Bhakti yoga is a unique approach to achieve freedom through concurring egoism. Ramanujacharya has explored a non-dualistic and theological way to experience the higher self through the bhakti. Therefore, this study examines the potentiality of the teachings of the Ramanujacharya on Bhakti for the Yogic Bhakti Sadhana. Ramanujacharya represents the philosophical school of Vedanta. His philosophical and theological teachings are based on the Vedic text of Prastana Trayam. Ramanujacharya is majorly concerned about the practice of bhakti or devotion in his (...) philosophy. The accomplishment of the Ramanujacharya is based on Vaisnavism. Which is an experience of the Saguna form of Vishnu. Through the practice of Sadhana Saptaka individual continues his practice of Bhakti Sadhana, and ultimately the individual is driven to the Praptti. In Praptti individual achieves the state of self-surrender which is the essence of the Bhakti Sadhana. Therefore, the synthesis of these teachings highlights that through the utilization of the Bhakti Sadhana individual can concur his egoism through the achievement of parama – purushartha of Ramanujacharya teachings. Therefore, according to yoga, the flow of the mind creates egoism in the individual. The practice of Ramanujacharya bhakti yoga directs the individual to the cessation the egoism and free from misery through self-surrender and self-realization. Therefore, Ramanujacharya's teachings of Bhakti Sadhana have the potential of cultivating the ego-less pure jivatman as prescribed in the yoga Sadhana. (shrink)

Contrary to a long-lasting caricature, which depicted the Jesuits as prone followers of the pedagogical dictate of Aristotle, the Jesuits were among the firsts to challenge his established order of books and questions. In the second half of the Sixteenth century, some Jesuit professors of philosophy, such as Benet Perera, the Coimbrans, and Francisco Suárez, consistently and purportedly modified the traditional order of discipline for dealing with philosophical issues, according the rational order of doctrine. In particular, this paper presents (...) the case of Benet Perera, by following his pedagogical paths both in classes and published writings. (shrink)