Rasa, Dhvani and Rasa-Dhvani are the major critical terms in Sanskrit poetics that developed during the post-Vedic classical period. Rasa is used by a sage named Bharata to denote the aesthetic experience of a theatrical audience. But Anandavardhana and Abhinavagupta intermedialize this experience by extending it to a reader of poetry. They argue that rasa is also generated by a linguistic potency called dhvani. Some critics like Bhoja also proposed generation of rasa by pictorial art, and further, some modern critics (...) propose to trace dhvani property in non-verbal arts such as dance and music pleading thereby that these non-verbal arts also generate rasa. The present essay examines these arguments and concludes that generation of rasa is confined to only the audio-visual and verbal arts such as the theatre and poetry, and, dhvani as a specific linguistic potency, is strictly confined to the verbal arts. Its intermedialization is a contradiction in terms. (shrink)

Treatise on Nyaya and Vaiśeṣika philosophy.

Aesthetics originated in ancient India as a descriptive account of the drama which was meant for both entertainment and education of the mass. If the drama was a mass medium, aesthetics — its account — represented the mass culture. Philosophical thinking, rigorous ethical practices and the dramatic art had a common aim — experience of the Reality as a whole. The difference was that while the first two were accessible to only a few elite or intellectuals, the third one was (...) meant for all. The mass was experiencing the representation of Reality in the drama by a dehghtful emotional response. The sensibihty necessary for such response was technically called "like-heartedness" which was also a necessary qualification for a healthy social life. (shrink)

Study on the concept of illusion in Indic philosophy with special references to Bhāmatī of Vācaspatimiśra, fl. 976-1000, supercpmmentary on Brahmasūtra of Bādarāyaṇa.

The author has made a detailed study, more detailed, he rightly claims, than hitherto attempted, of the concept of mimesis in aesthetic thought and has devoted equal space to Greek and Sanskrit writers... Wilamowitz, the doyen of modern classical scholars, describes mimesis as a 'fatal word' 'rapped out' by Plato. But the present author has demonstrated with great cogency that the word was not 'rapped out' by Plato at all, and that the concept and the word are both as old (...) as Greek thought. He shows too, once again with considerable scholarship and perceptiveness, how Greek art was bound to be sensuous, unmystical and also 'formal' in the best sense of the term. In the four long chapters of the first part of his thesis the author gives at every step evidence of deep study and illuminating insight, and can claim originality both in approach and argument... The chapter on Aristotle contains one of the best discussions of mimesis I have read... the most striking portion of his thesis is his elucidation of poetic truth according to Aristotle. -/- -- Prof. S. C. Sengupta, Jadavpur University -/- The author provides a faithful rendering of both Greek and Indian ideas. The work is valuable for its expositions especially of the Indian theories of art. -/- -- V. K. Chari, Journal of Aesthetics and Art Criticism (JAAC), USA, Spring 1979 -/- ... A fairly exhaustive comparative study of the concept of mimesis in Greek and Indian aesthetics... wide ranging and at the same time well controlled acquaintance with this proliferating literature is revealed throughout... the co-relation of the Aristotelian linking-up of 'imitation' and 'completion' with Abhinavagupta's integration of imitation with completion is very suggestive and is a help towards the formulation of a universal aesthetic comprising body and soul, the immediate impact of Appearance and the slow revelation of Reality... (the author) has mastered the material and achieved a steady progression in argument so as to sustain the central thesis. -/- -- K. R. S. Iyengar, Professor of English and Vice-Chancellor, Andhra University -/- The book is a significant contribution towards understanding the essentials of Indian aesthetics apropos the Greek (and, through the Greek, the Western)... The author has surveyed the entire field in a masterly manner. His erudition and judgement are both commendable. -/- -- S. K. Ramachandra Rao, Deccan Herald (03.09.1978) -/- ...The author's views hold good even among modern critics including the ones known as 'the Chicago school' and experimental psychologists. -/- -- Indian and Foreign Review (August 1978) -/- The work is a valuable addition to the literature on aesthetics. -/- -- The Indian Express (12.03.1978) -/- The comparison is too smooth and sharply compartmentalized... The book is of great value to those who are interested in the comparative and historical evolution of a very important concept in aesthetics. -/- -- The Hindustan Times (31.12.1978) -/- The work is in two parts. The first part in four chapters examines the concept of imitation in Greek thought, and the second in three chapters explores the meaning of the term in Indian thought... the author offers a brilliant interpretation of Aristotle's theory in the fourth chapter (Pt. 1) which is the best one in the book... The work is a pioneering one and it repays a careful examination. It is probably the first of its kind and every student of aesthetics must read it. -/- -- Prof. P. S. Sastri, Nagpur Times . (shrink)

Papers presented at the International Conference on "the State of Buddhism, Buddhists and Buddhist Studies in India and Abroad", held at Banaras Hindu University during 2-4 January 2009. Commemoration volume on the birth centenary of Bhikku Jagdish Kashyap, 1908-1976.

Presents a wide offering of contemporary philosophical perspectives--including theoretical, historical, cross-cultural, and evolutionary--regarding the nature of art and the possibility of its definition.

Contributed articles on relations in Indian philosophy and Sanskrit grammar.

Formalized by the tenth century, the expansive Bhāgavata Purāṇa resists easy categorization. While the narrative holds together as a coherent literary work, its language and expression compete with the best of Sanskrit poetry. The text's theological message focuses on devotion to Krishna or Vishnu, and its philosophical outlook is grounded in the classical traditions of Vedānta and Sāmkhya. This translation and detailed analysis of the Bhāgavata Purāṇa includes endnotes that explain unfamiliar concepts and essays that elucidate the rich debates found (...) in the Sanskrit commentaries. The book makes a central Hindu masterpiece more accessible to English-speaking audiences and more meaningful to scholars of Indian literature, philosophy, and religion. (shrink)

A vibrant example of living literature, the Bhagavata Purana is a versatile Hindu sacred text written in Sanskrit verse. Finding its present form by the tenth century C.E., the work inspired several major north Indian devotional (bhakti) traditions as well as schools of dance and drama, and continues to permeate popular Hindu art and ritual in both India and the diaspora. Introducing the Bhagavata Purana's key themes while also examining its extensive influence on Hindu thought and practice, this (...) collection conducts the first multidimensional reading of the entire text. Each essay focuses on a key theme of the Bhagavata Purana and its subsequent presence in Hindu theology, performing arts, ritual recitation, and commentary. The authors consider the relationship between the sacred text and the divine image, the text's metaphysical and cosmological underpinnings, its shaping of Indian culture, and its ongoing relevance to contemporary Indian concerns. (shrink)

Book review of 'Srimad Bhagavata—Condensed in the Poet's Words' by A M Srinivasachariar. In this book, the Sanskrit Bhagavata verses have been condensed without using any words other those of the original. This has been translated into English by V Raghavan. This book enables one to have an idea of the main content of the lengthier original text.

Abstract:The problem of evil is of significant concern to theologians and to philosophers of religion. Despite the extensive discussion this problem has received in various Anglo-American philosophical circles, relatively liĴ le aĴ ention has been paid to the theodical insights specifically of the Bhāgavatapurāṇa (ca. ninth–tenth centuries ѐ.ђ.). Here, it is sought to address this lacuna by highlighting certain theological insights within the Bhāgavatapurāṇa that offer explanations for the existence of suffering. These insights are also drawn upon in order to (...) formulate a response to the evidential problem of evil. Although this is not an aĴ empt to construct a comprehensive theodicy with these textual materials, it is highlighted how the Bhāgavatapurāṇa can address certain dimensions of the evidential problem for evil, and some pathways are noted for further inquiry into the theodical insights of the Bhāgavatapurāṇa. (shrink)

Through an examination of Bhāgavata Purāṇa X.43.17 and its interpretation by early commentators like Vopadeva, Hemādri, Śrīdhara, Sanātana, Rūpa, and Jīva, I argue that they created forms of hierarchical inclusivism by the application of rasa in the interpretation of the Bhāgavata Purāṇa. In doing so, I examine bhakti as a rasa, showing how rasa theory provided a vocabulary to include the characters of the Bhāgavata Purāṇa and their diverse experiences of the God Kṛṣṇa within hierarchical systems of bhakti. By hierarchical (...) inclusivism, I mean a theory, e.g., in the case of rasa, “the superiority of passionate love over fear,” and that this theory provided criteria to order items, e.g., in the case of rasa again, “the character of the cowherd women is superior to the character of the king.” In this case, hierarchical inclusivism is a theory for organizing and evaluating the mystical and aesthetic experiences of the ten characters mentioned in Bhāgavata Purāṇa X.43.17. I look at how commentators also used rasa for the basis for doctrines about God’s being and nature. (shrink)

A unique response to the challenging questions raised in the science and religion dialogue by drawing on Hindu theology. Edelmann replies to the sciences through close reading of an important Hindu text, the Bhāgavata Puraṇa, as well engaging with Hindu philosophical disciplines such as Saṁkhya-Yoga.

The Bhāgavata Purāṇa combines Vedāntin philosophy, dramatic and aesthetic elements, and personal expressions in a unique manner. Moreover, it seems to be conveying a notion of selfhood or personhood which is unique and innovative for the Hindu tradition. This paper aims at uncovering this unique notion. It deconstructs the BhP by arguing for the amalgamation of the Rasa-aesthetic school with Vedānta. It then turns to the topic of personhood in the Hindu tradition; it raises the complexity of discussing personhood in (...) the Indian context and discusses three notions of personhood which are ‘the Worldly Self of Mīmāṁsā’, the ‘Solitary Self of Sāṅkhya’, and the ‘Transcendental Self of Vedānta’. Having articulated these three notions, it highlights the notion of aesthetic personhood underlying the BhP. The paper goes further to differentiate notions of Vivarta from those of Pariṇāma, pointing out at the Pariṇāma worldview to be underlying the notion of aesthetic personhood of the BhP. At last and as an outcome of its main argument, it offers a sketch of ascending notions of aesthetic notions of personhood in the BhP. (shrink)

In a recent article in JAOS, Y. Bronner and L. McCrea presented cogent argu ments for the authenticity of the “nonbitextual” version of Śiśupāla’s speech in the fifteenth canto of Māgha’s Śiśupālavadha and concluded that the “bitextual” version of the passage, in which each verse could be read with a double meaning, was a later alteration. Whereas they discussed the issue on the basis of internal criteria, the present article approaches it by means of external comparison with its presumptive source (...) text in the Sabhā-parvan of the Mahābhārata. This analysis confirms Bronner and McCrea’s conclusion, while also raising some new issues and problems. Also discussed is the legacy of the popular, if unauthentic bitextual version in the Bhāgavata-purāṇa and its commentarial tradition. (shrink)

The article examines the yogic problematic, which has not yet become the subject of separate historical-philosophical research. All cases of using in the second part of the Bhagavata Purana words with the base yoga, other related terms and contexts are analyzed. It was found that the defining and dominant version of yoga in the text is its theistic version (bhakti-yoga), which is obviously a modification of the teachings of such philosophical schools as Vedānta, Sāṁkhya, and Yoga. In those cases (...) in which it may be about yoga other than bhakti, polemical motifs appear in the work. Yogins are depicted as able to establish the necessary communication with other, non-human worlds, realizing at the same time the maximum possible for a person, the ultimate (i.e. soteriological) ideal. The Bhāgavata-purāṇa, reports not only about yoga and yogins in earthly conditions, but also about yogic practice in supermundane realities. Yoga, according to the Bhāgavata-purāṇa, appears not as a human creation, but as an eternal cosmic archetype. (shrink)

With its Vedāntic metaphysics and devotionally rich narratives, the Bhāgavata Purāṇa can provide valuable models for ecological care and preservation. Throughout the Purāṇa, we find narratives that can be harnessed in service of the environment, whether it be Kṛṣṇa battling the serpent Kāliya or Varāha lifting the Earth from the depths of the cosmic ocean. This article, however, will focus on a little-known narrative found in Book Four, namely, the Pracetās’ destruction, and eventual protection, of the Earth’s trees. The Pracetās’ (...) narrative is significant for several reasons: instead of simply venerating nature, the story demonstrates the challenge of balancing human needs and the needs of other life forms; it accords agency to the Earth by giving the forest a voice within the narrative; and it bridges the boundary between human beings and the natural world by building kinship relationships between them. This article will explore the ways in which Vaiṣṇava commentators have interpreted this episode as they attempt to negotiate the question: who has priority—humans or nature? (shrink)

Hindu Theology and Biology: The Bhāgavata Purāṇa and Contemporary Theory is a conceptually ambitious book, because it seeks to articulate a program and a position so novel that there is scarcely any extant literature to draw on. The reader with a background in the study of Hinduism and Indian philosophy is likely to be puzzled by the juxtaposition of topics indicated by the title of the book. But what Jonathan Edelmann is setting out to do is to create an area (...) of work in the study of Hindu thought that is almost entirely missing in comparison to the work that has been done on Christianity : how should a person or community committed to a particular sacred... (shrink)

There is an inherent need for education systems and mental health models to begin incorporating principles of non-local science in their approach to education for a population to gain general intelligence. Contemporary education is lagging in comparison with scientific progress due to the adoption of concepts that are considered outdated in current scientific terms. While education systems have not moved away from physical theories the scientific community began departing from this scientific framework in the year 1900 with the dawn of (...) the discovery of the Planck constant. The Bhagavata Purana provides a robust framework to encompass various spatial features of reality required to describe non-local sciences. This research attempts to assess the extent toward which the Bhagavata Purana can reconcile the various issues in contemporary scientific theory. Through review of Newton’s Principia Mathematica, Immanuel Kant’s Critique of Pure Reason, articles on Einstein’s Theory of Relativity, various academic papers regarding quantum physics as well as published articles on topics of space and time, various reference frames used for perceiving reality is compared to the Bhagavata Purana. The research concludes that the true nature of time according to the Bhagavata is ontological and relative to the reference frame used by the observer to perceive reality and stresses that the only way to perceive the true ontological state of Time is through a practice called devotional service. This research also recommends that there should be further research done in this area through the phenomenological research of time and space. (shrink)

This paper offers a literary and ideological deconstruction of the Bhāgavata Purāa; it traces the Purāa's formation through the convergence of the Vedāntin, the Aesthetic and the Vaiava traditions, and argues that it is the doctrine of Pariāma which underlies the treatise. I first examine the Bhāgavata Purāa's literary components; the roots of these are traced back historically to the Vedānta and Ālvār traditions, and the Bhāgavata Purāa's nature as an opus universale, representing an all Indian cultural 'melting pot', is (...) highlighted. The paper then looks at the relations of Vaiavism and dramaturgy, both historically as well as theologically, and argues that the Bhāgavata Purāa was traditionally read as a drama. It proceeds to decipher the aesthetic theory underlying the Bhāgavata Purāa, and argues that it is Bharata's dramaturgical rasa theory. Within the rasa tradition, Abhinavagupta 's and Bhoja's positions are highlighted and compared through three seminal points and it becomes apparent that the Bhāgavata Purāa's underlying aesthetic theory is close to the Pariāma doctrine of Bhoja where gāra is considered to be the supreme rasa. As Bhoja's date is no doubt later than the Bhāgavata Purāa's it is assumed that the Bhāgavata Purāa was influenced by one of Bhoja's predecessors. The paper ends by reinforcing this analysis by highlighting a later tradition which had actually accepted this point of view and that is the Gauiya Vaiava tradition. (shrink)

Journal of Religious Ethics, Volume 50, Issue 1, Page 40-59, March 2022.

Approaching comparison through attention to stories of gods rather than through explicit doctrines, and in particular to stories of gods in their infancy and childhood, is an arresting proposal in comparative theology. It was this unusual character which first drew my attention to Kristin Johnston Largen’s Baby Krishna, Infant Christ. Largen’s prose is fluid and clear, and the structure of the argument is also readily apparent. And thus the work held my attention and convinced me that it is deserving of (...) review here.An introduction and first chapter offer a description of and an apology for comparative theology. Part I, comprising chapters two and three, is focused on ‘Baby Krishna,’ first recounting some of the main stories of Krishna from the Bhāgavata Purāṇa, before reflecting on the significance of those stories from the perspective of understanding how salvation is conceived and experienced in those Hindu traditions for which Krishna bhakti is crucial.The fourth and fifth chapters, .. (shrink)

The Eka-Sarana Dharma of Sankaradeva established a new era in Assam and nearby areas during the 15th and 16th centuries. The impact on religion and socio-economics can be seen through this movement. This paper is a very short introduction to the bhakti movement in Assam. This paper also discusses how Borgeet, Sattriya Dance, AnkiyaNaat, and Bhaona changed the lifestyle of Assam and still retain their relevance to modern times. Sankaradeva and his followers tried to de-root the Caste Hierarchy and give (...) importance to women's participation everywhere in society, which all influenced Assamese literature and language. (shrink)

The article considers each case of using words with the stem ‘yoga’, as well as other yogic vocabulary found in the first part of the Bhāgavata Purāṇa. In total, there are the following ten words: yoga, bhaktiyoga, yogin, yogeśvara, mahāyogin, kuyogin, yoganidrā, kriyāyogа, viyoga and yama. They are used 30 times altogether. This vocabulary forms not only the yoga glossary of the Bhāgavata Purāṇa, but also the Vaiṣṇava understanding of yogic teaching. The analysis of these terms takes into account several (...) contexts, in particular: compositional, linguistic, religious and philosophical, and statistical. It has been found out that the whole vocabulary is somehow subordinated to the semantic vertical yogeśvara → mahāyogin → yogin and in various ways forms the Vaiṣṇava understanding of yoga, i.e. bhakti-yoga. The last is believed to be a human response to the challenges of the Highest reality (Heaven). This semantic vertical is conceived of as set by the Lord, who in the Bhāgavata Purāṇa appears under various names, including Viṣṇu, Kṛṣṇa, Adhokṣaja, as well as Yogeśvara, and Mahāyogin. Extraordinary people, who are called mahāyogins (Śukadeva Gosvāmī), and also yogins (Vyāsa, Śukadeva Gosvāmī, nameless yogins), are able to accept the challenge of Heaven. They are those who can achieve the highest goal of human life; they practice bhaktiyoga. The context of bhaktiyoga is present in most cases of the word yoga, and in all cases of the words yoganidra, kriyayoga, viyoga, as well as other friendly vocabulary (for example, seva), whereas the word yama does not apply to bhaktiyoga. The use of the rare word kuyogin reflects the fact that bad yogins are also mentioned in the text. The term yoga might be also considered to be a gender marker, as the yogins are exclusively men in the first part. The compositional peculiarities of the use of this yogic vocabulary include the fact that the first part begins and ends with chapters containing terms which are derived from the stem yoga (Is this some kind of semantic framing?). Moreover, the first chapter ends with the śloka, that contains the important word yogeśvara (Is it a kind of summarizing semantic marker?). (shrink)

The caste system has caused widespread oppression within Hinduism. In this paper, I analyze the Bhagavad Gītā (c. 500 BCE–200 CE) and the Bhāgavata Purāṇa (c. 9th century CE), two highly influential Hindu sacred texts, to understand how they conceptualize the relationship between caste and devotion (bhakti). I argue that there is a societal framework that does not maintain the caste system but which is consistent with these texts' soteriological vision and can be implemented in lieu of such a system. (...) This framework demonstrates that for certain forms of Hindu religiosity, caste is not essential to uphold from a scriptural perspective. Given this framework, the caste system can be challenged and interrogated to a significant extent and alternative societal frameworks can be proposed. I also consider and respond to objections to the framework I put forth. (shrink)

The Bhagavata Purana is one of the most important, central and popular scriptures of Hinduism. A medieval Sanskrit text, its influence as a religious book has been comparable only to that of the great Hindu epics, the Ramayana and the Mahabharata. Ithamar Theodor here offers the first analysis for twenty years of the Bhagavata Purana often called the (Fifth Veda) and its different layers of meaning. He addresses its lyrical meditations on the activities of Krishna (avatar of Lord (...) Vishnu), the central place it affords to the doctrine of bhakti religious devotion and its treatment of older Vedic traditions of knowledge. At the same time he places this subtle, poetical book within the context of the wider Hindu scriptures and the other Puranas, including the similar but less grand and significant Vishnu Purana. The author argues that the Bhagavata Purana is a unique work which represents the meeting place of two great orthodox Hindu traditions, the Vedic Upanishadic and the Aesthetic. As such, it is one of India's greatest theological treatises. This book illuminates its character and continuing significance. (shrink)

This research aims to determine the quality of public services through the Electronic-Based Government System (SPBE), as well as to know and analyze the Implementation of Strategies for Achieving PERPRES No. 95 of 2018 concerning SPBE in the Medan City Government. This research is important to obtain a Strategic Management Model in Achieving PERPRES No.95 of 2018 concerning SPBE in the Medan City Government. The research paradigm used is Constructivist Paradigm, with Qualitative Research Method. Data were collected through in-depth interviews, (...) discussions with several informants from the Medan City Office, DPRD, UPT Kecamatan, and community leaders. In addition, data was also collected through literature study, document study, and secondary data. The results showed the following: First, there is coordination between agencies in the development of application services. The coordination is conducted by the Diskominfo of Medan City Government. A number of Departments used external consultants in the development of SPBE. Diskominfo made new rules to address ICT service issues. The services use external programmers and experts and if an error occurs, the City Government is not responsible for the service. Secondly, Medan City Government conducted a Memorandum of Understanding with Tangerang City to collaborate and share resources through the innovation of E-Files application for correspondence needs. The use of shared correspondence applications by the Government in Tangerang City was adjusted based on the specific needs of each city. The platform used is the same, but with different application names, E-Files in Tangerang and Sarana in Medan. Third, there are 3 SPBE service providers in Medan City Government, including: Telkom (PT. Telekomunikasi Indonesia) for Kelurahan/Kecamatan, GDS (Global Digital Solusi) for Diskominfo and other OPDs, and TNC (Telemedia Network Cakrawala) for Medan City Office. Fourth, Medan City Government uses a Strategic Management Model that combines the Environmental Model with the Collaboration Model in developing the Achievement of PERPRES No.95/2018 on SPBE in Medan City Government. The Environmental Model/Flow emphasizes vertical and horizontal coordination between work units in Medan City Government. The Collaboration Model develops a strategy of collaborative cooperation with other local governments or state-owned/private enterprises. (shrink)

The Bhagavad-Gita, as a multivalent text, has been a source of inspiration for all areas of Indian thought. This paper identifies elements in the Bhagavad-Gita which may have influenced the formation of Nyaya philosophy in the centuries after it was written. Part one of the paper reviews Nyaya epistemology as a whole, focusing on aspects that play an important role in the Bhagavad-Gita: perception (pratyaksa), inference (anumana), ‘syllogism’, verbal utterance (sabda) and the practical orientation of knowledge. The second part shows (...) how those aspects appear in the text of the Bhagavad-Gita. In praticular, Krishna relies on a number of techniques in convincing Arjuna of his obligation as a ksatria which would later be formalized in Nyaya philosophy as pramana or methods of knowing. As a whole, the Bhagavad-Gita also emphasizes the Nyaya view that knowledge is only useful insofar as it helps the knower achieve a particular goal. This paper does not, and has no pretention to prove the existence of a direct line of influence connection the Bhagavad-Gita and Nyaya philosophy; readers will instead gain an appreciation of the shared cultural context which gave rise to both of these forms of Indian thought. Abstrak Bhagavad-Gita, sebagai teks yang multitafsir, telah menjadi sumber inspirasi bagi segala pemikiran India. Makalah ini mengidentifikasikan unsur-unsur dalam Bhagavad-Gita yang mungkin memengaruhi pembentukan filsafat Nyaya selama beberapa abad setelah Bhagavad-Gita ditulis. Bagian pertama makalah meringkas epistemologi Nyaya secara keseluruhan dengan berfokus pada aspek-aspek yang memainkan peran penting dalam Bhagavad-Gita: persepsi (pratyaksa), penyimpulan (anumana), ‘silogisme’, saksi verbal (sabda), dan orientasi praktis pengetahuan. Bagian kedua memperlihatkan bagaimana aspek-aspek tersebut muncul dalam teks Bhagavad-Gita. Secara khusus, Krishna mengandalkan berbagai teknik dalam meyakinkan Arjuna akan kewajibannya sebagai ksatria yang kemudian diformalkan dalam filsafat Nyaya sebagai pramana atau sarana pengetahuan. Secara keseluruhan, Bhagavad-Gita juga menekankan pandangan Nyaya bahwa pengetahuan hanya berguna sejauh dapat membantu si penahu mencapai tujuan tertentu. Makalah ini tidak dapat membuktikan adanya garis pengaruh langsung yang menghubungkan Bhagavad-Gita dengan filsafat Nyaya; namun, kita tetap dapat mengapresiasi suatu ‘kemiripan keluarga’ di antara keduanya yang menunjukkan kekayaan konteks kebudayaan yang menghasilkan kedua buah pemikiran peradaban India ini. (shrink)

Ernst Mach stands as a representative figure of the positivist philosophy of science at the turn of the twentieth century, yet he is by far the most misunderstood scientist-philosopher. The misunderstanding is largely caused by his epistemological rejection of the use of hypothetical entities that are ordinarily posited by scientists. He also argued against the mechanistic worldview which dominated scientific investigations in the nineteenth century. This essay will demonstrate that Mach’s positivism differs from the earlier positivism of August Comte. His (...) anti metaphysical stance is deeply-rooted in his physical phenomenology, guided by the economy of thought in pursuit of the unity of science. In Mach’s view, scientific theories are merely biological tools for organizing experience by means of the fewest possible concepts, and all metaphysical elements are to be eliminated from science as methodologically and epistemologically superfluous. But Mach’s thesis of the unification of science does not share the common concern of the logical positivists to reduce various scientific statements to physical language. While Mach’s philosophy of science clearly exhibits a miscalculation of the strength of scientific conceptual tools, his physical phenomenology serves as a bridge between theory and experiment which has proved to be fruitful. Keywords: The economy of thought, evolution, element, physical phenomenology, the unity of science, instrumentalism, emphirical realism. Abstrak: Ernst Mach tampil sebagai tokoh representatif dari Filsafat Ilmu Pengetahuan positivis pada peralihan menuju abad ke-20, sekaligus sebagai ilmuwan-filsuf yang paling disalahpahami. Kesalahpahaman tersebut sebagian besar disebabkan oleh penolakan epitemologisnya terhadap penggunaan wujud-wujud hipotetis yang kerap diajukan oleh para ilmuwan. Ia juga melawan cara pandang mekanistis yang mendominasi penyelidikan ilmiah pada abad ke-19. Artikel ini memperlihatkan bahwa positivisme Mach berbeda dengan positivisme August Comte yang mendahuluinya. Pandangan anti-metafisis Mach berakar sangat dalam pada fisika fenomenologi yang dipandu oleh ekonomi pikiran untuk mencapai sains terpadu. Dalam pandangan Mach, teori-teori ilmiah semata-mata sarana biologis untuk menata pengalaman dengan memanfaatkan sesedikit mungkin konsep, dan semua elemen metafisika perlu disingkirkan dari sains karena secara metodologis dan epistemologis tidak bermanfaat. Namun, tesis Mach tentang sains terpadu tidak sejalan dengan gagasan para positivis logis yang mereduksi berbagai macam pernyataan ilmiah ke dalam bahasa fisika. Sementara Filsafat Ilmu Pengetahuan Mach jelas-jelas keliru dalam memperhitungkan kekuatan piranti-piranti konseptual sains, fisika fenomenologi yang menjembatani teori dan eksperimen telah terbukti sangat bermanfaat. Kata-kata kunci: Ekonomi pikiran, evolusi, elemen, fisika fenomenologi, sains terpadu, instrumentalisme, realisme empiris. (shrink)

This article aims to explain proportional equality and the way to comprehend the inequality of treatment found in Aristotle’s theory of justice. One of the ethical principles in a fair distribution of goods is equality, which is commonly understood as equality of treatment and outcomes. Surpassing this common understanding, if not in reverse, Aristotle offers proportional equality, in the sense that a fair distribution of goods must take into consideration balance or suitability between the goods distributed and the quality or (...) virtue of the recipients.This would mean that not everyone or only those who are worthy are entitled to obtain the goods being distributed. It seems that Aristotle’s theory of justice implies inequality of treatment according to excellence.In light of this, how should this unequal treatment be understood? Through qualitative analysis, this article suggests teleological reasoning, a model of thought that proceeds from the telos or goal and works backwards to Þ nd out the right means or suitable subjects to realize that end. The article, therefore, begins with the description of Aristotle’s theory of justice, proportional equality, and teleological reasoning. In the final section, I will consider the inequality of treatment by analyzing concrete cases of various subsidies provided by modernstates. The fnding shows that Aristotle’s theory of justice is significant in guaranteeing the realization of the goal of goods being distributed Key-words: justice, proportional equality, unequal treatment, subsidy, teleological reasoning, Aristotle Abstrak: Artikel ini bertujuan menjelaskan kesamaan proporsional dan cara memahami ketidaksamaan perlakuan yang muncul dalam teori keadilan Aristoteles. Salah satu prinsip etis pembagian barang yang adil adalah kesamaan, yang secara umum dipahami sebagai kesamaan perlakuan dan hasil. Berbeda dan bahkan melampaui pemahaman umum, Aristoteles menawarkan kesamaan proporsional, dalam arti bahwa pembagian barang yang adil harus mempertimbangkan keseimbangan atau kesesuaian antara barang yang dibagikan dengan kualitas atau keutamaan para penerima. Itu berarti, tidak semua orang atau hanya orang-orang yang dianggap layak berhak mendapatkan barang yang didistribusikan. Tampaknya, teori keadilan Aristoteles mengisyaratkan ketidaksamaan perlakuan atau membuat perbedaan berdasarkan keunggulan. Bagaimana kita memahami ketidaksamaan perlakuan ini? Lewat analisis kualitatif, artikel ini mengajukan pemikiran teleologis, sebuah model pemikiran yang bertolak dari tujuan dan bekerja ke belakang untuk menemukan sarana-sarana yang tepat atau subjek-subjek yang cocok untuk merealisasikan tujuan tersebut. Karena itu artikel akan dimulai dengan uraian tentang inti teori keadilan Aristoteles, kesamaan proporsional, dan pemikiran teleologis. Padabagian akhir, saya akan mempertimbangkan ketidaksamaan perlakuan dengan menganalisis kasus konkret berbagai model subsidi yang diberikan oleh negara-negara modern. Temuan menunjukkan bahwa teorikeadilan Aristoteles penting untuk menjamin terealisasinya tujuan barang-barang yang dibagikan. Kata-Kata Kunci: keadilan, kesamaan proporsional, ketidaksamaan perlakuan, pemikiran teleologis, subsidi, Aristoteles. (shrink)

In almost every aspect of life, human being always tries to seek happiness. At the same time, we tend to avoid situations which may lead to unhappiness. In fact, there are two undeniable phenomena that negate this tendency, namely, first, happiness has become a commodity that is packaged, advertised, and marketed. Second, despair and other forms of crisis often understood as the antithesis of happiness are actually the existential experiences of every human being. This obsession towards happiness has also infiltrated (...) into education system so that education is understood as some kind of means providing solutions in order to overcome these forms of unhappiness and despair. In disagreement with it, based on Søren Kierkegaard's ideas, especially in Kierkegaard’s work entitled The Sickness unto Death, Peter Roberts argues that education should embrace despair because apart from being inevitable, despair does not always need to be understood as a problem that requires a solution. Education should not try to overcome it. On the contrary, education should work with it so that humans as despair beings are enabled to understand, identify, acknowledge, and discuss it. This idea is an invitation for every person to critically reflect on despair and to rethink the role of education in such crisis circumstances. For this reason, a revitalization of the pedagogical paradigm is necessary, for example by applying political pedagogy through critical discourse analysis methods that do not tend to remain muted in the face of existential despair, as well as injustice and any other social problems occurred structurally. Abstrak Hampir dalam setiap lini kehidupan, manusia senantiasa mencari kebahagiaan dan di saat yang sama menghindar dari situasi yang mengarah pada ketidakbahagiaan. Padahal, ada dua fenomena yang tak terbantahkan dan menegasi kecenderungan tersebut, yaitu pertama, kebahagiaan telah menjadi layaknya komoditas yang diperjualbelikan, dikemas, dan diiklankan. Kedua, kenestapaan dan bentuk-bentuk krisis lainnya yang sering kali dipahami sebagai antitesis dari kebahagiaan itu sebenarnya merupakan pengalaman eksistensial setiap manusia. Tendensi yang obsesif terhadap kebahagiaan itu juga telah merasuk ke dalam bidang pendidikan sehingga pendidikan dipahami sebagai sarana yang dapat memberi solusi agar dapat mengatasi bentuk-bentuk ketidakbahagiaan dan kenestapaan itu. Terhadap perkara di atas, dengan mendasarkan diri pada gagasan Søren Kierkegaard terutama yang dituangkan dalam The Sickness unto Death, Peter Roberts berargumentasi bahwa pendidikan justru seharusnya memeluk kenestapaan itu karena selain tak terelakkan, kenestapaan tidak perlu selalu dipahami sebagai masalah yang membutuhkan solusi. Pendidikan seharusnya tidak mencoba menghindari realitas kenestapaan, tetapi menanggapinya sehingga manusia sebagai pengada yang nestapa dimungkinkan untuk memahami, mengidentifikasi, mengakui, dan membahasakan keadaan krisis itu. Gagasan tersebut merupakan undangan bagi setiap manusia, bukan hanya bagi pelaku pendidikan, untuk secara kritis berefleksi mengenai kenestapaan dan untuk berpikir ulang mengenai kodrat serta peran pendidikan di tengah situasi krisis. Untuk itu, suatu revitalisasi terhadap paradigma pedagogis menjadi perlu, misalnya dengan menerapkan pedagogi politis melalui metode analisis wacana kritis yang tidak cenderung bungkam di hadapan kenestapaan yang eksistensial, maupun di hadapan ketidakadilan dan ketidakberesan sosial yang sering kali terjadi secara struktural. (shrink)

Penelitian ini bertujuan untuk membantah pernyataan kaum materialisme yang cenderung menolak keberadaan jiwa sebagai dimensi yang penting bagi manusia khususnya yang berkaitan dengan pendidikan. Adapun latar belakang masalahnya adalah aliran materialism menyatakan bahwa realitas fisiklah yang hakiki dan kelompok ini juga menolak adanya realitas immateri. Dalam kaitannya dengan pendidikan fisiklah yang berperan secara total dalam proses abstraksi. Dengan pendidikan dimaksudkan dapat menjadikan manusia semakin baik dan mampu meningkatkan ekonomi yang lebih baik pula. Disamping itu, Pendidikan kaum borjuis disebut sebagai proses (...) produksi, yakni memproduksi pengetahuan, manusia yang bisa mereka gunakan dalam kehidupan kapitalisme. Tujuan pendidikan semacam ini akan mereduksi makna pendidikan sebagai sarana untuk mengembangkan kemampuan dan potensi yang dimiliki manusia. Potensi ruhaniah manusia akan terlupakan dan tidak penting untuk dikembang dengan maksimal. Oleh karenanya penulis menyanggah argumen diatas menggunakan pemikiran Ikhwan AL-Shafa yang menyatakan bahwa pendidikan pada dasarnya adalah proses aktualisasi potensi-potensi jiwa yang bertujuan untuk mendekatkan diri kepada sang pencipta. Jika keberhasilan pendidikan materialisme diukur dengan berhasilnya seseorang dalam peningkatan kualitas sosial dan meningkatkan kualitas hidupnya sedangkan keberhasilan pendidikan menurut Ikhwan Al-Shafa adalah apabila manusia mampu mencerminkan akhlak yang mulia dan semakin dekat dengan tuhannya. Metode yang penulis gunakan dalam penelitan ini adalah metode deskriptif dan analaisis dengan mengacu pada sumber-sumber primer Rasail Ikhwan Al-Shafa dan sekunder yang terkait dengan penelitian ini. Kesimpulan penelitaian ini adalah pendidikan tidak bisa dilepaskan dengan aspek immateri berupa jiwa yang mana segala potensi yang terdapat pada manusia bersumber pada potensi jiwa, selain itu jiwa juga menjadi penggerak raga dalam melaksanakan setiap aktifitasnya. Dengan demikian, jiwalah yang menjadi dasar dalam pendidikan manusia bukan berbasis pada materi. (shrink)

Abstrak: Dalam artikel ini pandangan John Dewey tentang tolok ukur penilaian moral, sebagaimana ia jelaskan dalam teori etika pragmatiknya, akan disajikan dan dievaluasi. Artikel dibagi dalam tiga bagian. Pertama, berbeda dengan teori-teori etika teleologis, di mana moralitas tindakan dinilai dari menunjang tidaknya tindakan tersebut dalam upaya mencapai tujuan akhir hidup manusia, dalam pandangan Dewey, suatu tindakan dinilai secara moral baik kalau tindakan tersebut mencapai tujuan yang dimaksudkan untuknya. Tujuan tersebut bersifat kontekstual dan plural serta selalu terkait dengan sarana yang tersedia (...) untuk mencapainya. Kedua, bagi Dewey suatu tindakan dinilai baik atau benar secara moral kalau menunjang proses perwujudan diri si pelaku tindakan. Apa yang menunjang proses perwujudan diri si pelaku tindakan tak pernah dapat ditentukan secara a priori berdasarkan konsep kodrat manusia. Dalam memahami manusia, Dewey menolak paham esensialisme kondrat manusia. Ia memahami pengertian perwujudan diri manusia dalam konteks proses ‘transaksi’ manusia sebagai organisme dengan lingkungan hidup sekitarnya. Ketiga, sebuah evaluasi terhadap pandangan Dewey mengenai tolok ukur penilaian moral dalam teori etika pragmatiknya akan disajikan. Katakunci: etika, penilaian moral, organisme, lingkungan, ends-in-view, pengembangan diri, tradisi moral, pragmatisme, naturalisme, transaksi. Abstract: In this article John Dewey’s criteria for moral judgment, as he expounds in his pragmatic ethics, will be presented and evaluated. The article will be divided into three parts. First, different from traditional teleological ethics, in which the morality of an act is judged from the point of view of certain human final end, an act, in Dewey’s view, should be judged as morally good if it achieves its specific and contextual end-in-view. There are many ends-in-view as there are many moral acts, and an end-in-view can never be determined apart from its actually available means to achieve it. Second, for Dewey, an act is considered good or morally right if it does in practice lead to the human self-realization of the agent. What constitutes an agent’s human self-realization can never be determined in a priori way. Dewey rejects essentialism of human nature in understanding human being. He understands human self-realization within the context human dynamic process of “transactions” with his or her concrete environment. Third, an evaluation of Dewey’s view will be provided. Keywords: ethics, moral judgment, organism, environment, ends-in-view, self-realization, moral tradition, pragmatism, naturalism, transaction. (shrink)

Tulisan ini bertujuan mengurai makna dan retorika penciptaan mantra Cenning Rara sebagai salah satu perwujudan sastra lisan suku Bugis di Sulawesi Selatan. Mantra Cenning Rara adalah sejenis ilmu pengasihan, berisi doa-doa pemikat, dipercaya masyarakat Bugis dapat memikat hati lawan jenisnya. Saat ini, mantra tersebut mulai tergerus dan jarang digunakan dengan sejumlah alasan, satu di antaranya terkoptasi oleh nilai-nilai religi yang berkembang belakangan. Berdasarkan latar belakang tersebut, penelitian ini dilakukan untuk (1) mengetahui makna mantra Cenning Rara, serta (2) retorika penciptaan yang (...) mendasarinya berfungsi sebagai mantra pemikat lawan jenis. Metode yang digunakan adalah deskriptif kualitatif, memperoleh data dalam bentuk narasi bukan angka. Objek penelitian ini terdiri dari dua; objek material dalam hal ini hasil transkripsi dan terjemahan mantra Cenning Rara, dan teori semiotika Riffaterre dan formula Albert B. Lord sebagai objek formal. Hasil penelitian menunjukkan bahwa mantra Cenning Rara secara heuristik mengandung makna keterpesonaan terhadap seseorang. Sementara secara hermeneutik, keterpesonaan tersebut diekspresikan tidak berdiri sendiri, tetapi dibarengi unsur-unsur seperti keyakinan, paksaan, dan ancaman; bahwa mantra adalah media yang dapat mengobati sekaligus melukai. Selain itu, retorika penciptaan mantra Cenning Rara melalui formula sebagai sarana penyampaian gagasan, selain dilandasi oleh keyakinan dan kepercayaan—juga didorong oleh kepandaian penutur dalam menciptakan wacana estetik yang ritmis dan puitis. (shrink)

Lima gagasan yang dapat mengubah Indonesia itu tentu Pancasila. Sebagaimana ditulis Jakob Oetama dalam kata pengantar buku Profesor Sastrapratedja, sudah sangat mendesak untuk mengaktualisasikan kembali Pancasila. Pancasila sudah lama berada dalam bahaya, bukan karena masih ada kekuatan politik yang mempersoalkannya, melainkan karena dukungan terhadap Pancasila cenderung menguapkan maknanya. Di masa Demokrasi Terpimpin Pancasila semakin dikesampingkan oleh semboyan-semboyan lain di mana yang paling tragis adalah NASAKOM. Di masa Orde Baru Pancasila dinyatakan sakti dan sesudahnya jutaan saudara dan saudari sebangsa dibunuh, dikucilkan, (...) dan dihancurkan eksistensinya; Pancasila menjadi payung salah satu kejahatan terbesar dalam sejarah umat manusia. Dan kemudian, melalui manipulasi, seperti dalam Pedoman Penghayatan dan Pengamalan Pancasila, Pancasila di-jawa-kan—dalam pidatonya di Pekanbaru Suharto mengatakan bahwa untuk memahami Pancasila orang perlu tahu falsafah honocaroko—dan dibonsai menjadi anjuran untuk bersikap baik-baik, bebas bertanggungjawab di bawah naungan pemerintah. Pancasila bonsai itu diindoktrinasikan melalui kursus-kursus BP7 kepada masyarakat. Maka waktu Suharto meninggalkan tahta kekuasaannya, Pancasila seakan sudah masuk kotak, orang sepertinya malu berbicara mengenai Pancasila. Panggung ideologis yang kosong segera mulai diisi oleh ideologi-ideologi picik-agamis-eksklusivis yang betul-betul mau membersihkan Indonesia dari sisa Pancasila. Maka pada 2006 AIPI (Akademi Ilmu Pengetahuan Indonesia) menyerukan kepada Presiden Susilo Bambang Yudhoyono agar Pancasila kembali dijadikan acuan akhir eksplisit segala kebijakan kenegaraan. Karena itu, pemahaman kembali tentang arti Pancasila sangat mendesak. Itulah aktualitas buku Professor Sastrapratedja. Judulnya bukan sekedar kata keren. Sastrapratedja menunjukkan bahwa Pancasila bukan sebuah dokumen sejarah saja—seperti Declaration of Independence Amerika Serikat—atau sebuah pilar di atasnya bangsa Indonesia meneruskan perjalanannya. Sastrapratedja memperlihatkan bahwa Pancasila mempunyai gigi; artinya, Pancasila merupakan petunjuk tajam tentang kebijakan mana yang boleh dan tidak boleh diambil oleh negara yang mewujudkan bangsa Indonesia. Sastrapratedja menunjukkan dengan rinci bahwa kalau kita mengaku mendasarkan kehidupan bangsa pada lima sila Pancasila maka ada konsekuensinya. Ada kebijakan yang wajib diambil dan ada kebijakan yang wajib ditolak. Kalau negara kita mengikuti petunjuk Pancasila maka negara kita akan berubah. Buku ini terdiri dari dua puluh tiga makalah yang ditulis penulis dalam lima belas tahun terakhir. Bentuk itu menguntungkan karena pembaca tidak perlu membaca 393 halaman teks ini dari permulaan sampai akhir. Daftar isi yang cukup jelas, sebuah indeks nama dan sebuah indeks analitis rinci membantu pembaca untuk menemukan persis apa yang dicarinya. Sastrapratedja tentu tidak hanya membicarakan Pancasila. Di antara sekian masalah yang dibicarakan ada, misalnya, ”etika ilmu pengetahuan“—yang menurut Sastrapratedja memuat lima prinsip: harus menghormati martabat manusia sebagai pribadi, berpegang pada prinsip ”tidak merugikan,” terarah pada kesejahteraan bagi manusia dan masyarakat seluruhnya, pada pengurangan penderitaan, serta pada pemerataan hasil-hasilnya—, ”nasionalisme,“ ”jati diri manusia Indonesia,“ ”globalisasi“ dan tantangannya, pelbagai arti kata ”ideologi,“ ”etika politik,“ arti ”budaya politik,“ ”multikulturalisme,“ ”krisis modernitas“ sampai ”keamanan pangan“ sebagai tantangan etis........ Satu muatan Pancasila yang diangkat oleh Sastrapratedja adalah bahwa ”Pancasila menjadikan kehidupan masyarakat dan negara lebih manusiawi.” Mempancasilakan Indonesia berarti membuat bangsa Indonesia hidup bersama dengan lebih manusiawi. Hal itu eksplisit dituntut dalam sila kedua, tetapi memancar ke semua sila. Lebih manusiawi berarti penolakan terhadap kekerasan sebagai sarana untuk menyelesaikan masalah. Pancasila mendorong untuk mengusahakan “penghalusan perasaan” dan “transformasi keagresifan” manusia Indonesia. Ketuhanan Yang Maha Esa memanusiakan manusia dengan mengajak menghormati perbedaan, mengakui identitas semua warga dan komunitas masyarakat, dan dengan menjamin kebebasan beragama dan ”toleransi” terhadap kemajemukan. Menjunjung tinggi Pancasila membawa kewajiban untuk menjamin hak-hak asasi manusia. Demokrasi membawa ”komitmen pada kesamaan.” Usaha mewujudkan keadilan sosial berakar dalam solidaritas. Bahwa Pancasila merupakan suatu etika politik, menurut Sastrapratedja, tidak berarti bahwa Pancasila tidak menyangkut sikap etis manusia Indonesia masing-masing. Pancasila dapat menjadi etika politik apabila nilai-nilai Pancasila dihayati oleh masyarakat masing-masing. Sesuai dengan lima silanya karakter manusia Pancasilais ditandai oleh lima kemampuan: kemampuan untuk menghargai perbedaan, untuk membawa diri secara manusiawi dan santun, untuk mencintai tanah airnya, untuk bersikap demokratis, serta bersikap adil dan solider. Pendidikan Pancasila dengan demikian adalah pendidikan yang mendukung perkembangan sikap-sikap Pancasilais itu. Sesuatu yang masih dapat dimasukkan ke dalam edisi berikut buku ”Lima Gagasan…” adalah tanggapan terhadap pelbagai paham tentang Pancasila yang selama ini muncul di Indonesia. Ada sebuah koreksi kecil. Catatan Delanty, yang dikutip Sastrapratedja, yang mengatakan bahwa Ayatullah Khomeini dulu menyebarkan gagasannya lewat internet (hlm. 85) tentu keliru. Waktu Khomeini di Paris—dan sampai ia meninggal dunia—belum ada internet. (Franz Magnis-Suseno, Guru Besar Ilmu Filsafat Emeritus, Sekolah Tinggi Filsafat, Driyarakra, Jakarta ). (shrink)