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Varaha Purana 147.61 — Adhyaya 147, Shloka 61

The Sacred Merit of Goniṣkramaṇa

the Tīrtha of the Cows’ Emergence/Release

मम क्षेत्रं महाभागे यत्त्वया परिपृच्छितम्॥

mama kṣetraṃ mahābhāge yat tvayā paripṛcchitam ||

ഹേ മഹാഭാഗേ, നീ ചോദിച്ച എന്റെ ആ ക്ഷേത്രം ഇതുതന്നെ।

mamamy
mama:
Sambandha (सम्बन्ध)
TypeNoun
Rootasmad (सर्वनाम-प्रातिपदिक)
FormPronoun; Genitive (6th/षष्ठी), Singular
kṣetramfield/holy place
kṣetram:
Karta (कर्ता) / Viṣaya
TypeNoun
Rootkṣetra (प्रातिपदिक)
FormNeuter, Nominative (1st/प्रथमा), Singular
mahābhāgeO greatly fortunate one
mahābhāge:
Sambodhana (सम्बोधन)
TypeNoun
Rootmahā-bhāga (प्रातिपदिक)
FormBahuvrīhi: ‘one who has great fortune’; Vocative (8th/सम्बोधन), Singular; feminine address
yatwhich
yat:
Karta (कर्ता) / Viṣaya
TypeNoun
Rootyad (सर्वनाम-प्रातिपदिक)
FormPronoun; Neuter, Nominative (1st/प्रथमा), Singular; relative pronoun referring to kṣetram
tvayāby you
tvayā:
Karta (कर्ता) (agent in passive)
TypeNoun
Roottvad (सर्वनाम-प्रातिपदिक)
FormPronoun; Instrumental (3rd/तृतीया), Singular
paripṛcchitamasked/inquired about
paripṛcchitam:
Kriyā (क्रिया) (participial predicate)
TypeVerb
Rootpari-prach (धातु)
FormPast passive participle (क्त/कृत्); Neuter, Nominative (1st/प्रथमा), Singular; agrees with yat/kṣetram

Varāha

Varaha Avatara Context: {"is_varaha_focus":true,"aspect_highlighted":"None","boar_form_detail":"None","earth_interaction":"Varāha acknowledges Bhū-devī’s inquiry and prepares to define ‘mama kṣetra’ in response."}

Bhu Devi Dialogue: {"is_dialogue":true,"speaker_role":"instructor","bhu_devi_state":"curious","key_question":"Which is ‘Your’ kṣetra—its identity and defining features?"}

Mathura Mandala: {"is_mathura_related":false,"specific_site":"None","parikrama_context":"None","krishna_connection":"None"}

Dharma Shastra: {"has_dharma_rule":false,"topic":"None","instruction_summary":"None","karmic_consequence":"None"}

Vrata Mahatmya: {"has_vrata":false,"vrata_name":"None","tithi_month":"None","promised_fruit":"None"}

Cosmic Boar Symbolism: {"has_symbolism":false,"symbolic_interpretation":"None","yajna_varaha_imagery":"None","vedantic_connection":"None"}

Philosophical Teaching: {"has_teaching":true,"teaching_type":"epistemic humility in sacred inquiry","core_concept":"Right questioning (paripṛcchā) invites right revelation; sacred geography is accessed through dialogue and receptivity.","practical_application":"Approach tradition through respectful inquiry and attentive listening; let questions be precise to receive precise guidance."}

Subject Matter: ["Geography","Heritage Sites","Textual Tradition"]

Primary Rasa: śānta

Secondary Rasa: bhakti

Type: kṣetra (sacred region)

Related Themes: 147.64.0; 147.65.0; 147.66.0

Visual Art Cues: {"scene_description":"Varāha turns toward Bhū-devī, repeating her inquiry about his sacred region, signaling an imminent detailed description.","item_prompts":["Varāha attentive posture","Bhū-devī in questioning gesture","a map/mandala faintly appearing as foreshadowing","scroll/banner with ‘mama kṣetram’ motif"],"kerala_mural_prompt":"Kerala mural: poised conversational moment, Varāha’s face turned toward Bhū-devī, decorative but restrained background, faint mandala motif emerging.","tanjore_prompt":"Tanjore: gold haloed figures, speech-scroll motif, temple arch, anticipatory stillness.","mysore_prompt":"Mysore: refined dialogue tableau, subtle hand gestures indicating question and response, pale mandala sketch on floor.","pahari_prompt":"Pahari: intimate hillside conversation, minimal props, expressive faces capturing inquiry and readiness to teach."}

Audio Atmosphere: {"recitation_mood":"anticipatory, explanatory","suggested_raga":"Kalyani","pace":"medium","voice_tone":"clear, slightly rising cadence to signal continuation"}

A
Ancient Geography
P
Purāṇic Studies
D
Dialogue Literature

FAQs

It signals the dialogic organization of Purāṇic chapters—an inquirer prompts a focused exposition—helpful for outlining chapter structure in digital editions.

The verse references a ‘kṣetra’ (sacred region) but does not provide its proper name within this excerpt.

Implicitly, it models inquiry as a legitimate method for receiving instruction within a teacher–inquirer framework.

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