Philosophy as pedagogy : self, perception and objects in Vasubandhu, KumÄrila and Ćaáčkara
The central argument of this thesis is that Vasubandhu's discussions of self, perception and objects are fundamentally pedagogical in character. Contemporary studies of Vasubandhu (fourth century CE) appear either to view his work as a philosophical system or as a practical guide for the attainment of liberation. In this study, I seek to challenge this divide, arguing instead that we need to recognise the pedagogical process underpinning Vasubandhu's writings. In order to demonstrate this, I develop an approach to the study of classical Indian philosophical traditions, which I term the dialogical approach. This approach, I argue, helps us to comprehend not only how Vasubandhu employs dialogue in his works, but also how later thinkers engaged with these works. I look in particular at the ways in which Kumarila (seventh century CE) and Ćaáčkara (eighth century CE) interpreted Vasubandhu's thought. In Chapter One I develop the dialogical approach which I go on to apply throughout the thesis. I situate this within the broader context of existing approaches, which I term the thematic approach, the comparative approach and the navigational approach. I then explore some of the methodological challenges involved
Collinson, Hazel Anne
Philosophy ; Pedagogy ; Vasubandhu
Philosophy as pedagogy : self, perception and objects in Vasubandhu, KumÄrila and Ćaáčkara. The central argument of this thesis is that Vasubandhu's discussions of self, perception and objects are fundamentally pedagogical in character. Contemporary studies of Vasubandhu (fourth century CE) appear either to view his work as a philosophical system or as a practical guide for the attainment of liberation. In this study, I seek to challenge this divide, arguing instead that we need to recognise the pedagogical process underpinning Vasubandhu's writings. In order to demonstrate this, I develop an approach to the study of classical Indian philosophical traditions, which I term the dialogical approach. This approach, I argue, helps us to comprehend not only how Vasubandhu employs dialogue in his works, but also how later thinkers engaged with these works. I look in particular at the ways in which Kumarila (seventh century CE) and Ćaáčkara (eighth century CE) interpreted Vasubandhu's thought. In Chapter One I develop the dialogical approach which I go on to apply throughout the thesis. I situate this within the broader context of existing approaches, which I term the thematic approach, the comparative approach and the navigational approach. I then explore some of the methodological challenges involved
philosophy pedagogy self perception object central_argument discussion self perception object fundamentally pedagogical character contemporary study appear either view work philosophical_system practical guide attainment liberation study_seek challenge divide argue instead need recognise pedagogical process underpin writing order develop study classical indian philosophical_tradition term dialogical approach argue help comprehend employ dialogue work also late thinker engage work look particular_way interpret thought develop dialogical apply throughout_thesis situate_within broad_context exist approach term thematic comparative navigational approach explore methodological challenge involve