The concept of avidyā or ignorance is central to the Advaita Vedāntic position of Śȧnkara. The post-Śaṅkara Advaitins wrote sub-commentaries on the original texts of Śaṅkara with the intention of strengthening his views. Over the passage of time the views of these sub-commentators of Śaṅkara came to be regarded as representing the doctrine of Advaita particularly with regard to the concept of avidyā. Swami Satchidanandendra Saraswati, a scholar-monk of Holenarsipur, challenged the accepted tradition through the publication of his work Mūlāvidyānirāsaḥ, (...) particularly with regard to the avidyādoctrine. It was his contention that the post-Śaṅkara commentators brought their own innovations particularly on the nature of avidyā. This was the idea of mūlāvidyā or ‘root ignorance’, a positive entity which is the material cause of the phenomenal world. Saraswati argues that such an idea of mūlāvidyā is not to be found in the bhāṣyas (commentaries) of Śaṅkara and is foisted upon Śaṅkara. This paper attempts to show that although Śaṅkara may not have explicitly favoured such a view of mūlāvidyā, his lack of clarity on the nature of avidyā left enough scope for the post-Śaṅkara commentators to take such a position on avidyā. (shrink)

Evolutionary ethics, the idea that the evolutionary process contains the basis for a full and adequate understanding of human moral nature, is an old and disreputable notion. It was popularized in the 19th century by the English general man of science, Herbert Spencer, who began advocating an evolutionary approach to ethical understanding, even before Charles Darwin published hisOrigin of Speciesin 1859 (Spencer 1857, 1892). Although it was never regarded with much enthusiasm by professional philosophers, thanks to Spencer’s advocacy the evolutionary (...) approach to ethics soon gained wide popularity, both in Britain and towards the end of the century, even more in the United States of America (Ruse 1986; Russett 1976). It became transformed into a whole sociopolitical doctrine, known somewhat inaccurately as ‘Social Darwinism.’ (Scholars have long debated as to whether Darwin himself was truly a Social Darwinian, and the answer seems to depend on which of his works you read. If you look at theOrigin of Species, he certainly is not. On the other hand, if you look at theDescent of Man, there are good reasons for thinking that he was not unsympathetic to the idea. (shrink)

Autonomy has been the central principle underpinning changes which have affected the practice of medicine in recent years. Medical education is undergoing changes as well, many of which are underpinned, at least implicitly, by increasing concern for autonomy. Some universities have embarked on graduate courses which utilize problem-based learning (PBL) techniques to teach all areas, including medical ethics. I argue that PBL is a desirable method for teaching and learning in medical ethics. It is desirable because the nature of ethical (...) enquiry is highly compatible with the learning processes which characterize PBL. But it is also desirable because it should help keep open the question of what autonomy really is, and how it should operate within the sphere of medical practice and medical education. (shrink)