गीतान्वेषणम् 04’34

तद्विद्धि प्रणिपातेन   परिप्रश्नेन सेवया |

उपदेक्ष्यन्ति ते ज्ञानम् (तेऽज्ञानम् )  ज्ञानिनस्तत्त्वदर्शिनः ||04’34

पदच्छेदैः – तत् विद्धि प्रणिपातेन परिप्रश्नेन सेवया उपदेक्ष्यन्ति ते ज्ञानम् (ते अज्ञानम्) ज्ञानिनः तत्त्व-दर्शिनः  


(1) तत् सर्वनाम That अत्र नपुं. 2’1

(2) विद्धि – विद् 2 प. To know, learn, understand लोट् म.पु.1

(3) प्रणिपातेन – प्रणिपातः Bowing 3’1

प्र+नि+पातः प्रकृष्टः नितान्तः पातः = Intensive, thorough analysis 

(4) परिप्रश्नेन परिप्रश्नः 3’1, परि = Circumspect प्रश्नः = Inquiry

(5) सेवया – सेवा service 3’1

(6) उपदेक्ष्यन्ति उपदिश् 6 प. To advise, to teach, to guide अत्र प. लृट् 1’3 (7) ते – युष्मद् 4’1

(8) ज्ञानम् – ज्ञान knowledge 2’1

(9) ज्ञानिनः – ज्ञानिन् he, who has knowledge पुँ. 1’3

(10) तत्त्व-दर्शिनः – तत्त्वस्य दर्शिनः (षष्ठी-तत्पुरुषः)


  • तत्त्वस्य तत्त्व principle, logic 6’1
  • दर्शिनः दर्शिन् he, who shows, demonstrates, explains पुँ. 1’3



(1) (त्वम्) तत् (ज्ञानम्) प्रणिपातेन परिप्रश्नेन सेवया विद्धि 

(2) ज्ञानिनः तत्त्व-दर्शिनः ते ज्ञानम् उपदेक्ष्यन्ति 

(2-अ) ज्ञानिनः तत्त्व-दर्शिनः (ते अज्ञानम्) उपदेक्ष्यन्ति

छन्दोविश्लेषणम्  – 

श्लोकेऽस्मिन् अष्टाक्षरपादाः | पञ्चम-षष्ठ-सप्तमाक्षराणि १२२ १२१ १२२ १२१ इति । अनुष्टुभ्-वृत्तमिदम् !

Notes टिप्पण्यः – 

(१) Conventional meaning of (त्वम्) तत् (ज्ञानम्) प्रणिपातेन परिप्रश्नेन सेवया विद्धि is “Go to the precept, pay your obeisances, inquire what he desires and do that service. Pleased with the service, the precept will impart the knowledge. 

(२) But with प्रणिपातः प्र+नि+पातः प्रकृष्टः नितान्तः पातः = Intensive, thorough analysis and

With परिप्रश्नः 3’1, परि = Circumspect प्रश्नः = Inquiry and with सेवा = practical verification, the first two quarters together seem to summarize the whole science of learning. 

(३) Mr. Herbert Casson, an American educationist coined an acronym OTA to connote the science of learning as a 3-step procedure of Observation Thinking and Action. प्रणिपातेन परिप्रश्नेन सेवया is exactly that OTA. 

(४) Deliberating further, it comes to mind that सेवा as action A of OTA or practical verification of what is learnt can be by 3 E’s Exercising, Experimenting and Experiencing. 

(५) In the third quarter, the optional version तेऽज्ञानम् meaning ते अज्ञानम् gives totally opposite perception to what ज्ञानिनः तत्त्व-दर्शिनः should advise about.

(६) This optional version was suggested by श्रीसाईबाबा of शिर्डी to his disciple श्री नानासाहेब चांदोरकर as mentioned in the 39th chapter of श्रीसाईसच्चरितम् 

(७) As such ज्ञानिनः तत्त्व-दर्शिनः who would advise when learning are precepts गुरु-s. There is a श्लोकः which is a sort of a definition of a गुरु ⇒ गुकारस्त्वन्धकारो वै | रुकारस्तन्निवर्तकः | अन्धकारनिवर्तित्वात् | गुरुरित्यभिधीयते || So गुरु should do अन्धकार-निवारणम् i.e. advise about अज्ञानम् 

(८) The words ज्ञानिनः तत्त्व-दर्शिनः are in plural. This means one may have more than one precepts, depending upon the field of knowledge being pursued. 

(९) In श्रीमद्भागवतम् there is mention of 24 गुरु-s of श्रीदत्तात्रेय. One was also the owl. Is an owl ज्ञानी or तत्त्वदर्शी ? The point is that one can learn something from anything and everything. Whether one would acquire learning, depends on one’s eagerness to learn.

(10) When we learn, our अज्ञानम् about what we learn is removed. So अन्धकार-निवारणम् does happen. 

(11) The words ज्ञानिनः तत्त्व-दर्शिनः also put forth that the precept should be ज्ञानी knowledgeable about the subject but also should be तत्त्वदर्शी i.e. should have the art of teaching. Every ज्ञानी may not be तत्त्वदर्शी may not be adept at teaching. 

(12) The धातुः उपदिश् of उपदेक्ष्यन्ति suggests that the precept should दिश् i.e. just give direction but not take the disciple all the way up to the final destination. Teaching should never be spoon-feeding. Giving direction, guidance should be only उप just adequately near. How much is उप may vary from शिष्य to शिष्य The precept should have good judgement of that. 

(13) With process of Learning अध्ययनम् detailed in first and second quarters and of Teaching अध्यापनम् in third and fourth quarters, this श्लोकः is a digest on the theory of Education शिक्षाशास्त्रम् !

(14) I have not come across such interpretation of this श्लोकः. This is my गीतान्वेषणम् !

YouTube video of this study is at <https://youtu.be/Tth1S3b4hpg>

शुभमस्तु ।


One thought on “गीतान्वेषणम् 04’34

  1. Namaskaar. With padachchheda, anvaya, and detailed word analysis the explanation of the shloka has become so interesting and meaningful. Thank you so much for the light thrown on the shloka.

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