Tattvartha Sutra

SR No.: 006796
Original Sutra Author: N/A
Author: Sukhlal Sanghavi, K K Dixit
Publisher: L D Indology Ahmedabad
Publication Year: 2000
Total Pages: 596
Language: English
Classification: Book_English, Tattvartha Sutra, & Tattvarth
File Size: 10 MB

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TATTVĀRTHA SŪTRA
Rājavārtika and are of extreme importance from the Jaina standpoint; and these points at least should be taught to the students. That is to say, the two texts the bhāsya and Sarvārthasiddhi must be a compulsory part of the curriculum and so also the specially important topics of Rājavārtika and ślokavārtika that are not taken up in these two; all the remaining topics ought to be an optional part of the curriculum. For example, the discussion in Rājavātīka of saptabhangi (=the doctrine of sevenfold predication) and anekāntavādu and the discussion in ślokavārtika of sarvajña (=omniscient), āpta (the authoritative personage), jagatkartā (=the world-creator) etc., nayavāda, prthvībhramaņa (=rotation-of-the-earth). Similarly, from within Siddhasena's commentary on Tattvārthabhāsya portions dealing with specially important topics should be selected out and they too should be taught. For example, the commentary to the bhāsya on 1.1, 5.29, 31 etc.
(5) Before starting his teaching the teacher should give his students an interesting talk introducing them to the interior and exterior of Tattvārtha, and thus should create in them an interest for the subject. And from time to time as occasion arises suitable talks should be organized with a view to drawing the attention of the students to the history and the gradual evolution of the different systems of philosophy.
(6) As regards teaching the chapters three and four devoted to an account of geography, astronomy, heavens and hells, there are two views strongly opposite of one another. Thus one view insists that a teaching of these chapters be denied a place in the curriculum while the other view feels that without teaching them a special study of the philosophy propounded by an omniscient personage remains but incomplete. Both these are extreme views. So the teacher while teaching these chapters should seek to introduce a change in the outlook related to them—this is the only course proper for our time. All the accounts contained in the chapters three and four have come from an omniscient personage, they cannot be altered in the least, the present-day scientific discoveries and views, since they