Atman in Advaita Vedanta: Variations on a theme from the Principal Upanishads”


LOTT, Greige (University of North Florida)



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LOTT, Greige (University of North Florida)
Good Odds and Odd Goods: Ugliness and Authenticity in Daoist Zhuangzi and American Hip Hop”
“If you look at them from the viewpoint of their differences, from liver to gall is as far as from Ch 'u to Yüeh; if you look at them from the viewpoint of their sameness, the myriad things are all one.” This excerpt is often used to demonstrate the breadth of Zhuangzi’s relativistic worldview. Even so, it may still seem a stretch to take seriously connections drawn between Chinese philosophy and American Hip Hop. But, in the work of celebrated contemporary Hip Hop artist Brother Ali,—who is both blind and albino, and who describes his physique as “depending on the day and depending on what I ate…anywhere from twenty to thirty-five pounds overweight,”— a curious resemblance to characters in Zhuangzi’s 德充符 (“Signs of the Fullness of Power”) emerges.
Both Ali and Zhuangzi use expressive discourse on the body to dismiss negative appraisals of unconventional appearance. In Ali’s case, this occurs as recourse to a type of charisma he repeatedly refers to as “the fire in the eye,” and a state of authenticity labeled “real as can be.” Similarly, Zhuangzi employs characters who are either “ugly” or “crippled” to show that one’s virtue (de 德) is, if not independent of outward appearance, not negatively impacted by it. While differences in temporal, linguistic, and spatial contexts are obvious, the shared perspective opens Ali’s work to further philosophical analysis. In turn, mapping the extension of Ali’s self-image into his core message of social justice and inequality allows a fresh sociological perspective when applied to Zhuangzi. In keeping with the conference’s theme of place, this study examines the overlap in two places that, in their respective native contexts, fall outside of mainstream normative borders. The project also challenges academic philosophy as a place, asking if Zhuangzi’s relativism is taken seriously enough to allow a comparative study with something as far afield as American Hip Hop.
LOWMAN, Samantha (Boise State University)
Wandering towards Dwelling: Opening the Xin for a Renewed Receptivity towards Places”
Previous scholarship has uncovered certain resonances in ancient Daoist and Zen Buddhist texts and the works of Martin Heidegger, suggesting that he was influenced by their thought. With this possible influence in mind, I will explore a connection concerning human orientation (ways of thinking and acting) towards places in Heidegger’s works A Question Concerning Technology and Building, Thinking, Dwelling, and the early Daoist text Zhuangzi. Heidegger’s concepts of poeisis -  “bringing-forth” existing potential into presence - and dwelling -“the fundamental human activity” - are both associated with an orientation of active care towards the world.  
In contrast, the “deficient mode of care” of modern society adheres to a certain set of distinctions which tie the value of nature and humanity itself to being-at-disposal - seeing the world as a “standing reserve” (Heidegger), with an eye only towards “usefulness” (Zhuangzi). In Zhuangzi’s stories, wandering is presented as a freeing of the xin (mind/heart) from these distinctions, an escape from the enslaving “static conformity of language” which blinds humanity to the wealth of possibility which is constantly unfolding in Nature.
I contrast Heidegger’s enframing orientation (in which we enclose the living world in static categories of language) with one that allows nature and humanity to be and become as good-in-themselves, linking Zhuangzi’s idea of wandering with Heidegger’s concept of dwelling through their mutual foundation in concern for the essences of all beings. These two human activities may then be understood as antidotes to the deficient mode of care which allows desacralization of human places through tourism and thoughtless residing, healing practices that will aid us in re-establishing an orientation of creative receptivity towards nature and ourselves.
LUKEY, Benjamin (University of Hawai’i)
Helping Philosophy Flourish: The Need for Intellectually Safe Places to Encourage the Pluralism of Philosophy”
This presentation examines modes of philosophical inquiry and suggests philosophy for children (p4c) as an exemplar of inquiry, roughly understood as the search for greater understanding, rather than debate, roughly understood as a formal exercise of winning arguments. While critical thinking and argumentation are necessary skills in seeking clarity, I suggest that as skills in themselves, they can be counterproductive for inquiry. Too often critical thinking and argumentation reduce inquiry to debate wherein each side must attack and defend positions rather than search for greater understanding. Even more pernicious is the stifling of inquiry due to either perceived relativism or perceived incommensurability, when participants don’t feel that they can communicate across modes of argumentation.
Drawing upon the facilitation of inquiries with a range of participants, including kindergarteners, undergrads, and professionals, I address the importance of creating an “intellectually safe” community of inquiry and discuss the fine balance of an intellectually safe critical community. I share examples of how critical thinking and argumentation can genuinely contribute to a deeper understanding for all participants. Finally, I share examples of how intellectually safety enables a pluralism of views and beliefs in a productive inquiry, even when the inquiry challenges deeply held beliefs important to participants’ identities.
MACBETH, Danielle (Haverford College)
The Place of Philosophy”
My focus is the practice of philosophy, in particular, how it is (or should be) done and what it does (or can) achieve.
Like mathematics, philosophy is an a priori discipline: it does not involve testimony, either the testimony of one’s senses or the testimony of others, but is instead self-standing; in principle one can see everything for oneself. But unlike mathematics, the practice of philosophy seems essentially, constitutively dialectical. The first task is to try to resolve this tension at the heart of philosophy, and also to clarify the sense in which the dialogue of philosophy is a human conversation, a conversation among all rational beings with our sort of body as contrasted both with a conversation amongst all rational beings, whatever their biological form of life, and with a conversation amongst humans with, say, one’s own history and culture.
But philosophy is not only a priori and dialectical. It is also intrinsically temporal and historicist insofar as the nature of the practice changes over the course of history, sometimes radically. We see this most obviously in the West with Kant and Hegel. Following in the wake of Descartes’ profound advances in mathematics and metaphysics, Kant showed that traditional metaphysics was no longer possible, that the a priori science of metaphysics must give way to critique, an a priori investigation into the conditions of possibility of knowing. What Hegel then saw is that this showing on Kant’s part was not, as Kant thought, a discovery of philosophy but instead an enactment, the creation of a radically new mode of intentional directedness on reality. But if that is so then, Hegel argues, the form of philosophy cannot in fact be, as Kant thought, the practice of critique, but must instead be narrative, the telling of a phenomenology of Geist: if we are to understand ourselves in the world, our being as human, we need a story of our becoming. Defending this claim is my second task.

The third task is to explore two consequences of such a narrative understanding. The first is the idea that space in fact has the status of a place insofar as for something to be a space is for it to have a very distinctive significance for us, one that came fully into view only with the rise of modern science in the West in the seventeenth century. The second is the idea that the notion of place has after all a deep commonality with the notion of space insofar as even our understandings of the places within which we dwell can and in certain cases should be subjected to the sort of critically reflective scrutiny that has traditionally been associated exclusively with the concept of space.

By examining these various theses and their interrelations I hope at once to shed light on the character of philosophy as a discipline and a practice, and to develop and defend the idea that philosophy is and must be a conversation of all human beings, that is, of all rational beings with our kind of body, whatever their historical and cultural circumstances.
MAHOOTIAN, Farzad (New York University)
Alam al-Mithal: Geographies of Speculative Experience”
The 12th and 13th century Sufi masters, Suhrawardi and ibn Arabi, conceived alam al-mithal, the imaginal world, as the world of real possibilities. They considered this to be an intermediate world less material than the actual world, but more material than the world of ideas: the real interface between the actual and the ideal. Otherworldly realities that shape spiritual striving (prophecy, grace, miracles, etc.) were thought to be located in the magnificent cities of alam al-mithal, accessible by active imagination and non-literal thinking.
The actual world has changed radically since the 13th century, thus changing alam al-mithal with it. My thesis is that the imaginal world is metaphysically congruent with the world of models and theoretical entities, including prana, qi, entropy, subprime mortgage derivatives, ideal gases and other entities that shape our intentions and actions upon the actual world. Furthermore, I suppose that the denizens of alam al-mithal are metaphysical cognates of Whitehead’s “propositions,” what he called “lures for feeling,” and, specifically, “intellectual feelings” arising from the integration of physical and conceptual feelings. While propositions are typically judged as true or false, Whitehead maintained that the mode of “suspended” intuitive judgment is best suited to intellectual discovery and invention.
Modern thought has populated the imaginal world with many entities whose purposes are sometimes questionable. These run the gamut from the more empirical to the more ideal, the wondrous to the quotidian, and all of them capable of materializing and feeding our noblest and basest aspirations. For millennia, religion supplied map, compass and guidance to the imaginal world, but that world is now populated by previously unimagined entities. Furthermore, the tough-minded realism of modern thought has largely driven imagination into the shadow world of entertainment and intensely subjective diversions. Rehabilitation of the status of the imaginal could have fruitful impact on a more informed and intentional grasp of the power of imagination to shape individual and collective futures.
MAJOR, Philippe (National University of Singapore)
Rethinking the Temporalization of Space in Early Republican China: Liang Shuming’s Eastern and Western Cultures and Their Philosophies

One of the most fundamental aspects of the conception of space within the intellectual scheme of Western modernity, especially from the Enlightenment on, has been a gradual temporalization of space, in the sense that different locales have been accommodated within a unilinear meta-narrative of a human evolution perceived as emancipatory. Within this conceptual scheme, the spatial other becomes a temporal other as well, so that a European traveller to China could observe the indigenous population not only from a cultural (spatial) distance, but also from the vanguard of history. To observe the other from the future, as it were, meant that various dichotomies could secure a distance between self and other: agent vs subject of history, rational vs superstitious, autonomous vs heteronomous, etc. This temporalization of space, in Fabien’s terminology, meant a “denial of coevalness;” that is, an impossibility to dialogue with the other as a contemporary.

Interestingly, this denial of coevalness could also be related to a desire to uproot Europe and its others from their geographical and historical settings, and transplant them within a universal, abstract, imagined, and hierarchical meta-narrative. The modern narrative told of primitive people determined by their geographical locations (warm climate = laziness, etc.), but also of a path which could enable them to gradually free themselves from this determinism through a process of modernization, conceptualized as a disembodiment, an uprooting from local cultures equated with an entering into the universal culture of modernity. In practical terms, this temporal narrative made possible a discursive universalization of a spatially limited culture: that of modern Europe.

While the European philosophical critique of both the denial of coevalness and the meta-narrative of uprootedness (notably in Heidegger) has attracted quite a lot of attention, it remains little known that before the publication of Being and Time (Sein und Zeit; 1927), Liang Shuming (梁漱溟; 1893-1988) was already providing a critique of at least some aspects of the modern narrative touched upon above, a narrative which became pervasive in China during the New Culture Movement (新文化運動; 1915-1927). In his classic work Eastern and Western Cultures and Their Philosophies (東西文化及其哲學; 1921), Liang provided both a critique and a reworking of the European meta-narrative of modernity. While opposing the idea that China could be temporally behind the West, notably by re-establishing coevalness through a cultural relativism which would allow different locales and cultures to be on a historical path autonomous from that of Europe, Liang nevertheless adopted the framework of the European meta-narrative of modernity. However, this framework was emptied of its Eurocentric content in Liang, and modern European culture, as the universal future of humankind, was replaced by Eastern cultures (that of China and India).

In this essay, I will first outline Liang’s critique and reshaping of the modern meta-narrative, before discussing the many tensions within his discourse, between space and time, localism and universalism, and tradition and modernity. Particularly, I will draw attention to the tension between his goal, which is to highlight the value of the local cultures of China and India, and the tool provided by modernity in order to achieve this goal: a meta-narrative which abstracts cultures from their locale in order to universalize them. This tension, I will argue, meant that the Eastern cultures Liang wished to revalue could not but be de-historicized, abstracted, and fetishized. The traditions upheld by Liang were thus uprooted from their spatio-temporal locales in a manner that cannot but remind us of the status of European culture within the Eurocentric meta-narrative of modernity Liang wished to criticize.

MAKAIAU, Amber (University of Hawai’i)
The Intellectually Safe Ethnic Studies Classroom: A Space for Cultivating and Nurturing Civic Relationships”
The purpose of this presentation is to illustrate how the philosophy for children Hawai‘i (p4cHI) approach to deliberative pedagogy can assist educators in creating intellectually safe democratic schooling spaces for students and teachers in diverse cultural contexts.

It is organized into three main parts.


(1) At the opening of the presentation I describe how p4cHI, as both an educational theory and a set of classroom practices, is a deliberative pedagogy that carries out Dewey’s (1916) assertion that in order for democracy to function as it should, students and teachers must have opportunities to experience democracy in schools. (2) Second, I share about the opportunity I was given to experiment with using the p4cHI approach to deliberative pedagogy to teach Ethnic Studies at a small public high school on the Hawaiian island of Oahu. This includes an explanation of how I used one of the defining features of the p4cHI approach to deliberative pedagogy, “intellectually safety” (Jackson, 2001, p. 460), to cultivate and nurture a collaborative civic space in our classroom community of inquiry. (3) Third, I describe the large-scale qualitative study that I designed to investigate the impact of the p4cHI approach to deliberative pedagogy on student learning. Eighty-nine of my Ethnic Studies students participated in the research project. Data came from transcripts of our videotaped class sessions and my students’ coursework (e.g. written reflections, formal essays, out of class assignments, and inquiry projects). To analyze the data I used the method of constant comparison.
From this research, three important findings emerged. The p4cHI approach to deliberative pedagogy: (a) creates norms for respectful and ethical civic relationships, (b) fundamentally shifts the distribution of power in the classroom and opens up access to multiple perspectives, and (c) facilitates the development of dialogue, deliberation, and civic action. At the presentation’s conclusion I call on educators to use deliberative pedagogies like p4cHI to form intellectually safe philosophical communities of action (Popp 1981) in which students gain the experiences they need for turning our democratic ideals into reality.
MAKEHAM, John (Australian National University)
"Siting Chinese Philosophy in the Chinese Academy"

Against the historical background of Chinese philosophy's formation as an academic discipline in modern China, this paper seeks to highlight some of 'internal' challenges confronting the identity of Chinese philosophy today, including the question of just what it is that makes Chinese philosophy "Chinese".

 
MALHOTRA, Ashok Kumar (SUNY at Oneonta)


Space as Sacred Place in Major Religions and Inner Sanctum in Yoga and Meditation”

The topic of "Space and Place" in terms of how they are connected and yet different from each other is an intriguing one.

 

An insightful philosophical discussion of this experience of how these concepts are treated in the various philosophies and religions of the world requires a comprehensive approach involving the philosophical, contemplative, literary, mythological and scientific perspectives. How spaces become places of sacred worship?  How cities such as Varanasi, Gaya, Jerusalem, Mecca etc., mountains such as Mt. Kailash, Mt. Meru; Mt. Sinai and Mt. Hira as well as an entire country of India or Israel or Thailand etc. move from spaces to sacred places of worship on this earth? How inhabitants of these countries and cities find their identity by populating it? What is it that is added morally, ethically, economically, educationally, geographically, aesthetically and spiritually to transform spaces into places which become so sacred that people are ready to fight to sacrifice their lives to secure them their status. I will discuss how these external spaces are converted into sacred places of worship through the injecting of ethical, moral, religious, spiritual and mythical values.


On the other hand, a similar kind of imposition or assigning of values, meaning and significance happens in the diverse systems of Yoga and Meditation where the emphasis is on the inner space and how this is converted into a place where the real self or divine spark resides.

 

Similar to the church, mosque or temple situated in the physical place that is constructed in the outer space, this inner space is converted into the sacred place or temple within. The Tantric Yoga system is an excellent example where this space is understood in terms of seven places called chakras where the universal consciousness resides or reveals itself. These chakras, which are located in the special space of the body, become seven distinct places to deliver the universal consciousness within the person.


Yoga and meditation provide methodically the art and technology of getting in touch with these chakras, which are called the energy centers or sacred places thus leading to the experience of the real self of the person.
My paper will delve into the discussion of external space and how it is converted into a sacred place in various religions and their everlasting impact on the people who believe in them as places of worship. Moreover, I would discuss and delve into the space within a person that becomes a place of sacred worship to be explored and experienced through a dedicated meditative effort on the part of the initiate. Furthermore, I will discuss how the external space that becomes the place of worship in the outside world might be similar to the internal space in the body that becomes the inner place or the temple within the body to be experienced through the technology provided by the diverse systems of yoga and meditation. 
MAN, Eva Kit Wah (Hong Kong Baptist University)
Notes on a Chinese Garden: Comparative Response to Arnold Berleant’s Environmental Aesthetics”

This presentation is a philosophical reflection on and a comparative study of Arnold Berleant’s recent work, “Nature and Habitation in a Chinese Garden”, included in his book Aesthetics beyond the Arts. It reviews Berleant’s notes on the subject and the object relation, the bodily reaction, and the aesthetic experience evolved when situated in the environment of a Chinese garden. His reading of the nature and habitation in a Chinese garden is examined, and compared with the related comprehension of contemporary Confucian scholar Tang Junyi.

Tang proposes a metaphysical manifestation in the design of traditional Chinese architectures and gardens and the interactive relation between man and Nature in his influential work, The Spiritual Values of Chinese Culture. The comparative notes expand the reading of Berleant on the subject, which is suggested by Tang 's discussion of "hiding" (藏), "cultivating" (修), "resting" (息)and "wandering" (游) in a Chinese garden. Parallel correspondence is reviewed between the two writings, which invites comparative aesthetics and critical responses.

MANDELSTAM, Joshua (University Hawai'i)

Where Do We 'Belong'? The Relation between Personal Identity and Location”


When discussing notion of 'belonging', two interpretations come to mind: one of the individual or culture belonging to a place, and another of the 'place' belonging to a particular person or group. This paper will then examine the difference between these two very different ideas of belonging, and how each may effect one's idea of personal identity - the interplay of how the relationship to the environment effects the sense of self, and of culture. Many tribal communities, including those of he Hawaiians, Native Americans, etc., defined themselves by the land they lived on. The traditional Western conception of 'owning' land led to many wars over territory, and some attempts to continually acquire more. Other peoples have illustrated nomadic tendencies, carrying their culture with them wherever they go, as evidenced by the Bedouin Tribes, and the Judaic culture after the diaspora.



In looking at the these concepts, thinkers on the notions of land and belonging will be brought up – the Existentialists feeling of 'Throwness' (Heidegger), or 'Alienation' (Camus), Thoreau's idea of how the right place can change the person on it, Locke's idea of mixing one's toil with the land to make it one's own. In addition, other perspectives will be considered such as the Iroquois idea of the land belonging to the next of 7 generations, or that we are part of the land, as according to Gaia Theory. In conclusion, the paper will examine how each interpretation of belonging may effect ethical actions, having ramifications on how people treat the land and each other.

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