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The first complete translation into English of this Tibetan text,
together with the informative commentary by the 8th century master
Buddhaguhya. This text is of seminal importance for the history of
Buddhist Tantra, especially as very little has been published
concerning the origins of Tantra in India.
The first complete translation into English of this Tibetan text, together with the informative commentary by the 8th century master Buddhaguhya. This text is of seminal importance for the history of Buddhist Tantra, especially as very little has been published concerning the origins of Tantra in India.
This book presents and advocates for a framework of competing
epistemologies and conceptions of ethics as a way of understanding
modernist lifelong learning. These epistemologies are grounded in a
recognition of the normative nature of knowledge that informs
lifelong learning; each being framed by a different account of the
sort of knowledge that is most valued and therefore foregrounded in
lifelong learning policy, provision and engagement informed by the
epistemology. Each epistemology is also characterised by its
constituent conception of ethics. Four such epistemologies and
conceptions of ethics are here recognised as having been important
in the lifelong learning movement to date: disciplinary,
developmental, emancipatory, and design. The authors argue that
assumptions about knowledge and moral positions constitute a
powerful but not well-understood feature of such arguments:
awareness of these assumptions and positions could serve to
powerfully advance the overall understanding of what is at stake in
lifelong learning and adult education at all levels.
This book sets out to explore the challenge to education contained
in Heidegger's work. His direct remarks about education are
examined and placed in the broader context of his philosophy to
create an account of Heidegger's challenge. Martin Heidegger is an
undisputed giant of 20th Century thought. During his long academic
career he made decisive contributions to philosophy, influencing a
host of thinkers in the process including Arendt, Gadamer, Sartre,
Merleau-Ponty, Derrida and Foucault. Heidegger inquired into the
deepest levels of human being and its social, natural and
technological contexts. Although he did not develop a systematic
philosophy of education, his philosophical insights and occasional
remarks about education make him an interesting and troubling
figure for education. Heidegger is of interest to education for his
contributions to our understanding of human being and its
environment. Heidegger's insights are troubling, too, for many of
the assumptions of education. His critiques of humanism and the
modern instrumental mindset in particular have significant
implications. The work of scholars who have expanded on Heidegger's
remarks and those who have been influenced by his philosophy is
also surveyed to fill out the examination. A vision of education
emerges in which teachers and learners awaken to the deadening
influences around them and become attuned to the openness of being.
Classical Tibetan, with origins dating to the ninth century, is the
script found in a huge corpus of surviving Tibetan texts, mostly of
Buddhist content; native Tibetans still employ this language, to
this day when writing on religious, medical or historical subjects.
The aim of this book is to provide a rapid introduction to the main
elements of Classical Tibetan, so that students may begin to access
for themselves the vast amount of written material available in
this language. While designed for guided study, the material will
also be of use to those who tackle the language on their own.
Regular study over approximately six months should result in an
understanding of most grammatical features and allow the student to
read the simpler prose texts.
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