Tag Archives: Boston University

On mindfulness

15 Sunday Sep 2019

Posted by in Early and Theravāda, Meditation, Mindfulness, Modernized Buddhism, Psychology, Work

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The term mindfulness is ubiquitous in English-language discussions of Buddhism – and beyond, in secular meditation techniques. When I first encountered Buddhism in Thailand, the English word “mindfulness” was central to my understanding of the tradition. My journals in 1997 described mindfulness as “the Buddhist virtue”, and identified it with “detachment from negative emotions, the ability to sit back and go ‘Y’know, there’s really no reason to be pissed off about this here.’” It was not a word I encountered anywhere outside my own study of the tradition.

Seventeen years later, I realized that “mindfulness” had become mainstream when my hospital had prescribed mindfulness meditation for my insomnia. It has already become considerably more mainstream in the few years since. A couple years ago I participated in a new and popular mindfulness program through my employer, Boston University. I should stress that this program had nothing to do with the religion or philosophy departments, the Center for the Study of Asia, the Buddhist students’ organization, or any other such Buddhism-related part of the university. No, it was offered through Information Services and Technology, as part of my day job assisting professors to teach with technology – whether they are professors of chemistry, public health, hospitality administration, or anything else. Continue reading →

How can you be yourself if there is no self?

10 Sunday Feb 2019

Posted by in Christianity, Early and Theravāda, Foundations of Ethics, Free Will, Modernized Buddhism, Self

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The rise of qualitative individualism in the West coincides relatively closely with Western interest in Buddhism. Nietzsche and Emerson, two of the most influential qualitative individualist thinkers, both had an interest in Buddhism stronger than was usual for philosophers of their time. And the greatest flowering of Western interest in Buddhism occured in the 1960s, the same time when qualitative individualism itself became fully mainstream.

Qualitative individualism can be put in many ways, but one of its most characteristic injunctions is “be yourself”. The injunction is often phrased further in terms of one’s true self. Such ideas are of central importance to the LGBT movement. A recent news profile asking Boston University students about the meaning of being transgender finds many of them echoing a common refrain: “discovering your truest self”, “finding one’s true identity”, “being their true selves”, “being truly, completely, unapologetically me”.

None of this seems like a great fit, on the face of it at least, with a tradition that has proclaimed for 2000 years that there is no self. Continue reading →

The psychological case for disengaged Buddhism

05 Sunday Aug 2018

Posted by in Anger, Early and Theravāda, External Goods, Fear, Happiness, Health, Mahāyāna, Politics, Psychology

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My project on disengaged Buddhism has now been submitted to a journal. It’s undergone several revisions by this point. One of the most important such revisions was suggested unanimously by BU’s magnificent CURA seminar. In an earlier draft I had attempted to emphasize the contemporary constructive significance of disengaged Buddhism by noting how its ideas were corroborated by some contemporary psychological research. The seminar participants thought that discussion of psychology did not strengthen the paper because I didn’t have the space to defend them fully; the paper would stand best discussing disengaged Buddhists’ claims in their historical context and letting those claims stand on their own.

I think they were right, and I removed the psychology discussion from the paper – a little sadly, as I thought the psychological case for disengaged Buddhism was worth making. Fortunately, I have another place to make it: here. Continue reading →

Whose religion? Which science?

24 Sunday Dec 2017

Posted by in Aesthetics, Attachment and Craving, Biology, Buddhism, Christianity, Karma, M.T.S.R., Meditation, Metaphysics, Natural Science, Self, Supernatural

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A little while ago I had the pleasure of giving a guest lecture on Buddhism to David Decosimo‘s class at the Boston University School of Theology. The students were a delight to teach – smart, actively engaged, asking many questions. One student’s question in particular stuck with me after the session. She had started to ask a long set of multiple questions, and then distilled it down to what she referred to as a simple question: “How would you describe the relation between Buddhism and science?”

My first response was: “That is not a simple question!” There is so much to say about it that there are now books written not merely on the actual relationship between Buddhism and science, but on the very idea of a relationship between Buddhism and science. I gave a relatively rambling answer. But after leaving the classroom it occurred to me that there was a relatively simple answer that I could have given – one that would have put a large part of the question’s complexity aside, but focused on something of particular relevance to students of Christian theology. Continue reading →

Understanding understanding

02 Sunday Feb 2014

Posted by in Daoism, Epistemology, Hermeneutics, Metaphilosophy, Philosophy of Language

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I have recently begun the exciting opportunity to teach a course in Indian philosophy in Boston University’s philosophy department. Thinking about and designing the course, I had the great opportunity to work with the small but excellent staff of BU’s Center for Excellence and Innovation in Teaching. They asked me: what’s your objective for the course? More specifically, what will your students be able to do when the course is done? They recommended that I pay particular attention to the verbs identifying these student abilities.

Such a question is easier to answer in skill-oriented courses – courses in Java programming or academic writing. There, the point of the course is all about something that students will be able to do. In a humanistic course, objectives are different, and often not easily specified. It’s not just that humanistic learning may have as much to do with personal transformation as with any acquired ability. It’s that even the abilities acquired are themselves difficult to define. In particular: one of the first verbs to come out of my mouth in response was “understand”. And one of the staff soon said in response, “we’d like to encourage you to avoid the U-word.” Continue reading →

Students are not customers

11 Sunday Aug 2013

Posted by in Economics, Politics, Work

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My job leads me to think a lot about the contemporary conditions of academic institutions. Regular readers will have noticed that I have returned to these issues quite frequently in recent months. I want to make sure that I keep Love of All Wisdom focused on philosophy broadly defined, which is already a very big focus in itself, so I debate how much time I should spent on such a topic that is not itself philosophy. I think the topic of academia merits attention for two reasons: first, it provides opportunities for thinking philosophically in general about how human institutions should be run; second and probably more importantly, academic institutions remain the place where the vast majority of philosophy per se gets done today. I wouldn’t be surprised if that changes in my lifetime, but it is the case now. So we who care about philosophy have good reason to care about academia, even if our own livelihoods do not depend on it.

With that in mind: In both my academic administrative work and my computer-science classes, there’s a disturbing frequency with which I hear university students described as “customers”. Continue reading →

World philosophy map and timeline

07 Thursday Jun 2012

Posted by in Blog Admin

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As part of my job I’ve been learning to use MediaKron, an interesting tool developed by Boston College (not the same as Boston University, where I work) which creates maps and timelines for educational use. I’ll be helping a pilot group of Boston University faculty use MediaKron; to help myself learn it, I designed a website mapping out different major philosophers in time and space, including most of the thinkers I post about most often here. I’m hoping the site is helpful to visualize some of the long and complex history of philosophy – feel free to use it yourself or even show it to your students.

(Feel free to editorialize about how you can’t believe philosopher X was not included, if you like. I think I covered the very biggest figures, and I included the ones I write about most, but I know there are plenty of major ones who aren’t on there.)

[EDIT 8 Aug 2017: My site has moved to a new URL. I’ve changed the text above to reflect that.]

Assessing philosophy

15 Sunday Jan 2012

Posted by in Analytic Tradition, French Tradition, Metaphilosophy, Work

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I’ve been delighted to take up my new full-time job as educational technologist at Boston University. It’s been great to use my background in scholarship and teaching in a way that, unlike faculty work, actually makes a living.

My specialty as a technologist has been to help faculty adopt ePortfolios – electronic collections of student and faculty work, typically with the intent of making student learning visible to an outside audience. There are a variety of purposes to ePortfolios, but one of the most common is assessment – figuring out whether students are really learning what they’re supposed to be learning.

Educational institutions have come to emphasize assessment more and more in the past decade. Assessment is sometimes resisted in the humanities because of an emphasis on quantification – often with good reason, as in the case of the UK’s catastrophic RAE and its relentless insistence on quantity over quality of scholarship. But there’s no reason for humanists to be opposed to assessment in principle. We always claim that our students come out of our classes better than they were when they began – better writers, more careful readers, more thoughtful, more critical, more knowledgeable, more engaged citizens, whatever. If they didn’t improve in some such ways, there would be no point in our teaching them. And surely at least some such improvements can be observed, even if we resist attaching numbers to that improvement beyond the grades we give. Moreover, some of those who have tried to observe whether students do indeed improve in these ways in their college classes – notably Richard Arum and Josipa Roksa – have found that in many cases, in the US at least, they don’t. This fact, if true, would be disastrous, considering that US students typically go tens or even hundreds of thousands of dollars of debt for their educations. Surely we cannot merely assume that this is money well spent. And so assessment of some sort seems to me quite a valuable task.

Working professionally with assessment has led me to think more about the question: how do we assess philosophy? It is this question, I think, that may have contributed the most to the notorious divide between analytic and “continental” philosophy. Continue reading →