Advances in molecular technologies have the potential to help remedy health inequities through earlier detection and prevention; if, however, their delivery and uptake are not more carefully considered, there is a very real risk that existing inequities in access and use will be further exacerbated. We argue this risk relates to the way that information and knowledge about the technology is both acquired and shared, or not, between health practitioners and their patients.A healthcare system can be viewed as a complex (...) social network comprising individuals with different worldviews, hierarchies, professional cultures and subcultures and personal beliefs, both for those giving and receiving care. When healthcare practitioners are not perceived as knowledge equals, they would experience informational prejudices, and the result is that knowledge dissemination across and between them would be impeded. The uptake and delivery of a new technology may be inequitable as a result. Patients would also experience informational prejudice when they are viewed as not being able to understand the information that is presented to them, and information may be withheld.Informational prejudices driven by social relations and structures have thus far been underexplored in considering equitable implementation and uptake of new molecular technologies. Every healthcare interaction represents an opportunity for experiencing informational prejudice, and with it the risk of being inappropriately informed for undertaking such screening or testing. Making knowledge acquisition and information dissemination, and experiences of informational prejudice, explicit through sociologically framed investigations would extend our understandings of equity, and offer ways to affect network relationships and structures that support equity in delivery and uptake. (shrink)

Study on the philosophy of Cārvāka, classical Indian materialist.

Comparative study of Indic philosophies from pre-Vedic times to the present day.

On philosophical and historical perspectives of education : with special reference to Sri Aurobindo, 1872-1950, Indian philosopher and John Dewey, 1859-1952, an American philosopher and educational reformer.

Historical and cultural study of Yoga tradition in India from the earliest time.

Comprehensive study of Buddhist philosophy and other Indic philosophy.

Comprehensive work on Śaṅkarācārya, Hindu philosopher; based on archaeological and epigraphical material.

Nyansa nye sika na w'akyekyere asie. One critical factor that has contributed to the spread of the virus COVID-19 and resulting illnesses and deaths is both the conceptual and the ethical confusion between the prioritization of individual rights over social duties. The adherence to the belief in the priority of rights over duties has motivated some individuals to refrain from social distancing and, as a result, has placed themselves and other individuals at serious risk to health and life. My (...) argument is that the ethical enjoinder of social duty possesses priority over the ethical value of individual rights especially in times of global crisis. I demonstrate this point by arguing that the concept of individual right is derivative from the concept of social duty and through the argument that the concept of social duty is more efficacious in addressing global threats to human life than is the concept of individual rights. What is needed is an in-depth revision of the moral ordering of rights and duties and a vision of the human being as inherently other directed with duties toward others. I shall examine two specific ethical systems, that of Confucian and African, Akan moral philosophy that exemplify such a revision of the moral order. (shrink)

Contemporary accounts of early Mah y na Buddhist schools like the Madhyamaka and the Yog c ra tend to portray them as generally antithetical to the Abhidharma of non-Mah y na schools such as the Therav da and the Sarv stiv da. This paper attempts to locate early Yog c ra philosophical speculation firmly within the broader context of Abhidharma debates. Certain key Yog c ra concepts such as layavij na, vij apti-m trat and citta-m tra are discussed insofar as (...) they relate to pre-existing concepts and issues found in the Vaibh sika and Sautr ntika schools, with specific reference to the Abhidharmakośa and the corresponding bh sya of Vasubandhu. Finally, some remarks are made about the, benefits of approaching the history of religious ideas without the benefits and distortions of hindsight, particularly as this relates to the attribution of an idealistic position to the early Yog c ra literature. (shrink)

Hz. Peygamber’den nakledilen “Kim âşık olur da aşkını gizler, iffetli davranır ve bu sebepten ölürse, şehit olarak ölür” hadisinin sıhhati, hadis âlimleri arasında tartışma konusu olmuştur. İlk dönem hadis münekkitlerinin tamamı “âşık hadisi” hakkında olumsuz bir kanaat arz etmişlerken, sonraki dönem bazı hadis âlimleri birtakım deliller öne sürerek mezkûr rivayetin sahih olduğunu savunmuşlardır. Ancak yapılan araştırmalar sonucu sonraki dönem hadis âlimleri tarafından “âşık hadisinin” sahih olduğunu ispatlamak için ileri sürülen delillerin, hadisi sahih derecesine çıkartacak kadar kuvvetli olmadığı tespit edilmiştir. Bununla (...) birlikte mezkûr hadis araştırılırken müteahhir ulemadan bazı isimlerin mütekaddim münekkitlerin ittifakla ortaya koydukları bir hükme neden karşı çıktığı merak konusu olmuştur. Öte yandan makale bu sorunun cevabını ararken, müteahhir ulemâ arasından “âşık hadisine” sahih diyenlerin hadisin tenkidinde farklı bir yaklaşım ortaya koyduklarını tespit etmiştir. Onlar ilk dönem münekkitlerinin aksine hadisin ravisi Süveyd’i sika kabul etmişlerdir. Ayrıca getirdikleri farklı tarikler ile hadisin mevkûf rivayetlerini de “âşık hadisinin” sıhhatini ispatlamak için kullanmışlardır. (shrink)

Comparative study of the philosophical positions (siddhānta) of the Vaibhāsika, Sautrāntika, Yogācāra, and Mādhyamika schools of Buddhism with Hinduism.

Exegetical notes on the explanation of philosophical positions (siddhānta) of the Vaibhāsika, Sautrāntika, Yogācārya, and Mādhyamika schools of Buddhism with Hinduism based on the Dkon-mchog ʾJigs-med-dbaṅ-po's text.

This book is a defence of a form of realism which stands closest to that upheld by the Nyãya-Vaid'sesika school in classical India. The author presents the Nyãya view and critically examines it against that of its traditional opponent, the Buddhist version of phenomenalism and idealism. His reconstruction of Nyãya arguments meets not only traditional Buddhist objections but also those of modern sense-data representationalists.

This chapter contains sections titled: Action as Evidence for the Existence of a Self: Effort, Mental Acts, Motion, and Cause Action in the Context of Linguistic Use: Basic Acts, Effort, Production, Aim, and Reasons Moral Actions Concluding Remarks References Further reading.