Culture and Ideal—
The Dignity of Life as a Postulate
Yutaka Ishigami

Introduction

T

HE differences among cultures are something that is often emphasized. Today, it is generally accepted differences of geography andplace, ethic differences, differences of history and tradition are allreflected in cultural diversity. The most difficult question is whether or
not there will be mutual acceptance of these differences. Ways of thinking, of feeling and of living, form together a system, and the system of
one culture will not necessarily have an affinity for those of othercultures.
Does this mean, however, that what are sometimes described as
clashes of culture can in fact be attributed to cultures and culturaldifferences? Here I think it is necessary to think more deeply about theessential nature of culture; to avoid being swayed by the more superficial forms of cultural expression in order to understand and grasp theshared essence of all cultures. When we are able to grasp the universal
aspect of culture, we will be able to understand the various phenomenaof so-called cultural clashes in a new way. We will be able to create aspace in which people can come together across their differences in theircommon humanity.
Looking at the world around us, it is impossible to avoid the feelingthat the tendency to disregard life, to treat it as something of little value,
represents one of the major pathologies of our age. The idea that life
should be treasured is one that we are all familiar with and which few
people would openly reject. Yet we cannot say that this idea is being
upheld in reality. This points to the fact that respect for life requires
more than just verbal expressions of support to be realized.
We need, in other words, to demonstrate the basis or foundation for
calls to respect life. Without this, such calls will be relativized, and may
be supplanted by assertions that there are some things more valuable
than life.
For this, it is necessary to communicate a more profound message of98

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life’s dignity. Dignity indicates that which has ultimate value, above
which nothing can stand. When the recognition that life has inherent
dignity is established as a practical concept, an idea that guides our actual behavior, then we will have realized the real-world significance ofrespect for life.
When we consider the question of culture from a deeper angle, thenecessity of a conceptualization of life’s dignity becomes clear. Culture
is an ineluctably human undertaking. This is because culture is nothingother than how we, as humans, live our lives. Respect for the dignity oflife opens the path to a world in which differences are transcended on anauthentically universal, human dimension.
When we think of culture in this light, I believe we will be able tofind paths for advancing the challenge taken up by this symposium:
How to transcend the conflicts that arise between different cultures inorder to create a global civilization.

The Essential Nature of the Multiculturalism Question
The concept of multiculturalism is understood somewhat differently bydifferent scholars. As a general matter, it is typically understood as away of thinking that recognizes coexistence among the different culturalgroups that exist within a given state or society, and actively promotes
policies to this end.1 Today it can be understood as a set of political andsocial policies that seek to avoid needless friction and conflict among
different cultural groups.
Today, it is clear that there is widespread recognition of existence ofdifferent, multiple cultures. It is thus only natural that there should bemutual recognition of the cultural differences that pertain among various
groups. Further, there are areas in which concrete political accommodations or legal protections are required.
Here, however, it is important that we consider the way that we think
about cultures, for if we think of the differences among different cultures as something fixed and permanent, we run the risk of making
human beings subordinate to particular cultural expressions. This error
can be compounded by treating culture politically.
What, then, is a more appropriate way to think about and deal with
the question of culture? Without such an understanding, various criticalproblems are likely to arise. As a general matter, cultural pluralism tends
to treat cultural identities as fixed in a way that becomes progressively
less reflective of reality. Something similar can be said of multiculturalism. There is concern that when cultures are viewed as a plurality of

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fixed, unchanging identities, the original dynamism of culture is obscured. In the worst case, such an approach can lead to violent clashes
among different cultural groups.
The conflicts that have beset the Middle East, for example, are complicated by the agendas of the major powers. At the same time cultural—including religious—differences are often cited as a root cause of
the conflict. But so long as different groups view themselves in terms of
the unique cultural identity, building barriers that isolate them from eachother, this cannot serve as the basis for discourse that leads to mutual
understanding. This view can negate the very meaning and value of dialogue. In point of fact, it is just the fundamentalist stance of the leadersof the respective groups, feeding on such unreflective preconceptions,that gives rise to military clashes that bring suffering to large numbers ofordinary citizens.
As the refugee crisis demonstrates, the challenge of multicultural coexistence is a global one that no society can avoid. The present sense ofdeadlock in the world has its roots in the idea that cultural differences
are the root cause of conflicts and that this renders their solutiondifficult, if not impossible.

The Search for the Universal in the Depths of Culture
However, I think such a view of culture is fundamentally problematic.
Are cultural differences in fact the irremediable cause of these clashes?
Increasingly global-scale interactions make the appreciation of different cultures important and this is encouraged in a variety of ways within
the school curriculum. It goes without saying that mutual understandingof each other’s cultural phenomena is crucial. But if such efforts are limited to learning about other peoples’ customs, language, or history, or
gaining knowledge of their cultural productions, this will not be enoughto foster true cross-cultural understanding.
I believe we have entered an era when it is necessary to go beyond
such superficial approaches to culture, and start instead to consider thenature of culture, our fundamental way of apprehending and thinking
about things. We need to grapple with the actual significance of culture.
There is of course a need to recognize and respect diverse lifestyles andways of thinking, but this alone is not enough. We need to seek out thatwhich is universal in the depths of diversity.
To search for the universal does not mean to discover, for example, asacred being or all-encompassing concept or idea in a transcendental
realm beyond the secular world. Rather, it means to search for theculture and ideal—the dignity of life as a postulate

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universal elements inherent in the cultural expressions of our immediate
experience. This can be likened to a process of excavating the history
and traditions of each culture in search of deep veins of shared values.
Those veins link and connect different cultures to each other.
Only through such steady efforts will we be able to fully grasp thewellsprings of our respective cultures. Moreover, this will give us better
understanding of those we may consider to be “other,” opening the way
for mutual respect and cooperation in resolving real-world problems.
This can also open the path to meeting the challenge of multiculturalism.

Culture as an Educative Ethos
What distinguishes humans from other animals is our desire for selfunderstanding. Humans seek knowledge about ourselves—what we are
striving to do, who in fact we are… The impulse toward self-knowledge
is a kind of spiritual need. Because of this spiritual quality—the capacity for thought that seeks deeper understanding—humans can transcend
the animalistic, self-centered desires we are born with, and can express,
instead, the desire to grow in our humanity and in the capacity to beauthentically concerned about others.
Further, what is known as culture can be thought of as something thatarises on the foundation of this spiritual quality or orientation. That is,culture is inseparable from our humanity, and it is therefore an error tothink of cultures as having fixed or static content, or to consider culture
and humanity separately, in mutual isolation.
Edward Burnett Tylor (1832–1917), sometimes referred to as thefather of cultural anthropology, defined culture and civilization as “thatcomplex whole which includes knowledge, belief, art, morals, law,custom, and any other capabilities and habits acquired by man as amember of society.”2 His definition is extremely broad but it alsopresents a view of humans and cultures as inseparable.
I would like to define culture as the entirety of the mental/spiritual
world that arises wherever human beings engage in social life, in a way
similar to the ancient idiom that refers to ethos as the second nature.
Human beings live in the midst of their relations to others, and as such,
culture and humans are inevitably linked. The ontological structure of
the human can be described, in Heidegger’s style, as “Being-in-the-Culture.” Or to borrow the terminology of the Japanese philosopher Kitaro
Nishida, we can say that humans exist in the place, or field, of culture.
Here I would like to stress another important perspective. That is, like

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an ethos, culture has an educative function for humans. In Western
languages, the word “culture” has roots in the verb to cultivate. The
Chinese characters for “culture” mean to edify through written texts.
These etymologies point to the fact that human beings grow and develop
within culture, through culture and together with culture. This further
suggests that humans are not automatically or necessarily human, but
become human through the processes of learning and edification.
This clearly indicates the educative function that is part and parcel ofwhat we think of as culture. It would thus seem that the most appropriate way of understanding human culture is as an educative ethos.

Seeking the Wellsprings of Culture and Civilization
The Axial Age (German: Achsenzeit) is a term coined by the German
philosopher Karl Jaspers (1883–1963). This frequently cited conceptcharacterizes the period in human history around 500 B.C.E. as an era ofmajor spiritual awakening. The ideas and philosophies developed in thisperiod have served as a spiritual axis underpinning human culture to thepresent.
Thinkers of the Axial Age had a profound grasp of the significance of
culture. Moreover, there are important commonalties running throughtheir ideas, such as their insights into the nature of goodness and happiness—concepts to which many of them gave considerable thought. Their
attitude suggests that culture, including religion, is not something special or extraordinary but, rather, that it arises from the essential nature ofhuman existence and the way humans live. In contemporary terminology, their insights might be termed the humanities, broadly defined, or aphilosophy of life.
Here I would like to consider Socrates (470/469–399 B.C.E.), as arepresentative of these Axial Age thinkers. In Plato’s Crito (Kρτων),
Socrates states, “the really important thing is not to live, but to live
well.”3 It is, in other words, a question of our fundamental orientation.
This is the constant challenge for humans who are charged with the taskof becoming human (or are in process of becoming human) and of
considering the direction and goals toward which we are moving.
Clarifying this is the role of ethics or the study of humanity, whichgrapple with questions of good and evil. Herein lies the reason for thequest by many philosophers to elucidate the nature of “the Good.”
The challenge to live a good life can be said to require humans toconstantly reflect on our inner state of life, something which, as in the
Riddle of Sphinx, can change dramatically from the morning, to noon

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and then the evening of our lives. And here the greatest question
becomes that of whether or not life continues after death.
Almost all religions take the position that life (the soul) is somethingthat continues after death. This can be understood as a central justification for the existence of religion. At the same time, however, the eternityof life (or the soul) cannot easily be proven or verified. Socrates himself
is portrayed as firmly upholding belief in this eternity, even as hestruggled to find ways of explaining it convincingly to others.
Phaedo is another of Plato’s dialogues, one whose central theme isthe soul’s immortality—the question, in other words, of whether thesoul is eternal. Since the setting of this work is Socrates’s conversation
with youth on his last day in prison before his execution, it can beassumed that Plato saw this dialogue as dealing with an issue of criticalimportance to be transmitted to posterity.4

Socrates and the Soul’s Immortality
Imprisoned and facing imminent death, Socrates attempts to communicate the soul’s immortality to two young men. Simmias and Cebes, however, are not convinced, and Socrates tries to persuade them using a
number of proofs. Among these is the well-known theory of anamnesis(the idea learning is principally the act of remembering). The final
argument Socrates uses is the Theory of Ideas or Forms; the soul’s
immortality proven by the fact that Ideas do not perish.
According to the Theory of Forms, if the form of smallness approaches the form of greatness, greatness yields its place to smallness. But it
doesn’t mean the greatness disappears. Likewise, if death approaches
the living soul, the latter only yields place to death but the soul itself
will never become extinct. Thus the soul is immortal.
I am not certain if this really proves his assertion. But this can nevertheless be understood as a full-throated expression of Socrates’ conviction that the soul must be immortal, because it is the subject that neverstops seeking the Good. If the soul, which the protagonist of this search,were to disappear, what would have been the point of those efforts?
Thus, in the concluding section of Phaedo, Socrates describe a mythof the afterlife in which the life of a virtuous man after death will befilled with goodness. He concludes their exchange thus: “But I do say
that, inasmuch as the soul is shown to be immortal, he may venture tothink, not improperly or unworthily, that something of the kind is true.
The venture is a glorious one.”5
The soul’s immortality is not something that has ever been empirical-

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ly verified. But Socrates asserts that he always took care such that hissoul would be in a good state; and if the good person is to enjoy goodness after death, this compels us to maintain confident belief in the immortality of the soul. The principle of soul’s immortality must in thissense be seen as an ethical or human imperative. As Socrates says, it isindeed a kind of venture or gamble, and his final message to youth isthat there is something of value here that justifies the effort to believe.
It is not clear whether in the end the two youths fully understood
Socrates’s assertion. But through their dialogue, they probably grasped
the significance of believing in the soul’s immortality. The Theory ofForms appears for the first time in this work. For Plato, an Idea is aconcept with eternal existence; in this sense it represents an ideal or
norm. The immortality of the soul is likewise such an ideal or norm.
Many researchers consider the Theory or Forms to be somethingoriginal to Plato. I think we can understand this theory as his way of
guiding his readers to the idea of the soul’s immortality.
The themes explored in Phaedo appear again more than two millennia
later in Emmanuel Kant’s Critique of Practical Reason (Kritik der Praktischen Vernunft). While one the one hand Kant distinguishes between
morality and happiness, he also argues that, just as the human body andmind are one, morality and happiness must ultimately accord with eachother. In other words, the Supreme Good must be established. To makethis possible requires the soul’s immortality. Only on this condition will
it be possible for morally good person to become happy. According toKant, the principle of the soul’s immortality (the eternity of life) is, as a
postulate of practical reason, what gives meaning and satisfaction to ourlives as humans.

Breaking Free from the Present Crisis and the Development ofa New Civilization of LifeIn the present age, culture or what might be termed the human realm isunder threat. Globalization has both positive and negative aspects. The
positive aspect is that, by creating common spaces, it invigorates dialogue and can contribute to mutual understanding. The negative aspects
include various forms of standardization and uniformity, which are thenenforced as global standards, causing important qualitative differences
to be ignored or discarded. This risks shifting culture away from its
original function, discussed earlier, of fostering and nurturing life. It
could even end up undermining the very foundations of culture itself.
Needless to say, this cannot be seen as the direction toward which aculture and ideal—the dignity of life as a postulate

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global civilization should develop.
Globalization should not be seen as a goal in and of itself. Rather, it ismeaningful to the degree that it serves as a means to reach more desirable conditions. What matters most is the way that people actually live
their lives. This refers to the fact that we live in this world exerting
efforts to live better; and we do so not in isolation but together withlarge numbers of other people. In other words the most important thingis to turn our eyes to the world of life and to make efforts to enrich andfulfill it. To enrich life means to live with a sense of awareness of andappreciation for the myriad others—including even plants andanimals—with whom we share the fact of coexistence. This is where theact of respecting life has its meaning.
Simply put, underlying the various problems of our age is a
widespread disregard for life or, more fundamentally, the failure tounderstand and appreciate the true nature of life. The lack of such anunderstanding of life make it impossible to discover the significance of
our own and others’ lives, degrading consciousness of human values andgradually undermining the very foundations of culture.
The French term fin de siècle is sometimes used to describe the decadence and cynicism that prevailed in Europe in the final decades of thenineteenth century. It points to a state of society in which the meaningof life and living has been lost sight of. The philosophy of life (vitalist
philosophy), or Lebensphilosophie, that emerged at this time grew froman acute awareness of the crisis of cultural decline and urged, in response, a return to and renewal of interest in life. Friedrich Nietzsche(1844–1900), influenced by Arthur Schopenhauer (1788–1860), worked
to construct a human-centered philosophy that would make possible thefulfillment of life in an era when the vital impulse was stifled andblocked. What he referred to as the superman (der Übermensch) was theportrayal of the human for new era, of a humanity that pursued thefulfillment of life itself.
When we look back over history, we can find a number of examplesof eras in which the inner life of humanity was in crisis, and this was
responded to through efforts to break out of the impasse and configure
life in new and meaningful ways. The twelfth-century renaissance6 inEurope can be cited as one such example, as can the movement of
Kamakura Buddhism in Japan, which emerged around the same time,the end of the Heian Period (794–1185) as people expressed their concern about the arrival of the Latter Day of the Law (or the final Dharmaera, said to be the time when the salvific power of Shakyamuni’s teachings would be lost).

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The twenty-first century might very well mark the start of a similar
historical transformation. That is, the present era is seen as one in whichhuman life and vitality are confronting a crisis of historic gravity. Thereappears to be an increasingly sensed need for a new mode of civilization, one rooted in a new understanding of what it means to be human,of the purpose of religion, and of the nature of life itself.
As noted above, the meaning of culture is to be found in its function
as an educative ethos and, as the etymology of the term indicates, culture is ineluctably tied to the question of the right way for humans to be
and to live. Put differently, authentic culture has an inherent orientation
toward the fulfillment of life, and respecting all that lives. This orientation can be thought to hold true in any age and place. If this is indeed
the case, it is a perversion of the original sense of culture to see it as thecause for confrontation or conflict. Such a view is itself a non- or
anti-cultural perspective.
To see only the superficial diversity of cultures and thus lose sightof the primal orientation existing in the depths of all cultures is to misapprehend the true significance of culture. Such an approach makes
effective interactions and exchanges between cultures impossible. The
important thing is the effort discover the humanity—the incomparable
reality and value of life—within each culture. It is through this effort
that the path toward new global civilization, one centered on respect forhumanity and life, will be found.

Life and Appreciation of its Sanctity
In this sense, it is crucial to further deepen our understanding of life, andin particular, of the meaning of the sanctity of life.
When we use the word “life,” we often do so without any particularpremise or explanation. We do this because we assume it is something
everyone understands. But as soon as we are asked to explain what exactly we mean by “life,” it becomes clear that we don’t really know.
This is because life is not something that can be explained as the objectof perception or understanding. When we see something, for example,
what is seen is the object. But neither the act of seeing nor the seeing
subject—we ourselves—are objects of understanding here. To understand life involves the difficulty of understanding something which is
not objective and cannot be objectified.
According to Japanese dictionaries, life can be defined in several
ways. One of the definitions I found in a dictionary was this: “the primary source of that which makes a life form what it is.”7 Again, this is anculture and ideal—the dignity of life as a postulate

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explanation that is at once seemingly clear and yet not really comprehensible. The nature of life has been subjected to various debates andanalyses, yet all explanations seem condemned to remain vague andindefinite in this way.
Another dictionary definition is that the “life” of something is thatwhich is crucial or essential to its existence. This demonstrates that theword “life” already contains the implication of being of paramountimportance. In this sense, expressions such as the sanctity or dignity oflife are expressing something essential to the nature of life itself.
Over the course of human history, however, we see that dignity has
for the most part been attributed to things that exist outside ourselves,
such as a deity, the state or some elevated individual. These things or
people are thought of as being separate and different from us, and werefer to them as “sacred”8 and take a worshipful attitude toward them. To
consider oneself and one’s own existence as something dignified or
sacrosanct has typically been seen as an expression of arrogance.
If we consider Socrates’ injunction to “Know thyself,” or the fact thatin Buddhism the term Buddha means an enlightened one, I think the significance and directionality implicit in the phrase the “the dignity oflife” is brought better into view. The sanctity of life suggests first anawareness that life means oneself, and that the “life” referenced here is
one’s life in its highest state of awakening.
It can further be said that the idea of the sanctity of life requires some
proof that life is not extinguished by death, that is, some presumption oflife’s eternal continuity.
On this question, Daisaku Ikeda had the following to say in his dialogue with Arnold Toynbee. “Does life continue after death, or it is limited to this existence? If it continues, is that continuity finite or infinite?
And then what is the state in which life continues? When we talk about‘life,’ these are the overriding questions that must be faced andaddressed.”9
How can the eternity of life be proven in a convincing manner? Thisis a truly difficult challenge. The idea that life has an eternal aspect is
not an empirically verifiable assertion, and thus we have difficulty
accepting it. Even if someone is convinced of this themselves, there is
still the problem of how one would convince others.

Scientific and Religious Hypotheses
Here I would like to introduce another passage from the above-noteddialogues, in which Toynbee states, “I do not find any cogent evidence

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either for the immortality of the soul or for rebirth. … As I see it, thehuman mind has only a limited capacity for understanding the nature of
the universe in which we find ourselves.”10
To this, Ikeda responded, “You are correct in saying that the inadequacies of our intellectual abilities limit our theories about the universe
and about the true nature of life to unverifiable hypotheses.”11 He further
stated that religious hypotheses must be evaluated on the basis of theefficacy of the judgments and actions that are taken based on them.
“In other words, we must ask whether scientific hypotheses are true,
whereas we must ask whether religious hypotheses have value for the
improvement of the qualities of humanity.”12
In other words, when we discuss things that transcend normal intellectual understanding, we are compelled to deal with hypotheses.
Hypotheses are typically only accepted as the true explanation ofphenomena when they have first been verified. But here Ikeda is sayingthat hypotheses can be understood in two different ways.
The truth or falsity of such hypotheses as “water is composed of hydrogen and oxygen” or “the solar system contains as yet undiscovered
planets” can be verified through scientific experiment or observation.
What about the hypothesis that life is eternal, that it continues over thethree realms of past, present and future? This is a proposition thatcannot be verified by the scientific method. But we can confirm themeaning that is generated by acceptance of this proposition.
A person who considered that her or his present bears a relation to apersonal past prior to this existence may have a deepened awareness ofand sensitivity to the way that they live their life in the present. Likewise, a person who believes that their present existence has a bearing ona future beyond this life may be more careful in the way they think ofand treat themselves in the present compared to someone who thinksthat their existence ends with this life.
In other words, the hypothesis or proposition that life is eternal issignificant in terms of how people regard and value themselves intheir present existence. If we accept this idea, the proposition that life iseternal is meaningful for the “improvement of the qualities of humanity”
and in this sense is worth accepting or believing.
This can serve as a reminder of the importance of how, when we consider abstract concepts, it is important to make the effort to understandthem from a human perspective. The phrase “improvement of the qualities of humanity” indicates such a human perspective, or what mightalso be called an ethical consideration and judgment. In Socratic terms,
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from the standpoint of morality. These are qualities that are sought forby the human perspective—humanism—across differences of ethnicity,
nationality or religion.

The Sanctity of Life as a Postulate
We can think about the idea of the sanctity of life in similar terms.
The assertion that life has inherent dignity or sanctity is clearly an
idea that does not lend itself to scientific verification. Thus, it is appropriate to consider it as a religious hypothesis in the sense set out above.
If this is the case, then acceptance of the idea of the sanctity or dignityof life must be encouraged from a human, or ethical, perspective. Only
then—when the impact of a concept of life’s dignity on how we live isconsidered—will this concept gain universal acceptance.
Here it is worth noting how the world’s religions have, since the ancient past, included ethical content in their teachings. To give a just afew, limited examples, more than half of the injunctions contained in the
Mosaic Decalogue—such as those against killing, theft, adultery, or torespect one’s parents—have a distinctly ethical orientation; they are all
easily understood from an ordinary ethical perspective. The same can besaid of the teachings of Christianity and Islam. In the case of Buddhism,
the precepts to be obeyed are almost entirely ethical, human in theircontent.
There is thus a large body of humanistic, ethical content shared acrossdifferent religions, commonalties that coincide across sectarian differences. When these various ethical injunctions are consider together, theidea that life should be treasured and cared for emerges as somethingcommon to them all.
As noted earlier, the ideas of happiness and peace are also important.
In Kant, morality, which derives from reason, and happiness, which derives from sensibility, while distinguished, are both seen as importantfor human beings.
Kant saw reason as the foundation for morality and identified the Supreme Good (das oberste Gut) as the paramount moral good toward
which humans should strive. But that alone was not enough. For Kant,
ultimately the morally good must accord with human happiness; a state
he called the Highest Good (das höchste Gut). Here, he saw immortalityof the soul as necessary for the realization of the concordance of morality and happiness. It was, in this sense, the postulate of practical reason.13
We can say that Kant was able to establish a metaphysics in terms
of practical reason. If we develop and expand on Kant’s thinking

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somewhat, I think we are able to say the following:
The idea of the sanctity of life will be requested from the human andethical standpoint. That is, respect for life must correspond to the humanexperience of happiness and peace. The concept required for this correspondence is the idea of “the dignity of life.”

Conclusion
When we consider the lack of respect for life that is evident throughout
contemporary human society—as seen in the suffering wrought by war
and all acts of violence—it is self-evident that there is an urgent demand
for the widespread recognition of the sanctity of life. This is a humanand ethical postulate which, if properly framed in that light, should gainwidespread acceptance. This concept contains the implication thatrefraining from acts that harm life is the source of happiness and peace.14
We all need to attend more carefully to the implications contained in
the idea of the sanctity of life. This should not, however, be particularly
difficult. Because this is something inherent in all cultures; it can also bethought of as something that issues from each of our lives. When we
attend carefully to this, we can always hear the echoes and resonanceof non-violence. These are the echoes and resonances that Gandhi
and Tolstoy clearly heard.
The work of identifying and uncovering the universals that flow
through the depths of each and every human culture is essential toensuring dialogue among civilizations. I believe that this work can contribute importantly to the realization of the theme of this symposium:
Creating a Global Civilization.
Notes
Trans. from Daijirin dictionary, third (electronic) edition entry for 多文化主義.
Tylor, Edward. 1920 [1871]. Primitive Culture, New York: J. P. Putnam’s Sons.
Vol.1, p. 1.
3
Plato, Crito, 48B. The Last Days of Socrates, Penguin Classics, p. 87.
4
In Phaedo, Plato has Simmias express the desire that Socrates will share with his
disciples his understanding of the immortality of the soul before he dies. cf. Plato,
Phaedo, 63C. op.cit., p. 107.
5
http://www.gutenberg.org/files/1658/1658-h/1658-h.htm
6
The twelfth century in Europe saw the introduction of classical Greek texts, which
stimulated the development and flourishing of Scholasticism. This was also the period inwhich the first European universities were established and Gothic architecture arose,along with the trends toward expanded commerce and urbanization. The US historianCharles Homer Haskins (1870–1937) first used the phrase the renaissance of the twelfth
century, an idea set out his 1928 book of the same title.
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Trans. from Kojien dictionary entry for 生命.
In his 1917 work, The Idea of the Holy (Das Heilige), the German theologian
Rudolf Otto described the religious feelings of awe and mystery as the numinous, arealm beyond rational understanding.
9
Ikeda, Daisaku and Arnold Toynbee. 1989. Choose Life, Ed. Richard Gage, New
York: Oxford University Press. p. 272．
10
Choose Life, p. 275.
11
Choose Life, p. 275.
12
Choose Life, p. 275.
13
For a detailed discussion, see: Kants Werke V, Kritik der Praktischen Vernunft,
Akademie Textausgabe, S.122ff.
14
This resonates with Albert Schweitzer’s assertion that reverence for life (Ehrfurcht
vor dem Leben) represents the ultimate ethics.
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Author Biography
Yutaka Ishigami is a Senior Research Fellow of the Institute of Oriental Philosophy. He
studied Philosophy at Tohoku University. He is a professor and the former Dean of theFaculty of Letters at Soka University. His areas of research are Modern Philosophy, Ethics and Comparative Philosophy. He is the author of What is Humanism? (1998), Kitaro
Nishida—Philosophy of Awakning (2001), Thought and Philosophy of Founder Daisaku
Ikeda (2005, 2006 co-authored with Tatsuya Yamazaki et al.), Ethics as a Study of Man
on Value Creation (2006), Toward a World of Harmony and Respect for Life (2008),
A New Edition of Ethics (2013) and many articles on Hegel, Kant, Kitaro Nishida
and Daisaku Ikeda.