which historic wrongs can be understood.