New Resource: The Deviant Philosopher

There’s a new resource for philosophy teachers called The Deviant Philosopher.  The site is developed by a team from the University of Oklahoma, which includes Amy Olberding, Wayne Riggs, Kelly Epley, and Seth Robertson.  From the site: The Deviant Philosopher is a Continue reading

What Counts as a Tradition in Indian Philosophy?: The Case of Skepticism

Scholars of all types of philosophy are fond of referring to philosophical traditions. But what does this mean? What counts as a tradition? In the Indian context one way to discuss a tradition is with the word darśana, which literally means Continue reading

Global Philosophy Resources: call for contributions

Global Philosophy Resources, www.globalphilosophyresources.com, provides easy-to-use resources for faculty members who are interested in diversifying their teaching but who lack training in nonwestern philosophy. It is looking for contributors. Guidelines: Each entry should introduce a nonwestern text that would be suitable Continue reading

Interpretation vs. Explication II: choosing between Truth and Objectivity

Thanks to Elisa Freschi and Malcolm Keating for prompting me to post about interpretation and explication. In the previous post, titled “Interpretation vs. Explication I: background (Truth and Objectivity)” I set out the logical distinctions we need in view to Continue reading

Interpretation vs. Explication I: background (Truth and Objectivity)

Happy belated Solstice to all! I hope everyone is having a good holiday. Thanks to Elisa Freschi and Malcolm Keating for prompting me to post about interpretation and explication. The distinction between interpretation and explication to my knowledge has not Continue reading

Book Review of An Introduction to Indian Philosophy by Roy W. Perrett (Reviewed by Matthew R. Dasti)

Roy W. Perrett. An Introduction to Indian Philosophy. 249pp. Cambridge: Cambridge University Press, 2016.  $34.99 (paperback). When introducing the wide-range of Indian philosophy to a new audience, there have been two major approaches: the schools approach and the topics approach. Continue reading