This paper considers two philosophical problems and their relation to science education. The first involves the rationality of science; it is argued here that the traditional view, according to which science is rational because of its adherence to (a non-standard conception of) scientific method, successfully answers one central question concerning science''s rationality. The second involves the aims of education; here it is argued that a fundamental educational aim is the fostering of rationality, or its educational cognate, critical thinking. The ramifications (...) of these two philosophical theses for science education are then considered, and a science education which takes reasons in science as its fundamental feature is sketched. (shrink)

Current formal mathematics, being divorced from the empirical, is entirely a social construct, so that mathematical theorems are no more secure than the cultural belief in two-valued logic, incorrectly regarded as universal. Computer technology, by enhancing the ability to calculate, has put pressure on this social construct, since proof-oriented formal mathematics is awkward for computation, while computational mathematics is regarded as epistemo-logically insecure. Historically, a similar epistemological fissure between computational/practical Indian mathematics and formal/spiritual Western mathematics persisted for centuries, during a (...) dialogue of civilizations, when texts on "algorismus" and "infinitesimal" calculus were imported into Europe, enhancing the ability to calculate. It is argued here that this epistemological tension should be resolved by accepting mathematics as empirically based and fallible, and by revising accordingly the mathematics syllabus outlined by Plato. (shrink)

School science education is currently the subject of much debate. Historians and philosophers of science should play a role in this debate. Since the late nineteenth century there has been a persistent, if minor, tradition arguing for the incorporation of historical and philosophical dimensions in the teaching of school science. With the current crisis in science teaching, there are encouraging signs that more attention is being paid to this tradition. What is required is much greater collaboration between philosophers, historians, and (...) science educators, particularly in the training of teachers. (shrink)

This book explores the intellectual encounter of India and the West from pre-Alexandrian antiquity until the present. It examines India’s role in European philosophical thought, as well as the reception of European philosophy in Indian thought. Halbfass also considers the tension in India between a traditional and modern understanding of itself. Halbfass covers a wide variety of epochs and “cultures” in this study without oversimplification and without distracting shifts of tone. The volume’s methodological unity is reflected in Halbfass’ reliance on (...) the German hermeneutical tradition and his root characterization of the encounter between Indian and the West as dynamic. It is a contribution rooted in the interpretive tradition typified by the work of Heidegger, Gadamer, and Habermas. This edition is much more than a mere translation. Halbfass has not only translated, but has also revised, updated, and added much new material. (shrink)

Articles on science, chiefly from a philosophical perspective.

This book is a defence of a form of realism which stands closest to that upheld by the Nyãya-Vaid'sesika school in classical India. The author presents the Nyãya view and critically examines it against that of its traditional opponent, the Buddhist version of phenomenalism and idealism. His reconstruction of Nyãya arguments meets not only traditional Buddhist objections but also those of modern sense-data representationalists.

The articles in this volume are all landmarks in the evolution of modern studies in Indian logic. The book traces the development of modern studies in Indian logic from their beginnings right up to the latest work.

The last work of the eminent philosopher Bimal Krishna Matilal, this book traces the origins of logical theory in India.

Philosophy Of Science Draws Upon Different Traditions In Western Philosophy, Starting From The Ancient Greek. However, There Is A Conspicuous Absence Of Non-Western Philosophical Traditions, Including The Indian, In Philosophy Of Science. This Book Argues That Indian Rational Traditions Such As Indian Logic, Drawn From Both Buddhist And Nyaya Philosophies, Are Not Only Relevant For Philosophy Of Science But Are Also Intrinsically Concerned With Scientific Methodology. It Also Suggests That The Indian Logical Traditions Can Be Understood As Requiring That Logic (...) Itself Be Scientific. This Explains Their Engagement With Ideas Such As Valid Inference, Invariable Concomitance, The Use Of The Empirical In Logical Analysis, The Move From Observations To Statements About These Observations And So On. The Essential Relation Between Some Indian Philosophical Traditions And Science Is Further Illustrated By The Semiotic Character Of Indian Logic, Its Explanatory Structures Which Are Similar To Those Of Scientific Explanations, Indian Theories Of Knowledge And Truth, The Pragmatic Nature Of Truth And Its Relation To Action Which Is Essential To Nyaya And To Science, And Finally The Importance Of The Effability Thesis Which Is Central To Nyaya, Bhartrhari And Modern Science. The Book Introduces The Reader To Important Themes In Indian Logic, Epistemology And Philosophy Of Language As Well As Philosophy Of Science. Relationships Between These Various Traditions Are Also Explored Thereby Suggesting How Indian Philosophy Can Engage With Contemporary Philosophy Of Science. This Introductory Book Will Be Valuable For Students, Professional Philosophers As Well As Those Interested In Indian Philosophy And Its Significance To Contemporary Thought. (shrink)

In this book, Mohanty develops a new interpretation of the nature of Indian philsophical thinking. Using the original Sanskrit sources, he examines the concepts of consciousness and subjectivity, theories of language and logic, and meaning and truth, and explicates the concept of theoretical rationality which underlies the Indian philosophies. Mohanty brings to bear insights from modern western analytical and phenomenological philosophies, not so much for comparative purposes, but rather to interpret Indian thinking and to highlight its distinctive features.

Articles, most previously published in periodicals, 1955-1975.