This paper introduces Holistic Free Will (HFW), a transformative framework that reconceptualizes autonomy as a dynamic, relational, and ethically aspirational process embedded within structured realities. Distinct from traditional theories like libertarian free will and compatibilism, HFW integrates interdisciplinary insights from neuroscience, moral philosophy, and cultural traditions to provide a comprehensive understanding of free will that aligns individual agency with systemic and relational contexts. HFW emphasizes structured reality as comprising four dimensions—natural laws, human constructs, social norms, and personal histories—that act not (...) as constraints but as enablers of ethical autonomy and moral development. Central to the framework are mechanisms such as reflective veto, self-reflection, and virtue cultivation, which empower individuals to navigate deterministic influences and align actions with enduring ethical principles like justice, empathy, and humility. HFW’s practical applications across governance, education, and social systems, demonstrating its capacity to address global challenges such as social justice, environmental sustainability, and relational harmony. Case studies illustrate how structured realities foster personal and collective growth, positioning HFW as a tool for bridging theoretical insights and actionable strategies. By advancing autonomy as a relational and developmental process, HFW offers a groundbreaking model for ethical agency and societal transformation. (shrink)

The paper explores the role of body in Epictetus’s Discourse and Buddhist Satipaṭṭhāna Sutta and underscores the importance of embodied practice in Epictetan askēsis (‘training or exercise’). It argues that the important but unrecognized role of the body in Epictetan askēsis can be better understood if we introduce in some perspectives of early Buddhism. From the angle of spiritual exercise, early Buddhism maintains that the meditator ought to experience the body directly and contemplate the body as an impermanent physical object, (...) and not identify oneself with it. And based on the insight into the reality of the body and the cultivation of bodily awareness, the meditator can detach himself from the transient phenomenon and remove the unwholesome states of mind. Similarly, for Epictetus, by training our impression on the body and regarding the body as an indifferent thing but not the true self, one may successfully attain the truth of the body conditioned in various social contexts and then realize detachment and freedom. Therefore, in both early Buddhist meditation and Epictetan askēsis, the embodied practice of contemplating the body as it actually is, is also a spiritual exercise to understand the phenomenal world and detach from external things and to examine and tranquilize the internal world. (shrink)

This paper argues that the central philosophical movement in the complex history of Buddhism that originated with Siddhartha Gautama, the Buddha and carried on by Nāgārjuna (among other later Buddhist philosophers) shares some common themes with the pragmatic philosophy of John Dewey. These themes are the rejection of traditional metaphysics as definitive of philosophy, a return to the correct understanding of the nature of experience, and a particular view about the conduct and nature of philosophy. Dewey is used to illuminate (...) such controversial problems in the Buddhist tradition as why the Buddha is silent about metaphysical questions, what it means to say that everything is anitya, and how we are to understand Nāgārjuna's key concepts of prattyasamutpāda and únyatá. (shrink)

The Psychological Attitude of Early Buddhist Philosophy. Lama Anagarika Govinda, 1991, Delhi, Motilal Banarsidass, Rs 125The Law of Karma: a philosophical study. Bruce R. Reichenbach, 1990, Honolulu, University of Hawaii Press, pp. xiv + 238, $38.00Religious Philosophy of Tagore and Radhakrishnan. Harendra Prasad Sinha, 1993, Delhi, Motilal Banarsidass Publishers 188 pp., Rs. 150Scripture, Canon and Commentary: a comparison of Confucian and Western exegesis. John B. Henderson, 1991, Princeton, NJ, Princeton University Press, xii + 247 pp. $32.50Chan Insights and Oversights: an (...) epistemological critique of the Chan tradition. Bernard Fauré, 1993, Princeton, NJ, Princeton University Press, ix + 322 pp. £45Reason and Tradition in Indian Thought: an essay on the nature of Indian philosophical thinking. Jitendra Nath Mohanty, 1992, Oxford, Clarendon Press, 306 pp. £37.50Avicenna. L. E. Goodman London, Routledge, 1992, xii + 240 pp. £12.99Becoming Bamboo: Western and Eastern explorations of the meaning of life. Robert E. Carter, 1992, Montreal, McGill‐Queen's University Press, xvi + 224 pp. £22.95. (shrink)

The purpose of this essay is twofold. First, I plan to argue that in light of Buddhist epistemology and metaphysics, it would be an inherent contradiction to the Buddhist tradition as whole to defend the cognitivist view that moral knowledge is possible. Quite the contrary, this essay will demonstrate that, in light of Buddhist theories of knowledge and metaphysical philosophies of no-self and emptiness, Buddhist ethics only makes coherent sense from a standpoint of non-cognitivism. Second, from the arguments that support (...) a non-cognitivist reading of Buddhist ethics, I plan to show that such a standpoint does not entail moral nihilism. Rather, what we find in Buddhism is a middle-way ethic of pluralism. Herein I shall argue that the moral life of Buddhism non-cognitively arises within skandha of feelings, yet is conditioned by the cognitive nature of Buddhist wisdom. (shrink)

This article will consider how and why a pragmatist way of thinking is inferred in the Buddhist ethical discourse of curing the sick. This medical analogy, where the Buddha as a medical doctor acts upon the sick, contains a profound implication that the sick need not understand the reason for their sickness, insofar as they are cured or enlightened. What is taken to be pragmatism is critically clarified in this Buddhist context. There being a dissimilarity in terms of the respective (...) ends (ultimate nirvāṇa vs. end as a means to further ends), the two types of moral discourse—Buddhist ethics and American pragmatism—have a common ground. That is, the human is receptive to the utility of a moral end, in which truth works regardless of one’s understanding of its absolute, abstruse reason. (shrink)

Buddhism is sometimes said to hold a pragmatic conception of truth, according to which a statement is true just in case it leads to the attainment of one’s goals. Since a true utterance would then be one that is likely to lead to the attainment of the interlocutor’s goals, this would show that the Buddha was not inconsistent when he said seemingly incompatible things on different occasions: to assess the truth of an utterance one must consider the context, which includes (...) the goals and the capacities and dispositions of one’s interlocutor. Today, there is widespread skepticism about the possibility of consensus concerning the nature of the good life; the liberal state is widely seen as the ideal political formation precisely because it leaves room for individual variation in conceptions of the good. In such a context, adopting a pragmatic conception of truth would have the result that truth was whatever worked for the individual given the goals they happen to hold. Presumably, a Buddhist would reject this idea of true belief as belief that leads to individual gratification. In order to support this rejection, they would need to claim that certain goals are intrinsically more worthy of attainment than others. The question could then be raised whether such a claim is compatible with a pragmatic conception of truth. Various possible responses to this question are explored, the aim being not only to determine what a Buddhist ought to say about truth, but also to find out something about the nature of truth as a value. (shrink)

What should be the primary aims of education? How might these aims be realized? These are foundational questions which Plato raised long ago in his Republic. The first of these questions is a normative, and profoundly philosophical, one which provides guidance to the whole endeavor of education. The second of these questions is a pedagogical one which informs educators as to how their work can be best conducted. In this work I endeavor to answer these interlocking educational questions. I follow (...) most closely in the footsteps of John Dewey. I believe that Dewey had it right when, decades ago, he argued that education ought to be concerned with the cultivation of good judgment. But here a difficulty arises. For "good judgment" is a complex philosophical concept which spills over into considerations of thinking, knowing, deciding, and acting. Despite the efforts of philosophers such as Aristotle, Kant, and Dewey, there is a lack of agreement about the precise meaning of good judgment. Before moving into matters of education, then, I first endeavor to vanquish this lack of conceptual clarity. What is good judgment? What are its elements? Can it, for that matter, even be cultivated? Having gotten clear on what good judgment is, I turn to matters of education. First, I argue that a vital task of education is the cultivation of good judgment. I then turn to the practical matter of how one might go about cultivating good judgment. The community of inquiry approach employed by The Philosophy for Children Program, I contend, is an effective pedagogical means through which to cultivate good judgment. (shrink)

The lay follower Citta’s debate with Mahāvīra in the _Nigaṇṭha Sutta_ reflects not just simple polemic, but a fundamental epistemological division between Early Jains and Buddhists. A close reading of the _Ācārāṅga Sūtra_ shows that the Jains see the truth as a property of the self-knowing purified soul that knows all things. For the Buddhists, consciousness is conditioned and dependent. If truth is a property or relation of consciousness, then it too is conditioned and dependent. In order to maintain that (...) truth is the end of the Buddha’s path, Buddhists sever the connection between consciousness and truth by formulating a negative definition of truth. Truth is that which lacks a deceptive nature and accordingly, Nirvāṇa is the ultimate truth. The Buddha’s path culminates in the discovery of truth through the elimination of deception by the annihilation of consciousness, which the Jains hold is impossible because knowledge is essential to the soul. (shrink)

The purpose of this paper is to critically examine the claim that early Buddhism could be interpreted as an empirical philosophy. Made in a time when verifiable foundations were thought to lend credence to a system of belief, the assertion served to differentiate Buddhism from a “mystical” Hinduism and even to give it a leg up over theistic religions. The position of this paper is that the Buddhist Empiricism Thesis is most certainly false. That position is arrived at via a (...) close examination of Buddhist means to knowledge and doctrinal content, which unfortunately entails taking only the most shallow view of a deep subject matter. This superficiality is no reflection on Buddhist belief, but rather is the necessary effect of refuting empirical claims for beliefs which are much more than merely “verifiable”. (shrink)