Inserting Verbs: How Contemporary Translators Reinterpret Classical Yoga Sūtras of Patañjali Tesi finale per Master in Yoga Studies Università Cà Foscari di Venezia Dipartimento di Studi sull'Asia e sull'Africa (original) (raw)
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Philosophical Practice: Journal of the APPA, 2021
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The paper treats some conceptual problems of adequate translation of the Indian traditional philosophical texts. A certain deficiency of Western philosophical background which is rather often case among the translators of these texts into European languages sometimes results in terminological vagueness and semantic misinterpretation of the most crucial concepts of the Indian thought. It is rigorously demonstrated that the Buddha did not intend to proclaim any "noble truths" but that his task was to explain the chief characteristics of the human reality and appropriate attitudes towards them. Further, no exact correspondences of the fundamental Western notions of theory and practice are to be found in India. Instead of them, a tripartite scheme consisting of philosophical vision, regulation of behavior and cultivation of mental states is used.
Some Aspects of the Paradigm of Sanskrit Learning
Proceedings of the 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018), 2018
The main issue of this article is the verification of the thesis on existence in Indian culture of a special paradigm of learning-the paradigm of Sanskrit learning. The verification is made through the investigation of two aspects of the paradigm, close but not identical with the aspects of paradigm of Western epistemology and logic. The first (unchanged evaluation of knowledge as a necessary instrument for the implementation of main goals of human existence) contributed to the humanitarization of the system of traditional knowledge. The second aspect of Sanskrit paradigm is the limitations of reason's capabilities. Together with close relations in India between philosophy and religion this limitation determined the unfolding of logical argumentation simultaneously on two levels: logical and metaphysical, and the existence of paradoxical structures in Indian discourse. Keywords-paradigm of Sanskrit learning; traditional Indian knowledge; paradoxes of Indian discourse I.