BUDDHISM AND SCIENCE: HOW FAR CAN THE DIALOGUE PROCEED?

On the stage of the religion‐and‐science dialogue, Buddhism, especially Tibetan Buddhism, is a late arrival. However, thanks primarily to the long‐standing personal interest of the Dalai Lama, the Tibetan tradition he represents has come to engage deeply with various disciplines of modern science. This essay follows the active engagement that has occurred particularly in the form of the biannual Mind and Life dialogues between the Dalai Lama and scientists. From the perspective of an active participant, I present the careful deliberations that ensure constructive parameters for these dialogues so that no one side can exert a hegemonic voice. I explore the challenges that are likely to confront the Buddhist side from its encounter with science, particularly with respect to its worldview. I identify specific areas where the two sides can and do engage in concrete collaboration, especially with respect to investigating healthy qualities of the mind and the effects of conscious mental training for attention and emotion regulation. Finally, I explore the question of the possible impact of this dialogue on modern science.     

《大学章句》中的"出发点丧失"问题

先秦儒学史上,《中庸》对"过之"问题的强调,以及对由此引出的"真知"问题的处理,从根本上确立了心性论在儒学中的地位.宋明时代,《论语》、《大学》、《中庸》、《孟子》几经遴选最终脱颖而出,成为平起平坐的圣人之书.朱熹于"四书"之中最重《大学》.《大学章句》既是对《大学》的注释,同时也是在系统阐述朱子本人所服膺的修身之道.然而,《大学章句》在借用《中庸》、《孟子》的"性"概念时,几乎完全忽略了与之相应的"过之"与"真知"问题.顺此继续追踪,我们发现,《大学章句》虽设定了"仁义礼智之性",但实际上并未将其作为修身的出发点.在对"过之"与"真知"问题缺乏深刻体会的情况下,《大学章句》试图以"格物致知"作为获取真知的途径.然而,"格物致知"所蕴含的怀疑精神,最终却使实践者陷入了"不知该如何格致"的"出发点丧失"困境.     

《易传》道家说质疑

本文从陈鼓应先生论证“《易传》道家说”的重点文章《〈彖传〉与老庄》、《〈彖传〉的道家思维方式》出发,不仅指出其论据方面的不足,而且指出其论证方法是使用“丐辞”、“默证”。因此,《彖传》不能成立。甚至陈先生所用的“道家”这一名目,也不适当。从而说明“《易传》道家说”不能成立,其“道家主干说”也因此缺少重要文献材料,难以服人。     

Response to Jennifer Hockenbery Dragseth's review of Else Marie Wiberg Pedersen (ed.), The Alternative Luther: Lutheran Theology from the Subaltern

This is a response to Jennifer Hockenbery Dragseth's review of Else Marie Wiberg Pedersen (ed.), The Alternative Luther: Lutheran Theology from the Subaltern. Dragseth delivers a prudent and insightful review of the book. I agree with Dragseht's points, thus I will here make no more than a few deepening points in addition to those.     

On the development of a benign superego- thoughts arising from psychoanalytical work with children and grownups

ABSTRACT

The human psyche unfolds through the internalization of the presence of the object; little by little the child makes the functions and characteristics of the object her own. Part of the internalization of the primary objects result in the superego formation. When the internalized object is reliably present, protecting and need fulfilling the superego will be formed into a benign inner structure, which has self-observing, self-regulatory and ideal forming functions. A good internal object lays the basis for a well- functioning and protective superego, whereas an object experienced as too distant and not there when needed results in internalizations which build a harsh and persecuting superego. The focus in this article is on the development of a benign superego.     

Too Much Playing Games – A Response to Kretchmar

ABSTRACT

Scott Kretchmar recently put forth a new definition of what it is to play a game. Unfortunately, it must be rejected. In this paper, I will show that this new definition is far too broad by discussing an activity that is not an instance of playing a game but is wrongfully ruled as one on this new definition.     

A Case Study of a Consultation Using the Two-Circles Method With a Junior High School Teacher1

To resolve various problems in schools, a “school as a team” approach for teachers to cooperate with other professionals as well as other teachers has been introduced in Japan. Consultations are one method school counselors use to support teachers as a team. This study examines a consultation case using the two-circles method based on narrative therapy and discusses the possibilities and challenges when using this method in Japan. Using a case study analysis, the author found that the two-circles method contributed positively to the consultation by externalizing the problem, gathering local knowledge, visualizing the participants' narratives, and applying scaffolding to develop the consultee's story. The results suggest that this method could be useful for achieving the “school as a team” approach because it combines teachers' narratives to resolve problems in schools.     

Introduction

This is an Introduction to the special issue of Metaphilosophy entitled Philosophy as a Way of Life, giving a brief account of the genesis of the project, an overview of the topic, and a summary of the topics covered in the issue.