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Philosophy means `love of wisdom,' but author Edmond Holmes fears the encroaching dominance of intellect over feeling. In this title, Holmes argues that metaphysics' reliance on intellect and pure reason undermines the study of philosophy. Rather, Holmes suggests a return to intuitional philosophy, combining thought and feeling. First published in 1930, this title will be ideal for students interested in Philosophy and Western Civilisation.
First published in 1923, this book collects together sixteen essays written between 1912 and 1922 that reflect how the author's views on education became increasingly interwoven with their views on things in general - with half dealing with each subject. Reflecting this interweave, they are arranged chronologically rather than by subject due to their unity of conviction and purpose . The author argues that the question Is man free to direct the process of his own growth? naturally follows from the question Is man a free agent? Thus if freedom is inextricably linked to growth it becomes of paramount interest to the teacher and is explored here under a broad range of topics.
Philosophy is, in its essence, the quest of reality. In the attempt to determine what is real, one has to choose, in the first instance, between the percipient self and the things that it perceives. This choice may seem to be purely metaphysical, but sooner or later it becomes a moral choice and one which is decisive of the chooser's destiny. -Edmond Holmes A wonderful introduction and guide to the teaching of Buddha. Especial helpful for the Westerner wishing to understand this Eastern religion.
Philosophy means `love of wisdom,' but author Edmond Holmes fears the encroaching dominance of intellect over feeling. In this title, Holmes argues that metaphysics' reliance on intellect and pure reason undermines the study of philosophy. Rather, Holmes suggests a return to intuitional philosophy, combining thought and feeling. First published in 1930, this title will be ideal for students interested in Philosophy and Western Civilisation.
This is the extended and annotated edition including* an extensive annotation of more than 10.000 words about the history and basics of Buddhism, written by Thomas William Rhys DavidsThe author of "e; The Creed of Buddha "e; can safely say that no better exposition of Buddhism has ever been given to the world. It is sympathetic, it is scholarly, and it is complete. Between east and west, says the author, a gulf has been fixed, a gulf created by basic ideas, hollowed out by the erosive action of speculative thought. The Western mind takes for granted the reality of outward things. The Eastern mind attributes the only reality to the soul. All else is maya, illusion. And there are very few that can bridge thatgulf.In the East, where the soul is the supreme and fundamental reality, the identification of God with the world-soul, or soul of universal Mature, is the outcome of a movement of thought which is at once natural and logical. This divine soul is the only real existence: by comparison with it all outward things are shadows, and all inward things, so far as they hold aloof from the all-embracing consciousness, are dreams. The worship of the supernatural, such as is to be found in Christianity, often ends in the despiritualization of Nature. which becomes merely the world without and therefore opposed to the Supernatural, which becomes the dwelling place of God .
pubOne.info present you this new edition. My aim, in writing this book, is to show that the externalism of the West, the prevalent tendency to pay undue regard to outward and visible "e;results"e; and to neglect what is inward and vital, is the source of most of the defects that vitiate Education in this country, and therefore that the only remedy for those defects is the drastic one of changing our standard of reality and our conception of the meaning and value of life. My reason for making a special study of that branch of education which is known as "e;Elementary, "e; is that I happen to have a more intimate knowledge of it than of any other branch, the inside of an elementary school being so familiar to me that I can in some degree bring the eye of experience to bear upon the problems that confront its teachers. I do not for a moment imagine that the elementary school teacher is more deeply tainted than his fellows with the virus of "e;Occidentalism. "e; Nor do I think that the defects of his schools are graver than those of other educational institutions. In my judgment they are less grave because, though perhaps more glaring, they have not had time to become so deeply rooted, and are therefore, one may surmise, less difficult to eradicate
