This article's main theme is the conceptualization of a 'body-oriented-pedagogy' that unfolds a possible account of 'how one learns from the body'. Based on B.K.S Iyengar's approach to yoga-posture practice, which is embedded in classical yoga's philosophy of 'mind', a 'body-oriented pedagogy' is depicted as a practice that seeks to incite 'embodied mindfulness'. The pedagogy trains one in turning 'body' into 'subject', thus quieting the 'thinking mind'. It is thus conceptualized as turning the Cartesian crowning of ‘mind’ over ‘body’ upside (...) down. This pedagogy is suggested as yielding 'education towards and in presence'. Presence is characterized as a mode of perceiving experience prior to the grid of language and concepts, enhancing one's ability to choose one’s action. Applying the grounding of pedagogy in ‘body’, the article then contributes to the discourse involved in the incorporation of contemplative practice within schooling. 'Body-oriented pedagogy' is depicted as compatible with both 'spiritual' and 'non-spiritual' curriculum orientations. (shrink)

In its classical formulation as found in Svātmārāma’s Haṭhapradīpikā, haṭhayoga is a Śaiva appropriation of an older extra-Vedic soteriological method. But this appropriation was not accompanied by an imposition of Śaiva philosophy. In general, the texts of haṭhayoga reveal, if not a disdain for, at least an insouciance towards metaphysics. Yoga is a soteriology that works regardless of the yogin’s philosophy. But the various texts that were used to compile the Haṭhapradīpikā (a table identifying these borrowings is given at the (...) end of the article) were not composed in metaphysical vacua. Analysis of their allusions to doctrine shows that the texts from which Svātmārāma borrowed most were products of a Vedantic milieu—bearing testament to Vedānta’s newfound interest in yoga as a complement to jñāna—but that many others were Śaiva non-dual works. Because of the lack of importance given to the niceties of philosophy in haṭhayogic works, these two non-dualities were able to combine happily and thus the Śaiva tenets incorporated within haṭhayoga survived the demise of Śaivism as part of what was to become in the medieval period the dominant soteriological method in scholarly religious discourse in India. (shrink)

Critics have pointed out that the content and sequence of mystical development reported by different traditions do not seem very congruous with the contention that there is a universal path of mystical development. I propose a model of mystical development that is more subtle than traditional ‘invariant hierarchical’ models, and which explains how the apparently differing accounts of mystical development between traditions and thinkers can be reconciled with each other in a more convincing fashion, and brought together under one umbrella. (...) The model preserves both the objective core of perennialism and the culturally subjective element of mystical ‘specialization’ that is undeniably evidenced in the mystical literature, and which hierarchical and invariant ‘universalist’ accounts struggle to integrate. (shrink)

2022 CHOICE Outstanding Academic Title The purpose of this book is to fill a gap in contemporary mystical studies: an overview of the basic ways to approach mystical experiences and mysticism. It discusses the problem of definitions of “mystical experiences” and “mysticism” and advances characterizations of “mystical experiences” in terms of certain altered states of consciousness and “mysticism” in terms of encompassing ways of life centered on such experiences and states. Types of mystical experiences, enlightened states, paths, and doctrines are (...) discussed, as is the relation of mystical experiences and mysticism to religions and cultures. The approaches of constructivism, contextualism, essentialism, and perennialism are presented. Themes in the history of the world’s major mystical traditions are set forth. Approaches to mystical phenomena in sociology, psychology, gender studies, and neuroscience are introduced. Basic philosophical issues related to whether mystical experiences are veridical and mystical claims valid, mystics’ problems of language, art, and morality are laid out. Older and newer comparative approaches in religious studies and in Christian theology are discussed, along with postmodernist objections. The intended audience is undergraduates and the general public interested in the general issues related to mysticism. (shrink)

Attempts to explore and explain the basic nature of human beings in terms of development can be traced back far beyond the origin of modern psychology. The ancient Indian scriptures are, in fact, full of psychological knowledge in all aspects with much deep-rooted and sound philosophical background. Many have made attempts to translate this ancient knowledge into a form acceptable to modern psychology. But still much of the ancient spiritual literature has to be studied and interpreted to uncover many hidden (...) psychological concepts that are much deeper in meaning as well as relevance than what Western psychology has gifted to the world in this modern time. The ancient Indian scriptures, philosophical literature, astrological–astronomical literature and medical literature, in essence, are the reservoir of the knowledge concerning human nature and holistic development. Literary exposition towards development can be found in Indian philosophical systems such as Vaises. ika, Nyaya, Sāmkhya, Yoga, Mīmāmsā, Vedānta and the medical systems given by Charaka and Suśruta. The present article is an attempt to review the Yoga Sūtras of Patañjali in the strict psychological sense so that it could be helpful in re-establishing guidelines not only for all-round healthy development but to strive beyond—for kaivalya. (shrink)

Abstract This paper analyses the uses of the word ?nature? (in P?li pakati, Sanskrit prakrti) in the P?li scripture. In the P?li scripture pakati is never used as a concept of nature considered as a unity or an entity, or as a material cause, as in the S?mkhya and Yoga, but it describes acts which are considered natural, regular and usual. The article tries to answer three questions. 1. What is the meaning of the term pakati in the P?li scripture? (...) 2. What is the relation between the term pakati in the P?li scripture and the Sanskrit term prakrti in general and as a technical term in the S?mkhya and Yoga schools, in the Medical schools and in the Jain scriptures? 3. What view of nature does analysis of the term reveal? (shrink)

In our post-Enlightenment world, reality has been reduced to only that which can be known through the faculty of reason, or empirically verified by the five senses; all higher levels of knowing have virtually been banished. Current approaches to psychotherapy have failed to discern that, without a proper understanding of the mind in all its dimensions, any discussion about effective mental health is not even possible. This paper seeks to demonstrate that certain pernicious limitations in modern Western psychology today have (...) served to distort our understanding of consciousness. This, in turn, has undermined our ability to deliver efficacious mental health treatment, where every dimension of a human being is taken into account. (shrink)

Abstract In this paper I challenge and attempt to correct conclusions about Classical Yoga philosophy drawn by traditional and modern interpretations of Patañjali's Yoga?s?tras. My interpretation of Patañjali's Yoga?which focuses on the meaning of ?cessation? (nirodha) as given in Patañjali's central definition of Yoga (YS 1.2)?counters the radically dualistic and ontologically?oriented interpretations of Yoga presented by many scholars, and offers an open?ended, epistemologically?oriented hermeneutic which, I maintain, is more appropriate for arriving at a genuine assessment of Patañjali's system (dar?ana) of (...) Yoga. (shrink)

The concept of kaivalya (literally, 'aloneness') is of crucial importance to the systems of classical Indian philosophy known as Sākhya and Yoga. Indeed, kaivalya is the supreme soteriological goal to which these systems are directed. Various statements concerning this final goal appear in the classical texts - namely, the Sākhyakārikā and Yogastra - and yet there is no consensus within modern scholarship about how the concept is to be interpreted. More specifically, there appears to be a great deal of confusion (...) over the implications of kaivalya for the existence of the empirical world. In this article I discuss the principal difficulties encountered by existing interpretations of kaivalya, and propose that these difficulties result from an unwarranted assumption that Sākhya and Yoga take a realist view with regard to the empirical world. I further propose that these difficulties can, in large part, be overcome when the assumption of realism is set aside. (shrink)

This thesis is a Tamil to English translation of Tirukkaḷirruppaṭiyar, composed by Uyyavanta Tevanayanar toward the end of the twelfth century C.E. The work contains one hundred quatrains of Tamil poetry composed in veṇpa meter. It is a poetic expansion of Tiruvuntiyar, an earlier composition likely by the author's teacher's teacher. The TKP is a transitional text between the devotional religious bhakti hymns of the nayanmar, who lived between the sixth century and the twelfth, and the Saiva-Siddhanta Theo-philosophical system, which (...) developed between the thirteenth and the fourteenth centuries. TKP is the second work in the canon of fourteen texts called the Meykaṇṭa Sastra, TU being the first. The introduction in the thesis discusses the date of the author, his position in the lineage of teachers, major themes found in the work such as the importance of a teacher, types of worship, miracles of the Saiva saints and final release from the cycle of births and deaths. TKP's similarities and differences with the TU, and how the TKP provides a foundation for later Saiva Siddhanta thought are addressed. Besides translation, each verse has a gloss and there are several appendices, tables and charts with additional information. (shrink)

This article proposes an evolution of Edmund Husserl’s transcendental epoché by integrating P. R. Sarkar’s Tantra sádhaná, which engages ipseity as both the subject and the object of consciousness. First, it explores some of the recent philosophical and scientific obstacles that confound the transcendental reduction. Following this, an East-West trajectory for Husserl’s first science of consciousness is examined by combining Sarkar’s 3 shuddhis in pratyáhára, effecting an experience of noumenal consciousness. Combining Husserl’s phenomenology with Sarkar’s spiritual praxis reinvigorates the transcendental (...) epoché and emphasizes practice in a field both undermined by logical positivism and dominated by the scholasticism of Husserl’s protégés. Furthermore, the efficacy of an East-West approach is contextualized in view of Husserl’s admiration of Buddhism and Sarkar’s cognitive cosmology. (shrink)

Philosophy’s essence depicted by Socrates lies in its role as pedagogy for living, yet its traditional treatment of ‘body’ as a hindrance to ‘knowledge’ in fact severs it from life, transforming it into ‘an escape from life’.The philosophy/life dichotomy is thus an inherent flaw preventing philosophy as traditionally taught and engaged in, from fulfilling its original goal. Recent rejections of the Cartesian nature of Western curriculum, such as O’Loughlin’s ‘Embodiment and Education: Exploring creatural existence’, constitute an important theoretical paradigm shift, (...) yet still fail to translate to substantial pedagogies which explore the ‘body’ and its relation to ‘mind’ directly. This article suggests a reorientation of philosophy teaching from its present disembodied pedagogy, towards an embodied-lived-philosophicalpractice. By the description and exemplification of modern postural yoga I will depict the twofold role of the ‘body’ in philosophy teaching: 1) The ‘body’ as pedagogical vehicle serving the emergence of philosophical discourse, and 2) The body as yielding livingness to mean embodied-lived-philosophy as opposed to disembodied-lofty-philosophical escape from life. It will thus be suggested that yoga be incorporated as an integral part of philosophy teaching reclaiming its educational ethos. (shrink)

У статті визначено характеристики терміна «дг’яна» в «Йоґа-сутрах» Патанджалі. Досліджено згадки про дг’яну у тексті Патанджалі, показано, що поняття «дг’яна» в «Йоґа-сутрах» вперше отримує виражене філософське обґрунтування, в якому ключову роль відіграє когнітивна складова терміна. Незважаючи на давню історію дослідження «Йоґа-сутр», поняттю дг’яна та його властивостям було приділено мало уваги, що визначає актуальність дослідження. У статті розкрито зміст сутр Патанджалі, що пояснюють властивості дг’яни: ретельно проаналізовано місце дг’яни в досліджуваному тексті, її зв’язок з іншими поняттями, а також її ієрархічне положення. (...) Встановлено, що «Йоґа-сутри» включають у себе не тільки визначення дг’яни, але й описують її функцію по відношенню до свідомості – стійкість до неуважності, що визначає значення дг’яни як практики для збирання свідомості докупи. У результаті аналізу сутр вдалося виявити дві ключові властивості дг’яни щодо свідомості: «інтегруючу» та «трансцендуючу». Дг’яна призводить до стану зібраності свідомості, що є «інтегруючою властивістю» дг’яни як практики щодо протидії неуважності свідомості. Показано, що дг’яна, будучи інструментом подолання «розщеплення» свідомості, проявляє свою «трансцендуючу властивість», що сприяє ускладненню свідомості. Також у коментарі В’яси до «Йоґа-сутри» виділено перший приклад «соматизації дг’яни»: таким чином виявлено семантичний перехід від ментально-орієнтованого розуміння дг’яни до тілесноспрямованої, «соматичної» концепції, коли акцент уваги в йозі був зміщений від когнітивності до тілесності. (shrink)