Indian philosophical thought, and Education
in their presentations in the Philosophy of Education Conference held in 2014, Stephen Phillips, Sundar Sarukkai, Parimal Patil, Heeraman Tiwari and Srinivas Varkhedi expound on issues explored by Indian philosophical traditions and their relevance to education.
Prof. STEPHEN PHILLIPS
Classical Indian Philosophy’s Knowledge Sources (pramāṇa) As Educational Methods
pramāṇa are principally perception, inference, and testimony insofar as our concern is factual or descriptive knowledge as opposed to knowledge of the meaning of words or skills honed through training. On the heels of an overview of, especially, the Nyāya pramāṇa theory, this paper focuses on certification conditions governing identification of the several sources.
Prof. SUNDAR SARUKKAI
The relationship between Learning and Language: Some perspectives from Indian Philosophical Traditions
This talk will introduce some of these potential connections and also consider the way Indian mathematics used language. The latter is a practice that may have useful lessons for teaching mathematics today. This approach also allows us to consider the limits of language in learning and opens up a space for incorporating other modes of bodily and non-linguistic ways of teaching and learning.
Prof. PARIMAL PATIL
Philosophy, Pedagogy, and Truth in Late Indian Buddhism
This presentation uncovers the implicit pedagogical vision in the practice of Buddhist philosophy in India, through a detailed treatment of a topic in the philosophy of perception. Through this discussion, I hope to connect pre-modern understandings of the value of philosophy with more contemporary concerns in the Philosophy of Education.
Prof. HEERAMAN TIWARI
Context and Text: Commentary and Dialogue as Education in Ancient India
In early India, like elsewhere in the world, production of literary, philosophical and religious texts was woven into the pattern of texts, commentaries and meta-texts which supported by their context produced tradition of learning, yearning to know. It is in this sense that the sūtra-mode of advancing, enhancing of and imparting knowledge became a powerful medium of education and preservation of our past.
Prof. SRINIVAS VARAKHEDI
Authoring textbooks: Ancient Indian methodology – A review