"The New Space: Genesis and Background, " author Bahman Bazargani considers the idea that the quasi-aesthetic focus of attraction of the polytheistic era was the brave hero. This quasi-aesthetic focus of attraction overshadows all the other parameters of that paradigm. Liberty in that paradigm meant the liberty of moving in these dimensions. In contrast, during the monotheistic paradigm, the meaning of liberty was drastically changed and overshadowed by the quasi-aesthetic focus of attraction of that paradigm that is by the eternity/other world.

Barzagani further strives to show that the era of reason was somehow an autocratic era that had a great impression upon the modern time while it was philosophically more tolerant to the two centuries before. Throughout "The New Space: Genesis and Background, " he examines the changes that the concept of liberty experiences from the classic teachings to the present and the new quasi-aesthetic focus of attraction, which as a metavalue and the "true" meaning of life overshadows all the other social values. He posits that although there is a consensus that liberty us the meaning of life, but that there is no consensus on the meaning of liberty.

Finally, Bazargani comes to the conclusion that horizontal respect is a new principle that can be the new quasi-aesthetic focus of attraction and a metavalue that would overshadow all the social values even liberty itself-the beginning of the new space, pluralist mega space.

Persia is home to one of the few civilizations in the world that has had a continuous tradition of philosophical thought for over two and a half millennia. As Islamic theology developed in the Middle Ages, many of its schools interacted with existing Persian philosophical currents and evolved into a distinctive philosophical 'Kalam', or dogmatic theology. Among the definitive masters of both Shi'i and Sunni theologians were numerous Persians, chief among them Al-Ghazzali and Fakhr al-Din Al-Razi, who are prominently represented here. Important selections from both Shi'i and Sunni theological schools (including Mu'tazila and Ash'ariyya) are included in the volume, many of which have never before been available in translation in the West until now.

Here is a book you will appreciate even if you have read many Buddhist books. This book expounds the Dharma in a very lucid way and illuminates the Heart Sutra from Buddhism's apex of psychology and philosophy. This book is a sharp weapon useful for cutting the root of ignorance. It is one thing to talk about or read about the meaning of life and quite another to move through the levels of wisdom to actually live that meaning. Here you'll find a detailed map of the journey to meaning.

Presenting a comprehensive portrayal of the reading of Chinese and Buddhist philosophy in early twentieth-century German thought, Chinese and Buddhist Philosophy in Early Twentieth-Century German Thought examines the implications of these readings for contemporary issues in comparative and intercultural philosophy. Through a series of case studies from the late 19th-century and early 20th-century, Eric Nelson focuses on the reception and uses of Confucianism, Daoism, and Buddhism in German philosophy, covering figures as diverse as Buber, Heidegger, and Misch. He argues that the growing intertextuality between traditions cannot be appropriately interpreted through notions of exclusive identities, closed horizons, or unitary traditions. Providing an account of the context, motivations, and hermeneutical strategies of early twentieth-century European thinkers' interpretation of Asian philosophy, Nelson also throws new light on the question of the relation between Heidegger and Asian philosophy. Reflecting the growing interest in the possibility of intercultural and global philosophy, Chinese and Buddhist Philosophy in Early Twentieth-Century German Thought opens up the possibility of a more inclusive intercultural conception of philosophy.

This book starts with the classification of the main views of different thinkers after the study of the original materials, which covers all the thinkers' thoughts and conceptions. A major objective of this book is to reveal the ideas of the philosophers. Key ideological opinions are stated with the former discussion of exact questions and further clarification of their philosophical meaning, which enables the readers to better understand the meaning and value of the philosophical thoughts. Since the logic and history are in accordance with each other, a frame of conception is formed then. Then, the author clearly explains the logical relationship in the frame mentioned before, as well as the formation of the key concepts and their relationship.

Text extracted from opening pages of book: HINDU PHILOSOPHY TO MY TEACHER HINDU PHILOSOPHY By THEOS BERNARD, Pn. D. PHILOSOPHICAL LIBRARY New York COPYRIGHT, 1947, BY THE PHILOSOPHICAL LIBRARY, INC. 15 EAST 40TH STREET, NEW YORK, N. Y. PRINTED IN THE UNITED STATES OF AMERICA PREFACE This book is an attempt to outline the essence of the six classic systems of Hindu Philosophy, namely; Nyaya, VaiSesika, Samkhya, Yoga, Mimamsa, and Vedanta. All other schools of thought are but / ariations of these six. I felt it necessary to present only one additional; chool, namely Ka& mlr Saivism which gives the most detailed analysis ) f the Ultimate Principle; however, it can hardly be fully understood intil the other six systems are comprehended. To understand correctly Hindu Philosophy, it is paramount that me realize that the basis of all the schools is the same. Together they: orm a graduated interpretation of the Ultimate Reality. Each school s based on the same metaphysical doctrine, while discussing some Darticular aspect of the whole. For example: Nyaya discusses the neans by which knowledge may be had of the Ultimate Reality; ai& esika, the things to be known about that Ultimate Reality; Samkhya, the evolution of metaphysical doctrine; Yoga, the meta physical doctrine in relation to the individual; Mrrnamsa, the rules md method of interpreting the doctrine; Vedanta, the relationship Between God, Matter, and the world; and Kamir Saivism, the nature > f the Ultimate Spirit and the Cause of the Initial Impulse. This outline is intended merely to show the interrelationship of these schools and how each assumes the doctrines of the other while it solves its special problem. In this introduction tothe classic philosophical schools of India: here is no attempt to prove or disprove but rather to present the system of each school many eminent scholars have ably discussed: he philosophical implications in full detail. My problem has been me of deciding what would be omitted rather than what should be ncluded. Only the essentials of each system are presented. According to the classic schools of Hindu Philosophy, the method 3y which the individual can evolve himself during this life is through vn VI ii PREFACE the practice of Yoga. This is the universal technique recommended to enable man to acquire actual insight into the true nature of things. All schools agree that until the faith is fortified with understanding, little progress can be made, for knowledge without application is like medicine that is not taken. To aid those who do not have a knowledge of Sanskrit, each term, in most cases, is defined when it is introduced, giving the seed con cept of the word, so that the intended metaphysical idea can be more readily grasped. For future reference a glossary of all important terms has been provided in the hope that it may aid those who wish to read some of the recommended bibliographical material. In the use of the English translation of these technical Sanskrit terms, one is cautioned not to take them literally, for it is impossible to adequately translate them. Various writers have used different translations which will be the source of confusion at first. However, if one learns to use the technical term, he will soon grasp its full connotation. This work is a synthesis rather than an original contribution. In its preparation, I have relied extensively upon the writings of recognized authorities on Hindu Philosophy. For the sake of simplification, I have avoided extensive use of quotations and footnotes, and I have made use of the traditional chronology throughout without comment. In conclusion, I wish to express my gratitude to those authors, listed in the bibliography, from whose works I have drawn. Special mention should be made of two outstanding guides: Indian Philoso phy by S. Radhakrishnan, and A History of Indian Philosophy by S. Dasgupta. I am also indebted to Professor Herbert W. Schneider, for many helpful recommendation

This book bridges the regions of East Asia and the West by offering a detailed and critical inquiry of educational concepts of the East Asian tradition. It provides educational thinkers and practitioners with alternative resources and perspectives for their educational thinking, to enrich their educational languages and to promote the recognition of educational thoughts from different cultures and traditions across a global world. The key notions of Confucian and Neo-Confucian philosophy directly concern the ideals, processes and challenges of learning, education and self-transformation, which can be seen as the western equivalences of liberal education, including the German concept of Bildung. All the topics in the book are of fundamental interest across diverse cultures, giving a voice to a set of long-lasting and yet differentiated cultural traditions of learning and education, and thereby creating a common space for critical philosophical reflection of one's own educational tradition and practice. The book is especially timely, given that the vocabularies in educational discourse today have been dominantly "West centred" for a long time, even while the whole world has become more and more diverse across races, religions and cultures. It offers a great opportunity to philosophers of education for their cross-cultural understanding and self-understanding of educational ideas and practices on both personal and institutional levels.

From business to politics to sports, the Art of War is as timely for leaders today as it was for military strategists in ancient China: strategy, negotiation, management, analysis, psychology, logistics, risk, conflict -- everyone from Secretary of State Colin Powell to influential tech CEO Larry Ellison to NBA super-coach Phil Jackson has profited from the timeless wisdom of Sun Tzu's classic. This centennial anthology of Art of War celebrates a hundred years of English translation and scholarship in the study of Sun Tzu's timeless military strategy masterpiece.

Included with the original source Chinese are two groundbreaking translations: Andrew W. Zieger's 2010 Sun Tzu's Original Art of War, which utilizes the latest scholarly and archeological research to bring the modern English reader closer than ever before to experiencing Sun Tzu as his first readers did some 2500 years ago; and the translation that started it all, Lionel Giles' 1910 seminal, oft-quoted The Art of War: The Oldest Military Treatise in the World.

Building on the scholarship and research of the last hundred years, PART I is the 2010 Zieger translation, the first translation of Sun Tzu to utilize the rigorous and painstaking methodologies refined by the thousands of translators, editors and scholars that have dedicated their lives in the field of biblical translation. The result is a rendering of Sun Tzu that pushes beyond concepts and meaning to clearly reveal the imagery and voice of the original Chinese. PART II presents the 1910 Giles Translation, undoubtedly the most influential and ubiquitous version in publication - and a must-read for anyone seriously interested in Sun Tzu or translation. Despite the limitations of the age - incomplete archaeological data and undeveloped translation methodology that resulted in inevitable inaccuracies - it is a translation that stands up remarkably well against many modern translations.

A must-have volume for those serious about understanding Sun Tzu.

The philosophical traditions of China have arguably influenced more human beings than any other. China has been the home not only of its indigenous philosophical traditions of Confucianism and Daoism, but also of uniquely modified forms of Buddhism. As Ronnie L Littlejohn shows, these traditions have for thousands of years formed the bedrock of the longest continuing civilization on the planet; and Chinese philosophy has profoundly shaped the institutions, social practices and psychological character of East and Southeast Asia. The author here surveys the key texts and philosophical systems of Chinese thinkers in a completely original and illuminating way. Ranging from the Han dynasty to the present, he discusses the six classical schools of Chinese philosophy (Yin-Yang, Ru, Mo, Ming, Fa and Dao-De); the arrival of Buddhism in China and its distinctive development; the central figures and movements from the end of the Tang dynasty to the introduction into China of Western thought; and the impact of Chinese philosophers ranging from Confucius and Laozi to Tu Weiming on their equivalents in the West."