Abstract
The Upaniṣads and numerous sacred texts of Hinduism employ the question-answer dialogue to convey revelation. A survey of these texts identifies several of their notable features. These question-answer dialogues are often conducted between an able teacher (guru) and an eager student, where the student poses questions while the guru responds to them. The frequent use of questioning as a means for acquiring revelation indicates the tradition’s acceptance, if not enthusiasm, for questioning. One also notices an immense variety among the participants of these dialogues, suggesting an inclusive understanding of adhikāra—the entitlement for receiving revelation and gnosis. These works also depict a close and respectful relationship between the guru and the receivers of revelation. The Upaniṣads and many other sacred texts of Hinduism share these features among the question-answer dialogues contained within them.
This work seeks to demonstrate that Svāminārāyaṇa’s (Swaminarayan’s) Vacanāmṛta, a foundational sacred text of the Akṣara-Puruṣottama Darśana, not only shares many of the same methods of instruction as the Upaniṣads and other sacred texts of Hinduism, but also contributes to the diverse question-answer pedagogy depicted within them.
Containing 274 spiritual discourses delivered by Parabrahman Bhagavān Swaminarayan (the founder of the Akṣara-Puruṣottama Darśana), the Vacanāmṛta holds immense authority within the tradition. Much of Swaminarayan’s revelation within this text is structured in the form of question-answer dialogues. By exemplifying the importance of questioning, diverse participation, inclusive understanding of adhikāra, and a respectful relationship between the guru and the receivers of revelation, these dialogues are characterized by many of the same features seen among other Hindu sacred texts.
The dialogues within the Vacanāmṛta also introduce distinctive aspects to the familiar question-answer pedagogy. Swaminarayan’s unique metaphysical identity within the tradition, dual role as both the responder and the questioner, instructive methods for addressing responses, enthusiasm to entertain and address counter-questions, and instructions on the art of posing questions introduce many novel features to the classical model of the question-answer dialogue. The identity and role of the receivers of revelation also present distinct aspects. For instance, Svaminarayan’s discourses are revealed to not just a few but instead an assembly, which at times consists of a variety of disciples or at other times comprises of focused groups. In addition, the text documents disciples employing exceedingly diverse methods of questioning. Along with enacting their traditional role as the questioners, the receivers of revelation are also encouraged by Swaminarayan to respond to questions.
Upon investigating the expression, function, and significance of the various features of the question-answer dialogues recorded in the Vacanāmṛta, this work concludes that the discussions between Swaminarayan and his audiences not only share but also contribute to the diverse pedagogy of Hindu sacred works.