section_path: Chronology, transmission, and interpretation/Vedic learning
section_name: Vedic learning
paragraph_text: Vedic learning
  
  The Vedas, Vedic rituals and its ancillary sciences called the Vedangas, were part of the curriculum at ancient universities such as at Taxila, Nalanda and Vikramashila. According to Deshpande, "the tradition of the Sanskrit grammarians also contributed significantly to the preservation and interpretation of Vedic texts." Yāska (4th c. BCE) wrote the Nirukta, which reflects the concerns about the loss of meaning of the mantras, while Pāṇinis (4th c. BCE) Aṣṭādhyāyī is the most important surviving text of the Vyākaraṇa traditions. Mimamsa scholar Sayanas (14th c. CE) major Vedartha Prakasha is a rare commentary on the Vedas, which is also referred to by contemporary scholars.
  
  Yaska and Sayana, reflecting an ancient understanding, state that the Veda can be interpreted in three ways, giving "the truth about gods, dharma and parabrahman." The pūrva-kāņda (or karma-kanda), the part of the Veda dealing with ritual, gives knowledge of dharma, "which brings us satisfaction." The uttara-kanda (or jnana-kanda), the part of the Veda dealing with the knowledge of the absolute, gives knowledge of Parabrahma, "which fulfills all of our desires." According to Holdrege, for the exponents of karma-kandha the Veda is to be "inscribed in the minds and hearts of men" by memorization and recitation, while for the exponents of the jnana-kanda and meditation the Vedas express a transcendental reality which can be approached with mystical means.
  
  Holdrege notes that in Vedic learning "priority has been given to recitation over interpretation" of the Samhitas. Galewicz states that Sayana, a Mimamsa scholar, "thinks of the Veda as something to be trained and mastered to be put into practical ritual use," noticing that "it is not the meaning of the mantras that is most essential but rather the perfect mastering of their sound form." According to Galewicz, Sayana saw the purpose (artha) of the Veda as the " artha of carrying out sacrifice," giving precedence to the Yajurveda. For Sayana, whether the mantras had meaning depended on the context of their practical usage. This conception of the Veda, as a repertoire to be mastered and performed, takes precedence over the internal meaning or "autonomous message of the hymns." Most Śrauta rituals are not performed in the modern era, and those that are, are rare.
  
  Mukherjee notes that the Rigveda, and Sayana's commentary, contain passages criticizing as fruitless mere recitation of the Ŗik (words) without understanding their inner meaning or essence, the knowledge of dharma and Parabrahman. Mukherjee concludes that in the Rigvedic education of the mantras "the contemplation and comprehension of their meaning was considered as more important and vital to education than their mere mechanical repetition and correct pronunciation." Mookei refers to Sayana as stating that "the mastery of texts, akshara-praptī, is followed by artha - bodha, perception of their meaning." Mukherjee explains that the Vedic knowledge was first perceived by the rishis and munis. Only the perfect language of the Vedas, as in contrast to ordinary speech, can reveal these truths, which were preserved by committing them to memory. According to Mukherjee, while these truths are imparted to the student by the memorized texts, "the realization of Truth " and the knowledge of paramatman as revealed to the rishis is the real aim of Vedic learning, and not the mere recitation of texts. The supreme knowledge of the Absolute, para Brahman - jnana, the knowledge of rta and satya, can be obtained by taking vows of silence and obedience sense-restraint, dhyana, the practice of tapas (austerities), and discussing the Vedanta.