Category Archives: Veṅkaṭanātha/Vedānta Deśika

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Inert and alive substances: Alternative classifications in Veṅkaṭanātha

In the Nyāyasiddhāñjana and the Nyāyapariśuddhi, Veṅkaṭanātha discusses some fundamental ontological topics in order to distinguish his positions from the Nyāya-Vaiśeṣika position.

The Nyāyasūtra proposes a fundamental division of realities into dravya ‘substances’, guṇa ‘qualities’, and karman ‘actions’,1 with the former as the substrate of the latter two. This leads to two difficulties for Veṅkaṭanātha’s agenda. On the one hand, the radical distinction between substance and attribute means that Nyāya authors imagine liberation to be the end of the connection of the ātman ‘self’ to all attributes, from sufferance to consciousness. By contrast, Veṅkaṭanātha, would never accept consciousness to be separated from the individual soul and even less from God. The other difficulty regards the theology of Viśiṣṭādvaita Vedānta. Since the beginnings of Pañcarātra, one of its chief doctrines has been that of the manifestations (vibhūti) of Viṣṇu, which are dependent on Him but co-eternal with Him and in this sense are unexplainable according to the division of substances into eternal and transient.

To that, Veṅkaṭanātha opposes more than one classification, so that it is clear that Veṅkaṭanātha’s main point is addressing the above-mentioned problems with the Nyāya ontology, rather than establishing in full detail a distinct ontology. For an instance of alternative classifications see, e.g., Nyāyasiddhāñjana, jaḍadravyapariccheda:

dvedhā jaḍājaḍatayā pratyak taditaratayāpi vā dravyam | ṣoḍhā triguṇānehojīveśvarabhogabhūtimatibhedāt || dhīkālabhogabhūtīravivakṣitvā guṇādirūpatvāt | jīvātmeśabhidārthaṃ tredhā tattvaṃ viviñcate kecit || (Nyayasiddhanjana 1966, p. 33).

“Substance is of two types, [according to this classification:] inert or alive, or [according to this other classification:] innerly [luminous] or what is its opposite. [Furthermore,] it is of six types, according to the division in [natura naturans having] three qualities, time (anehas) individual souls, God, the ground for [God’s] enjoyment (bhogabhūti) and [His] cognition. Some distinguish reality as of three types, in order to distinguish the Lord, the individual soul, and the self (as the material cause of the universe) because they do not want to include (lit. express) cognition, time and the ground for [God’s] enjoyment, since these have the nature of qualities”.

Bhogabhūti must mean, out of context, the same as vibhūti. My interpretation of ātman in jīvātmeśabhidartham is also based on context. Alternative suggestions are, as usual, welcome!

  1. There are in fact further categories, namely sāmānya ‘universal’, viśeṣa ‘individual’, and samavāya ‘inherence’. See for the fact that these latter categories have been added at a later stage of the evolution of the school. The Navya Nyāya school adds also abhāva to the categories. (see Eli Franco and Karin Preisendanz, “Nyāya-Vaiśeịṣika”, Routledge Encyclopedia of Philosophy)↩︎

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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).

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What were the ṛṣis up to while composing the Vedas? UPDATED

While commenting on PMS 1.1.4, Veṅkaṭanātha makes a long digression aimed at refuting every kind of intellectual intuition, especially as a source for knowing dharma. Dharma, he explains, can only be known through the Veda.
People who claim to have directly perceived dharma are, by contrast, liars. This seems consistent in most cases, but may be problematic when it comes to the Veda, who are believed (by some) to have been composed by some ancient sages of the past, the ṛṣis. Veṅkaṭanātha explains that it is not the case that out of their austerities they gained the ability to directly perceive dharma, also because this would lead to a vicious circle, insofar as efficacious austerities would need to be based on the Veda. Thus, ṛṣis are not an exception to the rule.
This means that the ṛṣis did not compose the Vedas. How comes that they could teach them? Their teaching was based on the Vedas themselves (a Mīmāṃsaka would add: because time is beginningless).

Their (the ṛṣis’) teaching, by contrast, is of human origin, although it may come from the Veda (āgama). Therefore, the listeners [of such teaching] need to reflect on its root and once one eliminates that this teaching is based on a [supersensuous] perception originated out of the dharma’s energy, one needs to look for another pramāṇa for this dharma. And this is nothing but the Veda (itself) (śāstra).

tadupadeśasya tu āgamāyamānasyāpi pauruṣeyatayā śrotṝṇāṃ mūlaparāmarśasāpekṣatvena dharmavīryaprasūtapratyakṣamūlatvapariśeṣe tasmin dharme pramāṇāntaram anveṣaṇīyam. tac ca nānyat śāstrāt.

I am grateful to Meera Sridhara’s comment for having forced me to rethink my interpretation of śrotṛ (see below for her comment).
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The role of the prescription to teach the Veda according to Prabhākara

If you are a Prābhākara, you think that students don’t have to learn the Veda and that they actually do it because of the teachers’ duty to teach it. This certainly solves the problem of having a young boy (younger than 8) deciding to study the Veda based on an analysis of the benefits he will get out of this study. Does this also solve the problem of whether one should study also Mīmāṃsā?

In other words, assuming that one learns the Veda due to the prescription to teach it, does this prescription include the duty to teach the meaning? No, says Veṅkaṭanātha in his refutation of the Prābhākara position. Just like the knowledge of the meaning of the Veda is no included in the prescription to learn it by heart, so it is not included in the prescription to teach it. Both stop their function at the Vedic phonemes.

So far so good, but then Veṅkaṭanātha adds an additional reason why the prescription to teach does not reach until the meaning of the Veda, namely:

अबाधितप्रत्ययोत्पत्तावनपेक्षत्वलक्षणप्रामाण्यस्य वक्ष्यमाणत्वाच्च

And because in the case of the coming into being of a cognition which has not been invalidated, we will say that its validity (prāmāṇya) consists in its being independent. (SM ad 1.1.1, 1971 p. 27)

The reference is clearly to PMS 1.1.5, where the Veda is said to be a pramāṇa because it is independent from any other source. That is, once a cognition has indeed come into being and is not sublated, the only thing which could make one doubt about it is its having the wrong source, but if it is independent on any source, no such worry can arise. Why is this said here? Perhaps because a cognition of the meaning does indeed take place upon learning the Veda by heart and unless one can prove that it is wrong, one needs to consider it valid. Hence, the need to study Mīmāṃsā cannot be justified on the basis of the need to understand the meaning of the Veda.

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Anubandhacatuṣṭaya

Anubandhacatuṣṭaya, i.e., the four points you need to discuss at the beginning of a treatise (its topic, the purpose, the audience and the connection) are sometimes read back into texts which lacked them (as it happens with the maṅgala read into Aṣṭ 1.1.1).

When do they start being explicitly discussed? And by which kind of authors? I know of Buddhists like Dharmottara (and Yāmari, thanks to Eli Franco) and Vedānta ones.

Within Mīmāṃsā, Kumārila at the beginning of the Ślokavārttika, pratijñā section, speaks of content (viṣaya), purpose (prayojana) and connection (sambandha). The absence of the ideal reader is no suprise, since before the end of the first millennium this is often the case.

Within Viśiṣṭādvaita Vedānta, Veṅkaṭanātha at the beginning of his Seśvaramīmāṃsā speaks of content, purpose, ideal reader and seemingly not of the connection, although he might be referring to it by speaking of a pravṛttiprakāra. Hence, the group of four was possibly not yet crystallised?

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The role of the prescription to learn the Veda

Why should one study Mīmāṃsā? In order to understand the meaning of the Veda, say Bhāṭṭa Mīmāṃsā authors. But why should one learn the Veda? According to Bhāṭṭa Mīmāṃsā, because a Vedic prescription itself tells you to do so. The prescription at stake is svādhyāyo ‘dhyetavyaḥ “One should study one’s portion of the Veda”, called adhyayanavidhi. This, however, leads to several problems.

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Does a prescription with two results become meaningless? UPDATED

In his Seśvaramīmāṃsā, Veṅkaṭanātha (aka Vedānta Deśika) discusses why it is the case that we need to study Mīmāṃsā.

The most likely candidate as a prescription causing one to undertake such study is svādhyāyo’dhyetavyaḥ ‘one should learn the portion of the Veda learn in one’s family’. Veṅkaṭanātha will conclude that this prescription culminates in the learning by heart of the phonemes, leaving aside the grasping of the meaning.
Before that point, however, he analyses the view of those who say that the prescription remains valid until one has studied Mīmāṃsā. These think that each prescription needs an indipendently desirable result (phala). The learning alone cannot be construed as such a result (p. 20 of the 1971 edition), because it is not independently desirable. If one were to construe both the learning of one’s portion of the Veda and the understanding of its meaning as the result (bhāvya), the prescription would end up being meaningless.

Therefore, one should
1. either postulate heaven as the result, according to the Viśvajit rule (according to which one can postulate heaven as result whenever no result is mentioned)
2. or postulate that all results could be achieved, since learning the Veda pleases the deities and the ancestors, who would then grant one all results.

I will come back to why these hypotheses are refuted, but meanwhile, why is it the case that the prescription would become meaningless? Because neither the learning of the sheer Vedic phonems, nor the understanding of the meaning are intrinsically desirable, and each prescription needs a desirable goal.

The Sanskrit passage reads as follows:

svādhyāyārthabodhayos tu bhāvyatve vidhyānarthakyaprasaṅgāt

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Artistic frame and philosophically engaging content

atiśakvarī and other meters in the SM

The Seśvaramīmāṃsā by Veṅkaṭanātha is a commentary on PMS, but includes also floating verses and summary verses (saṅgrahaśloka) at the beginning and end of each book and at the end of each adhikaraṇa. All verses are ślokas, possibly in order to be understandable and clear, apart from the first three and the last one of SM 1. These are more the creation of a virtuoso.

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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

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Intrinsic and extrinsic validity of cognitions

A discussion in Seśvaramīmāṃsā ad 1.1.5

Vedānta Deśika (13th c. South India) stages a discussion between thinkers of the Mīmāṃsā and Nyāya schools on the topic of the validity of cognitions. The first school thinks that validity is intrinsic, the latter thinks it is extrinsic. The Naiyāyika starts by stating “Valid cognitions are produced by the cause producing cognitions plus an additional element (producing their validity), because, while being an effect, they are specified by such an additional element, like invalid cognition are specified by an additional element distinguishing them from valid ones” (vigitā pramā samyaṅmithyāvabodhasādhāraṇakāraṇāt atiriktasahitāj jāyate, kāryatve sati tadviśeṣatvāt apramāvat).
But this does not hold in the case of the Lord’s cognition, which is permanent and uncaused (the Lord has no new cognitions, but perpetually knows everything).