One key element of the Islamic intellectual tradition is the commentary. Commentaries on the Qurʼan (tafsīr) began early in Islamic history, but from about the 12th or 13th century, well into the 19th, commentaries on other scholarly texts became extremely common. -jm

Usually a commentary is called a sharḥ, and a supercommentary (i.e. a commentary on a commentary) is called a ḥāshiyah. Sometimes you get all the way up to a fourth- or fifth-level supercommentary. -jm
Sometimes it's hard to even tell what the "core text" is, because even a very famous text that's the core of many commentaries might present itself as an abridgement or comment on something even earlier. -jm
Commentaries might serve multiple purposes: to explain obscure grammar or vocabulary, to dig into particular legal cases, etc. Even to show why the core text is wrong. Eventually you get some Ottoman Turkish commentaries that translate Persian poems and then comment on them. -jm
Authors of commentaries often mark quotes from the core text by key words like "qawluhu" ("what he said") and manuscripts often emphasize this by writing these words in red or putting a line over the quoted text, so you can figure out who is talking. -jm
Readers might add their own comments in the margins, and sometimes their students will later collect their marginal notes into a new commentary and edit it for publication. -jm
And then you have situations like this, where the scribe copies their own commentary in professional, elaborate style in the margin. -jm
A lot of Western scholars historically have dismissed this phase of Islamic scholarship because it's not "original," but I think it raises interesting questions about the way that scholars position ourselves in a tradition. This goes beyond just citing sources! -jm
Combine the commentary tradition with the sort of dynamic manuscripts that I discussed here (https://t.co/cnDobT6uSJ) and you see how these scholars are making their place in a scholarly lineage abundantly clear. -jm
Not trying to bring back the supercommentary, but it's interesting to think about a world where you can do good scholarship without trying to be the first person who thought of everything and instead show explicitly (visually!) how you're interacting with your predecessors. -jm
Manuscripts in this thread: https://t.co/GcpYPpV13A; https://t.co/zUb9PT2asx; https://t.co/ANBa1Gje7E; https://t.co/YP2YM2Vj3R; https://t.co/Kd135PZQ8r; https://t.co/zxS6WTDifE; https://t.co/5YdszJx6It

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IMPORTANCE, ADVANTAGES AND CHARACTERISTICS OF BHAGWAT PURAN

It was Ved Vyas who edited the eighteen thousand shlokas of Bhagwat. This book destroys all your sins. It has twelve parts which are like kalpvraksh.

In the first skandh, the importance of Vedvyas


and characters of Pandavas are described by the dialogues between Suutji and Shaunakji. Then there is the story of Parikshit.
Next there is a Brahm Narad dialogue describing the avtaar of Bhagwan. Then the characteristics of Puraan are mentioned.

It also discusses the evolution of universe.(
https://t.co/2aK1AZSC79 )

Next is the portrayal of Vidur and his dialogue with Maitreyji. Then there is a mention of Creation of universe by Brahma and the preachings of Sankhya by Kapil Muni.


In the next section we find the portrayal of Sati, Dhruv, Pruthu, and the story of ancient King, Bahirshi.
In the next section we find the character of King Priyavrat and his sons, different types of loks in this universe, and description of Narak. ( https://t.co/gmDTkLktKS )


In the sixth part we find the portrayal of Ajaamil ( https://t.co/LdVSSNspa2 ), Daksh and the birth of Marudgans( https://t.co/tecNidVckj )

In the seventh section we find the story of Prahlad and the description of Varnashram dharma. This section is based on karma vaasna.
Knowledge & Bharat : Part V

The Curriculum of Vedic Education :
According to the Ancient Indian theory of education, the training of the mind & the process of thinking, are essential for the acquisition of knowledge.

#Thread


Vedic Education System delivered outstanding results.  These were an outcome of the context in which it functioned.  Understanding them is critical in the revival of such a system in modern times. 
The Shanthi Mantra spells out the context of the Vedic Education System.


It says:

ॐ सह नाववतु ।
सह नौ भुनक्तु ।
सह वीर्यं करवावहै ।
तेजस्वि नावधीतमस्तु मा विद्विषावहै ।
ॐ शान्तिः शान्तिः शान्तिः ॥

“Aum. May we both (the guru and disciples) together be protected. May we both be nourished and enriched. May we both bring our hands together and work

with great energy, strength and enthusiasm from the space of powerfulness. May our study and learning together illuminate both with a sharp, absolute light of higher intelligence. So be it.”

The students started the recitation of the Vedic hymns in early hours of morning.


The chanting of Mantras had been evolved into the form of a fine art. Special attention was paid to the correct pronunciation of words, Pada or even letters. The Vedic knowledge was imparted by the Guru or the teacher to the pupil through regulated and prescribed pronunciation,

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राम-रावण युद्ध समाप्त हो चुका था। जगत को त्रास देने वाला रावण अपने कुटुम्ब सहित नष्ट हो चुका था।श्रीराम का राज्याभिषेक हुआ और अयोध्या नरेश श्री राम के नेतृत्व में चारों दिशाओं में शन्ति थी।
अंगद को विदा करते समय राम रो पड़े थे ।हनुमान को विदा करने की शक्ति तो राम में थी ही नहीं ।


माता सीता भी हनुमान को पुत्रवत मानती थी। अत: हनुमान अयोध्या में ही रह गए ।राम दिनभर दरबार में, शासन व्यवस्था में व्यस्त रहते थे। संध्या को जब शासकीय कार्यों में छूट मिलती तो गुरु और माताओं का कुशल-मंगल पूछ अपने कक्ष में जाते थे। परंतु हनुमान जी हमेशा उनके पीछे-पीछे ही रहते थे ।


उनकी उपस्थिति में ही सारा परिवार बहुत देर तक जी भर बातें करता ।फिर भरत को ध्यान आया कि भैया-भाभी को भी एकांत मिलना चाहिए ।उर्मिला को देख भी उनके मन में हूक उठती थी कि इस पतिव्रता को भी अपने पति का सानिध्य चाहिए ।

एक दिन भरत ने हनुमान जी से कहा,"हे पवनपुत्र! सीता भाभी को राम भैया के साथ एकांत में रहने का भी अधिकार प्राप्त है ।क्या आपको उनके माथे पर सिन्दूर नहीं दिखता?इसलिए संध्या पश्चात आप राम भैया को कृप्या अकेला छोड़ दिया करें "।
ये सुनकर हनुमान आश्चर्यचकित रह गए और सीता माता के पास गए ।


माता से हनुमान ने पूछा,"माता आप अपने माथे पर सिन्दूर क्यों लगाती हैं।" यह सुनकर सीता माता बोलीं,"स्त्री अपने माथे पर सिन्दूर लगाती है तो उसके पति की आयु में वृद्धि होती है और वह स्वस्थ रहते हैं "। फिर हनुमान जी प्रभु राम के पास गए ।