Organizations are diverse workplaces where various beliefs, values and perceptions are shared to varying extents. How can spiritual leadership induce altruistic love and intrinsic motivation among diverse members within the organization and without being regarded as really yet another covert, sophisticated form of corporate exploitation of human vulnerability reflective of the “dark side” of organizations and leadership? This paper explores an approach to spiritual leadership from a Buddhist perspective focusing on the power of skilful means to tackle such concerns. In (...) organizational pursuits such as appearance, reputation, fame, power, recognition and even leader–follower relationships are associated mostly with objectives and expectations, known in Buddhism as “attachment”. In Buddhism, however, any kind of attachment may be a source of suffering that eventually leads to negative consequences. In reviewing the dark side of spiritual leadership practices and how Buddhism is commoditized for organizational purposes, we reaffirm on the importance of the notion of non-attachment in Buddhism. We unpack the application of the Buddhist metaphor of “the raft”, non-attachment and other Buddhist stories of skilful means in spiritual leadership and their contribution to leadership studies. (shrink)

This article provides a philosophical overview of some of the central Buddhist positions and argument regarding animal welfare. It introduces the Buddha's teaching of ahiṃsā or non-violence and rationally reconstructs five arguments from the context of early Indian Buddhism that aim to justify its extension to animals. These arguments appeal to the capacity and desire not to suffer, the virtue of compassion, as well as Buddhist views on the nature of self, karma, and reincarnation. This article also considers how versions (...) of these arguments have been applied to address a practical issue in Buddhist ethics; whether Buddhists should be vegetarian. (shrink)

This essay explores selected examples of puns and etymologizing in the Pali canon. It argues that they do not solely serve a satirical intent, but are sophisticated rhetorical devices, skilfully employed by the Buddha to induce a reflective awareness in the listeners and persuade them into accepting his view. Their rhetorical function and efficacy is investigated, while foregrounding a new interpretation of the Aggaññasutta.

This article seeks to broaden contemporary scholarship on the Lotus Sūtra by arguing that it is a philosophically critical, self-reflective text struggling with problems of truth in Buddhist discourse. While all Lotus Sūtra scholars agree that the doctrine of skillful means is a central teaching in the text, there is a common tendency to frame skillful means as a passive vehicle (or ‘means’) for expressing truth rather than an active philosophical critique of truth. This article argues that the Lotus Sūtra (...) uses skillful means as a distinct form of criticism within a larger debate over the nature and efficacy of Buddhist practice, and that it raises important issues about truth that are shared by other important Buddhist thinkers and texts such as Nāgārjuna, Lin-chi and the Vimalakīrtinirdeśa. It analyzes key passages and parables without reducing the ethical teachings of the Lotus Sūtra to simplistic versions of utilitarianism, paternalism, or relativism, and without dissolving the critical elements that make the Lotus Sūtra a genuinely philosophically interesting text. (shrink)

How does one teach dissent in a classroom which is a disciplinary space? As a pedagogue whose work is to instil philosophical and critical thinking in students, in this article I reflect on the modalities of teaching dissent versus teaching about dissent. While it is very possible that teaching about dissent may create a model for students to emulate, teaching dissent must involve a proactive learning process within the classroom that may depend on the ethical and compassionate stand of the (...) teacher. I draw from Indian philosophical traditions of argumentation and the tradition of debate and teaching to posit a methodology of two forms of dissent called Vimati, intellectual dissent and Upeksha, performative dissent. One notes that conceptualisations such as doubt, questioning, evidence, and advocacy are some of the epistemic ideas from Indian philosophical systems that can be adapted to contemporary pedagogy. Additionally, a form of performative dissent that involves ‘turning away’ from norms becomes a form of performative dissent. Such dissent is described through texts as practices in the lived worlds of people in the stories of epics and folk traditions. Finally, I conclude with similar concepts gleaned from contemporary thinkers in India to emphasise the ethical values of compassion and love that make teaching dissent possible. (shrink)