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.