In this paper, I aim to resolve the Frierson-Grenberg debate on the nature of Kant’s account of moral motivation that took place in the third issue of Con-textos Kantianos. In their respective interpretations, Frierson and Grenberg fail to accommodate the a priori status of moral feeling when incorporating it into Kant’s moral motivational structure. In response, I provide a novel transcendental interpretation – one that takes the a priori moral feeling both as an incentive of morality and as that which (...) conditions the possibility of morality in human agents. I argue that Kant developed the notion of moral feeling solely in order to resolve the problem of motivational skepticism concerning the moral law. Since this problem occurs as a part of Kant’s search for the supreme principle of morality, the notion of moral feeling becomes a part of both Kant’s moral motivational structure and his argument to justify the moral law. (shrink)

A stable classification of practical principles into mutually exclusive types is foundational to Kant’s moral theory. Yet, other than a few brief hints on the distinction between maxims and laws, he does not provide any elaborate discussion on the classification and the types of practical principles in his works. This has led Onora O’Neill and Lewis Beck to reinterpret Kant’s classification of practical principles in a way that would clarify the conceptual connection between maxims and laws. In this paper I (...) argue that the revised interpretations of O’Neill and Beck stem from a mistaken reading of the fundamental basis of the classification of practical principles. To show this, I first argue that Kant distinguishes between maxims and laws on the bases of validity and reality. I then argue that although a practical principle necessarily has the feature of validity, its reality in actually moving the agents to action sufficiently makes a principle a practical principle. If this is so, I argue that the classification of practical principles must be based on the extent to which they are effective in human agents. Such a classification yields us three exhaustive and mutually exclusive types namely, “maxims that are not potential laws”, “maxims that are potential laws” and “laws that are not maxims”. (shrink)

A challenge to Kant’s less known duty of self-knowledge comes from his own firm view that it is impossible to know oneself. This paper resolves this problem by considering the duty of self-knowledge as involving the pursuit of knowledge of oneself as one appears in the empirical world. First, I argue that, although Kant places severe restrictions on the possibility of knowing oneself as one is, he admits the possibility of knowing oneself as one appears using methods from empirical anthropology. (...) Second, I show that empirical knowledge of oneself is fairly reliable and is, in fact, considered as morally significant from Kant’s moral anthropological perspective. Taking these points together, I conclude that Kant’s duty of self-knowledge exclusively entails the pursuit of empirical self-knowledge. (shrink)

The main objective of my dissertation is twofold: (i) to investigate how the problem of moral motivation occurs in Kant’s texts, and (ii) to examine how Kant’s account of moral feeling serves as an appropriate solution to it. First, I argue that the problem of moral motivation occurs in Kant’s texts as a skeptical problem concerning the motivational efficacy of practical reason. My view that this problem is integral to Kant’s main ethical project goes against a scholarly trend that dismisses (...) the philosophical significance of motivational skepticism in Kant’s moral theory. Second, I argue that Kant develops a peculiar notion of moral feeling in his Critique of Practical Reason primarily to resolve the problem of motivational skepticism about pure practical reason. In doing so, I regard the notion of moral feeling as an essential component of both Kant’s moral motivational structure and his justification of the moral law. This inclusion of moral feeling makes my interpretation a better alternative not only to standard transcendental interpretations of Kant’s account of moral motivation, but also to other kinds of interpretations proposed in the recent literature. (shrink)

I explore how Vivekananda and Sarvepalli Radhakrishnan’s development of Advaita Vedānta has an enormous impact on Neo-Hindu, and indeed, Indian, self-understandings of ethics and politics. I contend that Vivekananda and Radhakrishnan both conceive of the spirit of Hinduism as a radical form of equality that lies at the heart of an Advaitic (monistic) interpretation of the Upaniṣads. This metaphysical monism of consciousness of self and other in Advaita paves a solid conceptual road to an ethic of radical equality (...) in both the personal and the political spheres. (shrink)

Shankara’s Advaita Vedanta has been very influential in India, both as a well-articulated philosophical system and a weighty theological position. However, Advaita’s supposedly dismissive attitude toward the world always remained its Achilles’ heel. Thinkers whose sympathies lie firmly with Advaita are at pains to give a philosophically satisfactory explanation of the ontological status of the world. This article briefly discusses the efforts and resultant views of four such contemporary thinkers – K.C. Bhattacharyya, S. Radhakrishnan, P.T. Raju, and Richard De (...) Smet. (shrink)

The theme of essential futility, absurdity, utter incomprehensibility of life and death is stressed in almost allthe writings of Albert Camus. Like Buddha he was shocked by the sight of human misery and mortality. Yet, paradoxically was attracted to the essential desirability of it. Although completely ruffled by the consciousness of an ambiguous and silent God, he was not unaware of “that strange joy that comes from a tranquil conscience”, a perfect inner harmony one experiences on attaining true knowledge. Upanishads (...) are a search for this very reality underlying the flux of things. Malraux, Sartre, and others had already developed this line of thought before Camus. What is essential and original in him is, firstly, that the world’s absurdity not a cause for despair, but on the contrary, a spur to happiness. And secondly, that , mortality and suffering actually enhance the value of life: they invite men to live more intensely. In addition to absurdity another subject the Upanishads insistently deal with is ethics, the purity of human conduct. Very much in the manner of the Existentialists, the Upanishads, aeons before, hold man himself responsible for his actions. Dr. Radhakrishnan, very aptly says that Existentialism is a new name for an ancient method. In Albert Camus and India Sharad Chandra has put forward a convincing comparative study of the two philosophies as expounded in their respective literatures. Her argument is that the parallel ideas found in the two views are not mere fortuitous conclusions but, either the result of seminal influence, or emanation of a common, deeper vision. Reading of the book will help the reader to form a firm opinion. Camus had read the Gita and had attended the lectures given by Swami Shraddhananda of the Ramakrishna Mission in Paris. (shrink)

Twenty first century is posing unprecedented challenges for the human existence and development. This era has witnessed awesome economic & technological growth, increased connectedness but great poverty, malnutrition, anxiety, mental stress and environmental degradation. Thus, this time depicts great contradiction, uncertainty, and risk. Accordingly, in this era a holistic education system has to deal with the challenges such as population growth, terrorism, environmental degradation, hegemony of machines, mental stress, cultivating creativity, bridging the skill and wisdom gap, and expanding human potential (...) etc. To find a sustainable solution to such challenges, we need to develop a holistic education system which acknowledges various dimension of human being. For this task, this paper will try to highlight some philosophical themes which are commonly suggested by various prominent thinkers such as M.K. Gandhi, R.N. Tagore, J. Krishnamurti, S. Radhakrishnan etc. in India, and J. Dewey, I. Illich, and B. Russell etc. in the west. They have put forward their philosophy to discuss the aims of education which are relevant to this century. In this paper, we will analyze their views from the perspective of the challenges that the twenty-first century world is going to face. Our investigation will analyze agreements and disagreements among the approaches taken by these educators. However, the focus will be on the commonalities, so that we can identify some philosophical themes which can work as the solid foundation for holistic model of education. (shrink)

I would argue that toleration is one of the cornerstones for a just social order in any pluralistic society. Yet, the ideal of toleration is usually thought to originate from within, and most often justified from a European historical and philosophical context. It is thought to be a response to societal conflict and the Wars of Religion in the West, which is then exported to the rest of the world, by colonialism (ironically), or globalization. The West, once again, calls upon (...) itself to teach the rest of the world how to be more ethical. I think that this not only plays into the hands of cultural and ethical relativists, but that this picture is far from accurate; it ignores rich indigenous sources for toleration that already exist and have existed in India for millennia. In this chapter, I explore three central and predominant ideas in India as providing justification for distinctly Indian forms of toleration; as well, I explore Indian forms of secularism. I examine how toleration, and indeed, more strongly, respect for difference and pluralism, emerge through three influential Indian self-understandings: the theory of anekāntavāda or non-absolutism; the concept of ātman or self; and the idea of pratītyasamutapāda or interconnectedness. In contrast to various Euro-Western legal and political ideals that may have little resonance, I think indigenous sources offer a far more promising alternative ground upon which to build an overlapping convergence on basic human rights in India. As the eminent Indian philosopher and states person Sarvepalli Radhakrishnan (1955), Gadamer (Pantham 1992), and James Tully (1995) contend: the purpose of such convergence is not uniformity in diversity, but rather, unity in diversity. These sources provide an antidote not only to current forms of Hindutva in India, but may have something of value from which the West can learn -- given the European Caste System which is alive and continues to thrive today. (shrink)

THIS IS A PRE-PUBLICATION VERSION OF THE PAPER and does not have the same pagination as the published version. -/- It is sometimes said that religious belief and empiricism are different or even incompatible ways of believing. However, William James and notable twentieth-century philosophers representing Buddhism, Hinduism, Islam, Judaism, and Christianity have argued that there is a high degree of compatibility between religious faith and empiricism. Their analyses suggest that there are three characteristics of empiricism—that an empiricist bases his beliefs (...) on past experience, that he seeks to test his beliefs in future experience, and that he holds his beliefs with a degree of tentativeness in case future experience should uncover evidence against them. The epistemological insights of these philosophers, along with Augustine, show that Christian theology is consistent with empiricism. Indeed, reliance on faith fails to distinguish Christianity from science, and Christian theology is even to a significant extent both verifiable and falsifiable. (shrink)

Science and religion represent two great systems of human thought. For the majority of people on our planet, religion is the predominant influence over their affairs. When science impinges on their lives, it does so, in general, through technology. The core of religion is the religious experience. True religion does not thrive on belief, it requires us to become; it is not a set of propositions to be accepted, it is a state to be experienced. The so-called religious experience is (...) the progeny of a free mind, a mind that does not conform unthinkingly, but questions everything and finds the truth itself. Some of the greatest scientists have succeeded in synthesizing science and religion inwardly, on a personal level. Religious experience is then seen as an extension of scientific activity. (shrink)