Meera Baindur

A complex process of place-making by Vedic and Purāṇic primary narratives and localized oral secondary narratives shows how nature in India is perceived from a deeply humanized worldview. Some form of cosmic descent from other place-worlds or lokas are used to account for the sacredness of a landscape in the primary narrative called stala purāṇa, while secondary narratives, called stala māhāṭmya, recount the human experience of the sacred. I suggest that sacred geography is not geography of “terrestrial” but of implaced otherworldly materials––rivers, mountains or forests. An ecological ethics based on sacred geography must therefore take into account the sacred aspects of such narratives and encourage normative values that could apply to both the sacred and the ecological for such places.

Working within a framework of environmental philosophy and environmental ethics, this book describes and postulates alternative understandings of nature in Indian traditions of thought, particularly philosophy. The interest in alternative conceptualizations of nature has gained significance after many thinkers pointed out that attitudes to the environment are determined to a large extent by our presuppositions of nature. This book is particularly timely from that perspective. It begins with a brief description of the concept of nature and a history of the idea of nature in Western thought. This provides readers with a context to the issues around the concept of nature in environmental philosophy, setting a foundation for further discussion about alternate conceptualizations of nature and their significance. In particular, the work covers a wide array of textual and non-textual sources to link and understand nature from classical Indian philosophical perspectives as well as popular understandings in Indian literary texts and cultural practices. Popular issues in environmental philosophy are discussed in detail, such as: What is ‘nature’ in Indian philosophy? How do people perceive nature through landscape and mythological and cultural narratives? In what ways is nature sacred in India? To make the discussion relevant to contemporary readers, the book includes a section on the ecological and ethical implications of some philosophical concepts and critical perspectives on alternate conceptualizations of nature.

Leopold’s land ethic is a watershed event in environmental ethics as it is the first one to provide an alternative conceptualization of land to transcend its “Abrahamic conception.” However, if Leopold had employed phenomenological methods to formulate his land ethic, then his conceptualization of land and the understanding of its relation with its dwellers could have been more nuanced. From an analysis of the Sundarbans islanders’ phenomenological accounts of land, collected during a field study, it can be shown that phenomenological understanding of land negates the Abrahamic notions of the Sundarbans’s land, which are deeply rooted in developmental as well as ecological conservation programs that the region is presently witnessing. As an alternative, such a phenomenological approach can enhance Leopold’s land ethic by providing an opportunity to see land in its true form, instead of conceptual­izing land “in order to” maintain the integrity of a land pyramid. In this manner, it helps to broaden the horizon of the land ethic and transforms the conceptualization of land itself.

How does one teach dissent in a classroom which is a disciplinary space? As a pedagogue whose work is to instil philosophical and critical thinking in students, in this article I reflect on the modalities of teaching dissent versus teaching about dissent. While it is very possible that teaching about dissent may create a model for students to emulate, teaching dissent must involve a proactive learning process within the classroom that may depend on the ethical and compassionate stand of the teacher. I draw from Indian philosophical traditions of argumentation and the tradition of debate and teaching to posit a methodology of two forms of dissent called Vimati, intellectual dissent and Upeksha, performative dissent. One notes that conceptualisations such as doubt, questioning, evidence, and advocacy are some of the epistemic ideas from Indian philosophical systems that can be adapted to contemporary pedagogy. Additionally, a form of performative dissent that involves ‘turning away’ from norms becomes a form of performative dissent. Such dissent is described through texts as practices in the lived worlds of people in the stories of epics and folk traditions. Finally, I conclude with similar concepts gleaned from contemporary thinkers in India to emphasise the ethical values of compassion and love that make teaching dissent possible.

Most philosophical engagements with science have been focused on the methods of science, epistemological concerns, nature of scientific methods or natural laws. New disciplines such as Science Studies and History of science have emerged from these inquiries and address any concerns on the relationship of science to society and knowledge. In this essay, the attempt is to clarify how scientific thought is not excluded from the moral domain. While a scientific fact itself cannot be subjected to moral or aesthetic judgement, since it is only, the aims and objects of scientific research can be a concern for philosophical ethics. Particularly the development of applied sciences that are focused on the exploitation of the natural world and unsustainable practices must become not only subject to moral supervision but also must be answerable to society and humanitarian interests. An analysis of the purpose of science and philosophy posits what should be the areas of science that should be subject to ethical judgements.