Forgiveness is mostly seen as a virtuous human response to wrongful conduct. But what happens when there is no acknowledgement of wrongdoing on the part of the wrongdoer? Does the forgiveness of the unrepentant still count as forgiveness? The Fourteenth Dalai Lama, for instance, is a figure who highly promotes the value of forgiveness. His homeland has been occupied by China since 1950, yet he maintains that he forgives and feels no enmity towards the Chinese government. The Chinese authorities, for (...) their part, have never admitted to wrongful invasion of the ‘roof of the world’, hence there has been no acceptance of the Dalai Lama’s forgiveness. Can the Dalai Lama’s forgiving under these circumstances, however, still be seen as forgiveness? In the present contribution, I shed light on the Buddhist view on forgiveness in the hope of inspiring ideas that might contribute to the pursuit of peace. Firstly, I explore certain matters surrounding the general idea of forgiveness and subsequently introduce Buddhist perspectives. Secondly, I respond to the key question of this paper by highlighting the Dalai Lama’s views as a means to elaborate on the Buddhist stance. I conclude by comparing Buddhist points of view with some contemporary philosophical perspectives and illustrating some distinguishing features of the Buddhist notion of forgiveness. From the above, I endeavour to establish that the Buddhist take on forgiveness is ultimately unconditional. (shrink)

As a transitional economy, Vietnam has undergone tremendous changes over recent decades within a ‘fusion’ context that blends both traditional and modern values from its complex history. However, few studies have explored how contemporary issues in the context of Vietnam have brought both obstacles and skillful initiatives to managerial approaches to doing business. We draw on the concepts of social trust and institutional theory to explore how informal institutions such as religious forces can contribute to the development of individual trust (...) and whether individuals are willing to extend trust beyond familial networks. We contribute to the notion of a moral conception of trust by exploring how Buddhism in particular has initiated distinctive managerial approaches in the context of Vietnam, in response to dilemmas of social trust. Our findings highlight that as an informal institution, engaged Buddhism yields significant impact on the formation of social trust. We carried out in-depth interviews in Vietnam with 33 organizational leaders who were Buddhist practitioners, using thematic analysis to elucidate our findings and arguments. The study reveals how the incorporation of Buddhist principles has fostered context-sensitive, non-extreme, and reflexive managerial approaches to enhance morality as a response to social trust issues. (shrink)

Although undergraduate engineering ethics courses often include the development of moral sensitivity as a learning objective and the use of active learning techniques, teaching centers on the transmission of cognitive knowledge. This article describes a complementary assignment asking students to perform an ethics “experiment” on themselves that has a potential to enhance affective learning and moral imagination. The article argues that the focus on cognitive learning may not promote, and may even impair, our efforts to foster moral sensitivity. In contrast, (...) the active learning assignments and exercises, like the ethics “experiment” discussed, offer great potential to expand the scope of instruction in engineering ethics to include ethical behavior as well as knowledge. Engineering ethics education needs to extend beyond the narrow range of human action associated with the technical work of the engineer and explore ways to draw on broader lifeworld experiences to enrich professional practice and identity. (shrink)

Scholars and practitioners addressing the global food crisis have rarely incorporated perspectives from the world's religious traditions. This lacuna appears in multiple dimensions: until recently, environmentalists have tended to ignore food and agriculture; food justice advocates have focused on food quantities, rather than its method of production; and few scholars of religion have considered agriculture. Faith-based perspectives typically emphasize the dignity and sanctity of creation and offer holistic frameworks that integrate equity, economic, and environmental concerns, often called the three legs (...) of sustainability. Faith-based perspectives can provide new paradigms through which to assess food, consumption, and production and the attendant social relations; assess our scientific, economic, and social approaches; and acknowledge the moral and religious dimensions of the world food crisis. (shrink)

ABSTRACT This article examines Michel Foucault’s views concerning the ethical salience of critique and compares those views to the Buddhist Madhyamaka tradition. As a critic of the Enlightenment, Foucault’s approach to ethics vacillated between deconstructing moral concepts such as “self” and “freedom,” and affirming them as the basis of an ethics conceived as “self-fashioning.” Madhyamaka thought provides a critical account of social reality that resonates with Foucault, particularly concerning the emancipatory potential of critique, but it arrives at different ethical conclusions, (...) viewing compassion rather than vertiginous freedom as the outcome of any thorough critique of the self. (shrink)

This paper assumes that educators are now involved in a struggle for their souls and for the souls of their students. The idea of the soul in this case is not the religious one, but the soul invoked by Foucault to name that aspect of self, that ‘exists, or is produced … within the body … or born … out of methods of punishment, supervision and constraint’. Neoliberalising social policy not only aims to transform structures and enact new technologies of (...) control but also involves the transformation of values and cultures, and hence the formation of new subjectivities. With that in mind this paper argues for an education understood as experiments with alternative modalities of self-formation that are responsive to the key challenges of our times. The paper experiments with as aphoristic style and hence is structured through six fragments that provide various takes on this problematic, including: an autobiographical moment; a brief rendering of Foucault’s genealogy of the relationship between truth and the subject; Hadot’s genealogy of philosophy; various definitions of spirituality; and an account of Buddhist epistemology that distinguishes knowing and realization. The paper concludes by arguing for a Buddhist inspired pedagogy that is defined in terms of the relationships between teacher, student and realization. From such a perspective, it is not identity work that is the ethico-political project of our times, but of learning how to quite literally get free of our self. (shrink)

ABSTRACT The core teaching of Buddhism revolves around understanding and alleviating suffering. Since the purpose of international humanitarian law (IHL) is to minimise suffering during armed conflict, by protecting the innocent and restricting the means and methods of warfare, Buddhists should support IHL. In this paper, I try not to utilise the Buddha’s well-known teachings such as karma, impermanence, non-self, emptiness, compassion and so on, to explain why Buddhists should support IHL. Instead, I present how and why Buddhism underlines the (...) importance of secular ethics, indicating that humanity comes first for Buddhism, which would be the main reason for Buddhists to support IHL. Buddhist monks such as Yinshun and the 14th Dalai Lama view common humanity, conventional morality and inner values as the grounds for Buddhism. An enhancement of humanity and the promotion of morality are also part of the way of Buddhist practice. Viewed from a humanistic perspective, Buddhism may endorse all laws, rules, and regulations that are in the best interest of the public and align with values such as peace, freedom, equality, justice, benevolence, and more, regardless of whether they are applied internationally or domestically. Buddhism upholds IHL for similar reasons. (shrink)

Studies in Buddhist Philosophy, by SideritsMark, ed. Jan Westerhoff. Oxford: Oxford University Press, 2016. Pp. vii + 313.

This essay focuses on determining moral leadership, as theoretically debated from an evolutionary point of view in an attempt to reflect on how this kind of moral leadership can contribute, among others, in dealing with issues such as gender, race, poverty and sexual orientation. Although important, not one of the latter issues will be discussed. It is not the primary focus of the essay. But because we are aware of the extent of the challenges regarding these issues, they were specifically (...) identified as examples for applying the moral guidelines developed and determined in this essay. This essay mainly argues that morality and moral leadership require analytical and critical evolutionary thinking and reflection that could contribute to making the world a more just and fair place in which to live. Moral leaders are created when people are constantly striving in an ongoing process of reasoning to become more humane, thereby allowing every person to flourish and to reach their full potential through biologically determined and justice-based moral reflection and action. (shrink)