Intro to Sanskrit philosophy

Background: This year I taught again a class on Sanskrit philosophy (for the first time since 2021). I only had 12 meetings, of three hours each, hence I had do made drastic choices. The following is the result of these choices (alternative choices could have been possible, e.g., focusing on the Upaniṣads and their commentaries). Comments, as usual welcome!

There is a time within Sanskrit philosophy, approximately around 500 to 1000 CE, without which all later discussions do not make sense (whereas one can understand later discussions without referring to, e.g., the Brāhmaṇas, the Pāli canon etc.).
I am thinking of this core of Sanskrit philosophy as the period of time in which philosophers interacted with each other in a dialectical way, learning from each other and being compelled by each other’s points. In other words, as the time in which philosophy was constrained by the need to give reasons for each claim. In this sense, I am not focusing on the Pāli Canon or on the Upaniṣads.

At the core of this period lies the interaction between three schools, namely Mīmāṃsā, Nyāya and Buddhist epistemological school. No matter the topic, the interaction among these three is always at the center and always needs to be taken into account. According to the various topics, further schools might need to be taken into account. For instance, discussions about atomism will need to take into account the Vaiśeṣika school, discussions about language need to take into account the Vyākaraṇa school.

At the center of this core moment are discussions about epistemology and philosophy of language. It is interesting to note that ontology does not necessarily logically precede epistemology and that the opposite can be the case, especially in the case of Mīmāṃsā. This is particularly evident in the case of discussions about prāmāṇya `validity’.

Sanskrit philosophy developed through debates among thinkers commenting and responding to each other. In this way, they showed that ‘novelty’ is overestimated as a criterion to assess philosophical value and its consistent presence among the criteria reviewers of grants and projects are asked to assess is more the result of a fashion than of inner-philosophical reasons.

This does not mean that individual authors did not deliver substantial contribution to philosophy. Philosophy develops through its history and its history is made by individual thinkers. Nonetheless, these individual thinkers contribute under the garb of a school, downplaying their disagreements with their predecessors and often enveloping them within a commentary on a predecessor’s text, which is meant not just to explain it, but also to enfold all its potential meaning. Some scholars did move from one school to the other (e.g., possibly Vasubandhu or Maṇḍana), others just introduced in one school the elements of the other school they more strongly agreed with (e.g., Jayanta).

Key authors to be kept in mind:
• Dignāga (Buddhist epistemological school), introduced the threefold check, later accepted by all thinkers
• Kumārila (Mīmāṃsā), introduced the concept of intrinsic validity, explained that cognitions are not self-aware, challenged the Dignāga framework, systematised the discussions about absence and the other sources of knowledge (found already in his predecessor, Śabara).
• Dharmakīrti (Buddhist epistemological school), younger contemporary of Kumārila, adjusted the apoha theory and several other epistemological points in the light of Kumārila’s cricitism.
• Jayanta (Nyāya), modified the Nyāya epistemology in the light of Kumārila’s criticism, explained that cognitions are intrinsically doubtful, unless proven right, but that this does not lead to a paralysis, because one can act based on doubt.

Thinking about Johannes Bronkhorst (UPDATED)

On May 15, Harry Falk announced on the Indology mailing list that Johannes Bronkhorst had “left this world”. In the following weeks the mailing list (and, I am sure, other online forums) has been virtually monopolised by people remembering the man and his endless contributions to Sanskrit studies and connected fields. In fact, Johannes has been extremely prolific (Greater Magadha was written in just one semester!) and his contributions have been impactful with almost no comparison.

He had studied first mathematics and physics and then moved to studying Sanskrit in India, Pune. In a recent interview with Vincent Eltschinger (on April 21 2025) he commented the choice to travel to India as due to his desire not to serve as a soldier —a choice which was deeply important to him. But, whatever the initial motivation, his years-long stay in India was meaningful and influential for his life and he never grew out of his fascination for Indian thought.

The fact that he started studying Sanskrit while in India is key to understand the role of Vyākaraṇa in his first many decades of work, given that Vyākaraṇa (or Sanskrit linguistics) is still studied and lively engaged with in contemporary India in general and in Pune in particular. Vyākaraṇa demands deep and almost complete dedication because of its technical character. One needs to know by heart or at least to be able to navigate all the 4000 aphorisms of Pāṇini’s seminal work for the school, together with their punctual glosses by Kātyāyana and the commentary by Patañjali, and this before even being able to open one’s mouth in a symposium of Vaiyākaraṇas. Bronkhorst has been able to contribute to this very technical field, especially to its perhaps most original thinker, Bhartṛhari, but without being swallowed up by the labyrinth of Vyākaraṇa. In contrast, he learnt from its method and contents, but retained his untameable intellectual curiosity.

For scholars of Bhartṛhari, Bronkhorst’s articles are indispensable. But even the ones among of us who never specialised on Bhartṛhari have probably been influenced by Bronkhorst and by his unique blend of thought-provoking ideas and thorough knowledge of the sources. In fact, Bronkhorst was an avid and fast reader, who read hundreds of pages of both Sanskrit scholarship and contemporary, mainly scientific, papers. His ideas looked at first sight almost too thought-provoking, almost like balons d’essay (trial balloons). However, when one tried to refute them, one was forced to see that Bronkhorst knew the Sanskrit sources of the relevant period thoroughly and that his bold ideas were in fact also well-grounded. (Apologies for not discussing here whether they were also ultimately right and completely so. I want to focus more on what we can learn from him than on correcting the occasional typos or on disagreeing with specific points.)

For instance, in May 2021 Dominik Wujastyk organised a (virtual) conference on the topic of Johannes Bronkhorst’s Greater Magadha (2007), which possibly remains his most influential book. Bronkhorst himself had been invited as a respondent for talks which all engaged with his hypothesis. I was only in the audience, but was astonished to see how, almost twenty years after the book’s composition, Bronkhorst was still able to discuss each of its aspects and to respond (again, I will let to others to assess whether successfully) to each criticism raised by the speakers, through precise references to the epics and/or to Vedic texts.

Let me know enter into some details about a few of Johannes Bronkhorst’s contributions. Again, let me emphasise that there are too many to discuss even a significant percentage of them and that therefore the choice will be partly whimsical. I will focus on

  • a) The sceptical Johannes Bronkhorst looking at the development of Sanskrit philosophy: The Greater Magadha hypothesis, the “discovery of dialogue” and its significance for the history of Sanskrit philosophy
  • b) The sceptical Johannes Bronkhorst looking at the role of authors in Sanskrit philosophy: his hypothesis about a unitary Yogaśāstra and dis-unitary Mīmāṃsāsūtra and its importance for how we assess Sanskrit aphoristic texts
  • c) His hypothesis about a radical difference between Sanskrit thought and European thought
  • d) His general sceptical-scientific methodology
  • a) Greater Magadha is one of those books about which we remember a moment before and a moment after. Before the book, scholars and lay people alike took it for granted that there was a single line of development within Indian though and that since the Buddha and his thought postdated early Vedic texts by centuries, these needed to contain the seeds which would have later led to the development of Buddhist thought. The texts which were conceptually closer to ancient Buddhism, namely the Upaniṣads were therefore dated to before the Buddha.

    The Greater Magadha takes the opposite point of view and looks at the evidence available with fresh eyes and notices that they are less uniform than we might think. They thus point to a different line of development, one in which there were different roots for Indian culture, which developed in parallel and not just a single line. On the West, the brāhmaṇic culture produced the Vedic texts. On the East of the Indian subcontinent, around Magadha, the culture he provisionally called “śramaṇic” produced Jainism and Buddhism, as well as key ideas that were later absorbed in the Brahmanic fold, such as karman and rebirth. By the way, the presence of an Eastern border for the Brahmanical culture is also attested by Patañjali’s definition of Āryavarta, which has an Eastern boundary (unlike Manu’s description of the same, only a few centuries later).

    The Greater Magadha can explain why karman and rebirth make a sudden entry in the Upaniṣads although they are virtually absent from the preceding Vedic texts. They enter the Brahmanical culture so well-developed and all at once because they had been elaborated for centuries outside of the Brahmanical culture. If Bronkhorst is right, one can stop looking for faint traces of possible forerunners of karman and rebirth in the Vedic Saṃhitās and start focusing on how the theory was already developed in Buddhist texts and then imported into the Upaniṣads. One can also invert the chronology of the Upaniṣads, which post-date the encounter with śramaṇic culture (this does not mean that they need to postdate the life of Siddhartha Gautama, since he was only one exponent of that culture, as is clear through the parallel of Jainism). The same applies to the claim that “Yoga” was practiced by the Buddha. In contrast, the similarities between the PYŚ and the Buddha’s teachings should be. according to Bronkhorst, interpreted as an influence of Buddhism into Yoga.

    Although I am here mainly focusing on philosophical issues, let me emphasise again that Bronkhorst’s reconstruction is extremely detailed and covers also aspects like the different funerary practices (round stūpas in the East vs. quadrilateral moulds in the West), the approach to medicine and the conception of a cyclical time, as well as the opposition between a urban (Magadha) and rural (brahmanical) culture. Last, it has the advantage of providing a methodology to identify what is original in the teaching of the Buddha and to explain why asceticism is both endorsed in the Pāli canon and criticised by the Buddha (it was part of his cultural milieu).

  • a2) Distinguishing communities and not looking for historical links when they are virtually absent was at the basis of another of Bronkhorst’s contributions, namely the idea that the roots of Indian dialectics should be placed in the Buddhist communities in the northwest of the Indian subcontinent (which might have been influenced by the Greek tradition of public debate in the Indo-Bactrian kingdoms) and that it was useless to consider Upaniṣadic dialogues as the forerunners of the dialectical engagements which became standard in Sanskrit philosophy. Upaniṣadic dialogues are just something different (closer to the instruction by a wise person).
  • b) Bronkhorst was (to my knowledge, as always) the first one to propose the idea of a unitary composition for what is known as the Yogasūtra and the Yogabhāṣya He spoke accordingly of a unitary Yogaśāstra. Like in the previous case, the idea is mind-blowing. Up to that point, many scholars had tried to reconstruct the worldview of the Yogasūtra as divided from the Yogabhāṣya and the Sāṅkhya intervention of the latter. If Bronkhorst’s hypothesis is correct, by contrast, the division into sūtra ‘aphorism’ and bhāṣya ‘commentary’ is only a polarity within a single text. This explains what could have otherwise been considered an anomaly, like the complete absence of an autonomous transmission of the Yogasūtra. Like in the Greater Magadha case, one could find alternative explanations, but Bronkhorst’s hypothesis has the advantage of showing a possibility for streamlining explanations and avoiding unnecessary additional steps (in Sanskrit, one would call that kalpanāgaurava). I should add in this connection that Bronkhorst’s hypothesis was presented in just an article (1985), but has thereafter been embraced by Philipp Maas (see especially Maas 2006 and Maas 2013) who found many evidences corroborating it, from manuscripts to the syntax of the sūtra-bhāṣya connecting links.
  • b2) A similar case is that of the relation between the so-called Pūrva and Uttara Mīmāṃsā Sūtra, also known as Mīmāṃsā Sūtra and Brahma Sūtra. Authors before Bronkhorst had discussed their relation and chronology, Bronkhorst (2007) suggested that the latter imitates the style of the former, though not emerging from the same exegetical milieu.
  • c) In the occasion of Ernst Steinkellner’s retirement, a symposium on the topic “Denkt Asien anders?” (Does Asia think differently?) was organised. Bronkhorst’s intervention led to a later book chapter and finally a book on the topic of what is different in Sanskrit thought. Bronkhorst proposed, as usual, a thought-provoking thesis, namely that there is indeed a radical difference, namely the reliance on language by Sanskrit philosophers.
    He explained how the various causation theories within Sanskrit philosophy (from Vaiśeṣika to Vedānta etc.) and the puzzled they involved (such as how could it be possible to bring into existence something that previously did not exist) are all due to thinking about the problem in linguistic terms. Their answers, in other words, were oriented by the Sanskrit form of basic sentences such as “the potter makes a pot”. In fact, how can the pot figure as the object of a sentence, given that it does not exist yet? Bronkhorst thought that this was a linguistic problem, namely one occasioned by the structure of language and not an ontological one. Westerners, according to Bronkhorst, would have immediately labeled the pot as non-existing until it is realised by the potter and would not have paused on its ontological status, whereas Indians never distinguished between linguistic and external reality.

    This is an interesting insight, and in fact there are several elements suggesting (as Karl Potter maintained) that the “linguistic turn” occurred in India much earlier than in Europe (note that I am saying the same thing Bronkhorst said, but looking at it from a more favourable perspective), such as the insistence on the analysis of linguistic data in order to solve epistemological or ontological issues (cf. the insistence on the linguistic use śabdaṃ kṛ- within the debate about the ontological status of śabda).
  • d) Bronkhorst was a convinced asserter of the scientific approach. This does not mean that he was an a-priori believer in natural sciences. Rather, he thought that the scientific method is based on a healthy form of scepticism and thus can never lead to fanatical beliefs nor to any form of “scientific traditionalism” (if correctly applied). For this very reason, he also thought that the scientific method was not “Western”, it had proven to work because of its ability to ask questions and thus to be universal. He took seriously Yoga and meditation techniques and thought that they could be analysed with the scientific method and possibly lead to new discoveries.
  • d2) Similarly, Bronkhorst clearly looked down on blind believers and thus praised Sanskrit philosophers for their ability to distinguish myths from arguments. In “What did Indian philosophers believe?” (2010) he noted that Sanskrit philosophers did not attack each other based on myths (although, one may add, some Buddhist philosophers did have fun at criticising some passages of the Veda and Kumārila made fun of the walls-speaking argument), but rather their arguments (“These philosophers, while criticising each others’ views, never attacked each others’ myths. Yet these myths would have been easy targets, if they had been seriously believed in”). In short, the reliance on the scientific method meant a radical openness to defeasibility of one’s beliefs and to a data-based approach.

Let me add a few words about Johannes Bronkhorst as a human being. The Indology list was full of “Bronkhorst stories” and therefore I will not need to take too much of your time with them (you can read them on the Indology archives). Let me just point out how Bronkhorst was generous and supportive with younger scholars and even students, but in a very unique way. I still remember our first meeting. I was an undergraduate student and he immediately asked me which were my key interests (I was unable to give a specific answer, at that point I was just busy learning Sanskrit and reading as much as possible of any text my professors read). I read or hear similar stories from others, all pointing to how Bronkhorst took people seriously, even young people. He was supportive, but not patronising. He was interested in one’s opinion, but would not refrain from saying that it was wrong if he thought so, according to the scientific method discussed above. He would not mince words to attack a view, but not so when coming to the person holding it, and I have seen him greeting warmly people with whom he had had violent disagreements on specific issues.

“dadhi and dadhy are two different words”

The case of combination variants like dadhi and dadhy is used by Nyāya authors as an evidence of the fact that words are produced and modified. Mīmāṃsā authors, who think that language is without beginning, need to respond to that and explain therefore that dadhy is not a modification of dadhi, but an alternative word, and both are used in specific phonetic contexts.

Veṅkaṭanātha in his commentary on PMS 1.1.16 elaborates thereon and explains that they are described as archetype and ectype of each other for pedagogical reasons only (in order not to further multiply the number of words to be learnt). At this point, he faces two very different objections.

The first opponent says that the archetype-ectype relation could be reverted according to a different grammatical analysis. This probably means that dadhy could be considered as the archetype and dadhi as the ectype. Veṅkaṭanātha answers that one should choose the grammatical analysis based on its pedagogical merits, and the one suggested by the opponent is not pedagogically easier.

The other opponent says that the ectype-archetype relation is real and based on the similarity between the two. The “similarity” is not further elaborated upon, but we can guess something more about it through Veṅkaṭanātha’s reply. Veṅkaṭanātha answers that if similarity were the ground for real archetype-ectype connections, then there would be no way not to avoid over- and under-extensions. On the one hand, one could over-extend it to other cases of similarities, like yogurt (dadhi) and jasmine flowers, that are similar insofar as they are both white, although they are not considered to be archetype and ectype of each other. On the other hand, cow-dung and beetles are dissimilar, but are considered one the ectype of the other (beetles are believed to be a transformation of cow-dung).

Now, my problem regards a terminological choice. The first opponent says: vyākaraṇāntareṇa prakṛtivikṛtivaiparītyam. In his answer to the second opponent, Veṅkaṭanātha says na ca sādṛśyāt prakṛtivikṛtibhāvaḥ śaṅkhyaḥ, vaiparītyasyāpi prasaṅgāt. However, vaiparītya in the first case seems to be the opposite of what should be the case (the inversion of dadhi and dadhy as archetype and ectype). By contrast, in the second case vaiparītya seems to indicate just a different set of consequences. Comments welcome!

(Cross-posted on the indianphilosophyblog.com)

Prescriptions in Kumārila, Uṃveka, Maṇḍana

Maṇḍana’s thesis of iṣṭasādhanatā is an answer to the problem of how to identify the core of a prescription. What makes people undertake actions? Kumārila’s śabdabhāvanā (‘linguistic urge’) theory and Prabhākara’s kāryavāda (‘theory about duty [being the motivator]’) had already offered their answers.

Kumārila’s theory had two pillars:

  • 1. a theory of rational behaviour being always goal-oriented,
  • 2. a strong hermeneutic basis linked to the analysis of prescriptive language.

In the 2. analysis, exhortative verbal endings are analysed as entailing a verbal part (tiṅ) and an exhortative part (liṅ). The former express the action (bhāvanā), the latter express the injunction (vidhi/śabdabhāvanā). And any action needs three components, namely something to be brought about by the action (bhāvya), an instrument to bring it about (karaṇa) and a procedure (itikartavyatā), which is equated to the instrument’s instrument. bhāvanā, vidhi, bhāvya, karaṇa and itikartavyatā are all conveyed by the Vedic prescriptive sentence, but are they conveyed *qua* bhāvanā etc.? The answer is clearly affirmative for bhāvanā and vidhi, which are directly conveyed by tiṅ and liṅ respectively. By contrast, bhāvya, karaṇa and itikartavyatā might need the application of some further investigation on the part of the knower, who will need to apply hermeneutical rules (nyāya) to correctly interpret the sentence and link the bhāvya to the word mentioning the eligible person and the karaṇa to the meaning of the verbal root.

The first pillar (1) is taken up by Maṇḍana.
In fact, Maṇḍana expands on Kumārila’s intuition about human behaviour being always goal-oriented by offering a radical reductionist hypothesis. According to this hypothesis, being a motivator is nothing but communicating that the action to be undertaken is an instrument to some desired result. In this sense, prescribing X to people desiring Y is *nothing but* explaining that X is the means to achieve Y. The “nothing but” part of the definition is key to distinguish Maṇḍana’s position from Kumārila’s. Also for Kumārila a prescription presupposes that one understands that the prescribed action will lead to something independently desired.

Now, I am grateful to Sudipta Munsi, who recently made me read Uṃveka’s commentary on ŚV codanā 214, where Uṃveka rejects a view that seems a proto-version of Kumārila’s one, since it speaks of bhāvanā, of a desired bhāvya and of the meaning of the verbal root, but without mentioning the fact that this conveys the karaṇa. In this proto-Kumārila view, the prescriptive sentence impels (pravṛt-), but since one might doubt this impulsion, it implies (ākṣip-) a bhāvya in the form of something desirable and therefore orients the listener’s understanding to move past the meaning of the verbal root towards the identification of something really desirable. Uṃveka does not use the verb abhidhā- ‘directly denote’, but says that the prescriptive sentences conveys (avagam-) this meaning. The doubt (āśaṅkā) about the impulsion seems to be the reason for the implication (ākṣepa). Uṃveka does not frame this as a case of śrutārthāpatti (postulation of a linguistic element based on cogent evidence), because ākṣepa performs almost the same role (but without the postulation of an explicit linguistic unit, which remains implied).
Uṃveka contrasts to this view his own (vayaṃ tu brūmaḥ), according to which a prescriptive sentence first conveys an impulsion (preraṇā) and then (uttarakālam) conveys (pratī-) a desired goal. Here, there are important points that appear to be influenced by Maṇḍana (please remember that Uṃveka commented on Maṇḍana’s Bhāvanāviveka):

  • The mention of the destruction of accumulated bad karman as the desired result for fixed sacrifices
  • The connection between impulsion and the fact that the action impelled leads to a desirable goal

However, unlike in Maṇḍana, Uṃveka distinguishes impulsion (preraṇā) from the fact of being the instrument to a desired goal, whereas Maṇḍana’s main claim is that the two are completely identical. Uṃveka is possibly the first person mentioning the temporal sequence linking impulsion and the understanding (pratī-) of something as a desirable goal. Like in the discussion of the proto-Kumārila view, Uṃveka does not use the word abhidhā, but he says that the prescriptive content is conveyed (avagam-).

Pārthasārathi (another commentator of Kumārila) de facto embedded Maṇḍana’s view of iṣṭasādhanatā, i.e., the prescribed action is an instrument to a desired result, as part of Kumārila’s śabdabhāvanā theory, more precisely as its procedure (itikartavyatā).

This was just a quick summary. Specifications or corrections are welcome.

The role of convention in signification

In his Seśvaramīmāṃsā ad 1.1.12, Veṅkaṭanātha explains that the example of proper names does not prove that language in general depends on convention. He writes that the case of proper names is not a dahanadṛṣṭānta, possibly ‘an example which sets on fire [the whole theory]’.

Why so? Because

प्रकृते यथोपलम्भं स्वभावसहकार्यादिनियमात्*

Because in the case at hand (i.e., language, composed of proper names and common words) there is a restrictive rule regarding the role of intrinsic signification and its auxiliaries according to how [linguistic expressions] are grasped.

In other words, convention, as an auxiliary of intrinsic signification, plays a role, but only in the case of proper names. And the distinction is possible based on one’s experience of linguistic expressions, insofar as linguistic expressions which are not proper names are immediately grasped as significant by people who know the language. By contrast, they might have doubts when they encounter proper names of unknown places or people.

These are, as usual, my thoughts only. Should you have a different understanding, you are welcome to share it. I would be happy and grateful to read it.

*(The editions add a च after प्रकृते, which makes the connection with the previous sentence unclear. The manuscripts provide a better reading, without the च).

What is the purpose of PMS 1.1.26?

Sucarita, Vedānta Deśika and Uttamur T. Vīrarāghavācārya thereon

I am again pleasantly stuck in a passage of Uttamur T. Vīrarāghavācārya’s learned commentary on the Pūrva Mīmāṃsā Sūtra. This time he is discussing PMS 1.1.26, which is an important sūtra for philosophy of language, but one whose wordings was unclear even within Mīmāṃsā:

loke sanniyamāt prayogasannikarṣaḥ syāt

Changing the meaning through intonation

Experts of the alaṅkāra schools have discussed in various ways how a double entendre or a different meaning can be obtained through śleṣa but also through kāku. The latter is a specific intonation which can change the meaning of a whole sentence. In some cases, kāku is enough to get a completely opposite meaning. European-trained readers might think of the well-known example of the Sybilla’s forecast “ibis redibis non peribis in bello”, which can be read with a different intonation as meaning either “You’ll go, come back and not die in war” or “You’ll go, not come back and die in war”.

Now, Uttamur T. Vīrarāghavācārya mentions kāku in a non-rhetorical context within his subcommentary on the Seśvaramīmāṃsā on Pūrva Mīmāṃsā Sūtra 1.1.3. The context is that of discussing Upavarṣa’s proposal to read PMS 1.1.3 (tasya nimittaparīṣṭiḥ “The examination of the cause of [knowing dharma]”) as in fact meaning that no examination should be done. Vīrarāghavācārya suggests that this meaning can be achieved through a kāku. This is a nice idea, since it avoids adding words to the sūtra.
However, I wonder how could one ever pronounce the sūtra in a way which suggests that no examination should be done. A clue is found in Veṅkaṭanātha’s Mīmāṃsā Pādukā 89: tannimittepariṣṭiḥ kartavyā neti vā syād iha vinigamanā sūtrakṛtkākubhedāt || 89 || “The decision between the two alternatives `an investigation should be done’ or `it should not’ given [the reading] tannimittepariṣṭiḥ is based on the different intonation by the author of the aphorism”. In other words, Upavarṣa must have suggested to read the sūtra as tasya nimittepariṣṭiḥ instead of tasya nimittapariṣṭiḥ. The difference between the affermative form and the negative one (tasya nimitte pariṣṭiḥ and tasya nimitte ‘pariṣṭiḥ respectively) could only be grasped through the speaker’s intonation.

The other relevant passages read as follows. Seśvaramīmāṃsā: yat tu upavarṣavṛttau “tasya nimittapariṣṭir na kartavye”ti nañam adhyāhṛtyātimahatā kleśena vyākhyānam, tad apy anena nirastam. “Upavarṣa’s gloss supplies (adhyāhṛ-) a negation (nañ) and reads [the aphorism], thereby making an enormous mistake, as “The examination (pariṣṭi) of the condition for it (dharma) should not be done.” This (reading) too has been refuted by the [above argument].”

Uttamur T. Vīrarāghavācārya’s subcommentary: nañam adhyāhṛtyeti. pariṣṭir ity atra kākusvarakalpanopalakṣaṇam idam. “Supplies a negation: this secondarily indicates the postulation of a kāku accent in examination“.

How to make a reader? UPDATED

What is a reader? An anthology of texts put together because of a specific purpose, i.e., learning about a given topic (say “A reader on Sanskrit philosophy of language”) or gaining proficiency in a specific language (e.g., “A Vedic reader”). A reader is rarely a high scientific achievement, but it might be extremely useful for students and laypersons, hence I think it makes sense to give the genre some thoughts.

The last reader I used is Tamiḻ Matu, by Kausalya Hart, which is meant to be at the same time a historical anthology of Tamil literature and guide students in their learning of Tamil. It comprises a short text by K. Hart herself introducing a given period of Tamil literature and is followed by an excerpt of real Tamil literature of that time. After each text comes a glossary and a global glossary is repeated at the end of the book, together with some questions in Tamil about the content of each chapter. Apart from the short English equivalents given in the glossary, the book is entirely in Tamil. This has surely advantages, but if I were to write a reader, I would try to focus clearly on my readers. If my target readers are not proficient in the topic or in the language the reader is about, I will provide a TOC and all other auxiliary materials (e.g., index locorum) in English or in a language accessible to them (typically non-technical English). I would also:

  • Provide a general glossary at the end of the book (not everyone would read the book in a short time and they might forget the words learnt in Unit 1 by the time they reach Unit 14). UPDATE: I would prepare both the general glossary and the glossaries of each chapter in alphabetic order and not in order of occurrence (I am grateful to Francesco for having pointed out this issue).

Next comes the nature of the reader. What does one exactly want to achieve through it? There might be multiple purposes, but one needs to be the main one. As much as you want to achieve them all, focus on one, or you will fail to achieve any.

  1. If, for instance, one wants to primarily teach a language, one should be sure to start with the easiest texts and move towards the most complex ones. One might also decide to oversimplify concepts (say, just saying that Govinda, Kṛṣṇa and Nārāyaṇa are names of the same God).
  2. If, by contrast, one wants to accompany intermediate students while they explore a given literature, one might prefer to go chronologically. (I really enjoy this type of readers, since they are an entertaining way to learn about the history of a given genre but can easily see why the first type is way more appealing to publishing houses).
  3. Again, if one wants to primarily introduce students or laypersons to a fascinating field, one might want to proceed thematically (e.g. “devotional literature”, “commentaries”, “epic”) and explain as much as possible of the culture involved.

What about translations? They are extremely useful for self-study (including both working on one’s own or in a group where no one is ufficially the teacher) and can make a reader a useuful tool for the purposes 2 and 3 above. But where to put them? Again, if one’s purpose is 1, then translations should be found in a separate section of the book, otherwise one would be constantly tempted to check them too soon. If one wants to achieve primarily 2 or 3, then translations can be printed as parallel texts.

In sum: Choose one goal (e.g., teaching a language) and focus on it. You can have a subsidiary one (e.g., introducing readers to interesting topics within that language), but no more than one. Be straightforward about what you are doing in your introduction and tell your readers what they will find in your book and how you conceived it.

What do readers think? Which readers did you use and appreciate?

A quote from the Mahābhārata on sphoṭa?

Within a discussion on the sphoṭa in the Seśvaramīmāṃsā, Veṅkaṭanātha adds a quote he ascribes to the Mahābhārata. The quote is found in a different form in other printed works by Veṅkaṭanātha and in the various manuscripts of the Seśvaramīmāṃsā. However, I could not identify anything similar in the Mahābhārata itself.

The SM 1902 edition reads:

sphoṭas tvaṃ varṇasaṃghasthaḥ iti mahābhāratavacanam

The Mahābhārata statement “You are the sphoṭa, which is present in the conjunction of phonemes”.

Can you guess what manuscripts say?

A debate on sphoṭa

I am editing a portion of the Seśvaramīmāṃsā on a linguistic controversy about what is the vehicle of meaning. As often the case in Indian philosophy, an upholder of the sphoṭa theory speaks and says that the sphoṭa is the vehicle of the meaning, as hinted at by our own intuition that we understand a meaning śabdāt, i.e., from a unitary linguistic unit, not from various phonemes. The opponent replies saying that no independent sphoṭa exists independently and above the single phonemes, like no unitary assembly (pariṣad) exists independently of the single people composing it. The Sphoṭavādin replies that phonemes are unable to convey the meaning either one by one or collectively (because they never exist as a collective entity, given that they disappear right after having been pronounced.