Should we have more dialogues, or more Asian philosophy?

Readers will have surely read the article by Garfield and Van Norden on The Stone concerning the need to either admit more philosophical traditions into the normal syllabi or rename departments as “Institute for the study of Anglo European philosophy” or the like.
However, someone might have missed Amod Lele’s rejoinder, here. He starts arguing that “Western Philosophy” is not as bad a label as it might look like and then concludes saying that the inclusion of Asian Philosophy, etc., in the curricula should be based on its relevance, not on the wish to be more inclusive, e.g., towards Asian American students.
On, Cosimo Zene explains, again in connection with Garfield and Van Norden’s article, speaks in favour of the necessity to study “World Philosophies”.
Following Amod’s arguments, one can, perhaps, decide that a certain philosophical tradition should not be included in the curricula because, unlike Indian philosophy, it is neither “great” nor “entirely distinct”. Cosimo, by contrast, seems to claim that dialog is an end in itself, since it “probes” one’s thoughts as well as on the basis of political and ethical reasons (what else could help us in solving moot political issues, if we are not trained in mutual understanding?).

What do readers think? Do we need more dialogues (with whatever tradition), more space for the great traditions of Indian philosophy, etc., or a little of both?

What is the center of Indian philosophy?

Karl Potter (Presuppositions of Indian Philosophies, see here) relates all Indian philosophical systems to the fact that they are goal-oriented and all seek mokṣa ‘liberation’. Jonardon Ganeri (in his History of Philosophy in India, with Peter Adamson) introduces the subject in a similar way (see here), speaking of the fact of seeking the “highest good”. As often the case, Daya Krishna disagrees:

The deliberate ignoring of [the] […] twentieth century discussion […] is only a symptom of that widespread attitude which does not want to see Indian philosophy as a rationcinative enterprise seriously engaged in argument and counter-argument in its long history and developing […]. This, and not mokṣa, is its life-breath as it is sustained and developed by it. Those, and this includes almost everybody, who think otherwise believe also that Indian philosophy stopped growing long ago. (The Nyāya Sūtras: A new commentary on an old text, p. 8)

What do you think? Is there a common core to all Indian philosophical schools?

Expanding the canon part n

We have discussed several times (see also here and here) about the problem of how Indian philosophers should be part of normal classes on Medieval philosophy, Epistemology, Philosophy of Language, etc. etc. Podcaster and scholar of Neoplatonism and of Falsafa Peter Adamson makes several interesting points on the Blog of the APA, in this post.

Commenting on a great scholar of Indian philosophy (M. Biardeau)

Who influenced you more in Indian philosophy? Whose methodology do you follow, perhaps without even being aware of it?

Before you answer, let us try to focus on women before we think at the many other men who might have been influential.
I, for one, cannot stop admiring Madeleine Biardeau‘ s work.

Is the self the same as the intellect?

Is the self the same as the bodily parts? Most probably, most readers will be inclined to answer that this is not the case. But the question becomes trickier if we ask whether the self is the same as the intellect.

Buddhist morality and merciful lies

Amod Lele recently asked whether there is an emic Buddhist morality or whether this is only a Yavanayāna invention


(i.e., an invention of contemporary Western-trained Buddhists). The question is in itself interesting, but the discussion it triggered is even more, since Jayarava (who blogs here) added the problem of the possible inconsistency of the doctrine of karman if one denies the continuity of the self. That there is a problem cannot be denied: Why should we care about the karman our actions accumulate, if it is not going to affect “us”?

In case you are in Cracow next week

You might want to come and raise some interesting objection at one of the two lectures below:

Body and self in Śrīvaiṣṇavism. A “hands-on” discussion of Veṅkaṭanātha’s Seśvaramīmāṃsā (ad 1.1.5) (Wed, 11 am)
—Knowing the unknowable: Vedānta Deśika on supersensory perception (at the Pedagogical University of Cracow, Wednesday, 4 pm).

Veṅkaṭanātha as a way for reconstructing the history of Sanskrit philosophy in South India: The Bṛhaṭṭīkā

Veṅkaṭanātha is an important milestone for the reconstruction of the history of Indian philosophy. In fact, he is a historical figure and the reconstruction of his thought is also facilitated by the contextual knowledge already available about the times, the cultural and geographical milieu, and the religious tradition related to him.

Understanding false sentences

For Mīmāṣakas, a non-defeated belief counts as knowledge as long as the opposite is proven. This means that according to Mīmāṃsakas, for the Veda, the absence of defeating conditions is in itself equivalent to its truth. from
This, however, does not amount to its truth from the point of view of a theory which considers only justified true belief as knowledge. Incidentally, the Mīmāṃsā’s refusal to distinguish between justified belief and knowledge offers a way out of a difficulty found in every account of linguistic communication as an instrument of knowledge, i.e. the problem of how we can understand false utterances (see Chakrabarti 1986, Matilal 1990:61-8, Mohanty 1992:253-5, Ganeri 1999:18-25). Roughly, the problem lies in how we can understand that there is a snake in the next room after hearing the sentence “there is a snake in the next room” although there is no snake in the next room. Linguistic communication is an instrument of knowledge, but the belief that there is a snake in the next room cannot amount to knowledge. How can this content be possibly conveyed? In order to justify that we understand false sentences, Indian theories of linguistic communication as an instrument of knowledge would need a (preceding) status of non-committed awareness of the meaning, claim the authors listed above.
However, this is not needed in the case of Mīmāṃsā. Mīmāṃsakas would describe this situation by saying that our initial knowledge of the presence of a snake in the next room is later defeated as soon as we see that there is no snake there.