In the USA, we learn "art history" as Western art history, and the history of Asian, or African art is a special case; we learn politics by examining our own government system, and consider other systems special cases, and the same is true of philosophy.

To take philosophy seriously is to engage with it philosophically.

Buddhist epistemologists do argue that rational analysis leads to the conclusion that rational analysis cannot give us infallible access to truth, including that one. That's not self-defeating, though; it only induces an important kind of epistemic humility and a clearer view of what we do when we reason. We engage in one more fallible human activity among many.

The goal of education should be to dismantle the Middle Pole view, not to reinforce it in the name of the need for a grounding in one's own civilisation.

We take Aristotle seriously not when we write about his ideas, but when we take his ideas as part of our discussions.

When we translate, we always to some extent betray the text we are translating. That is why translation is so hard and thankless. All you can do is to fail in the least egregious way possible.

I think that parochialism is built into many kinds of nationalism and educational institutions in which children are brought up to treat their own culture as the unmarked case, and to mark the products of other culture.