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Sutra 9

ताभिर्धर्मार्थौ यद्विद्यात्तद्विद्यानां विद्यात्वम् ॥ कZ_०१.२.०९ ॥

tābhir dharmārthau yad vidyāt tad vidyānāṃ vidyātvaṃ

Apa yang, melalui ilmu-ilmu ini, membolehkan seseorang memahami dharma dan artha—itulah yang membentuk “keilmuan” (status sebenar) bagi ilmu-ilmu tersebut.

ताभिःby/with those (i.e., by those sciences)
ताभिः:
TypePronoun
Rootतद् (सर्वनाम)
Formसर्वनाम-शब्दः; तृतीया-विभक्तिः; बहुवचनम्; स्त्रीलिङ्गम्
धर्मार्थौdharma and artha
धर्मार्थौ:
TypeNoun
Rootधर्म + अर्थ
Formप्रथमा/द्वितीया-विभक्तिः; द्विवचनम्; पुंलिङ्गम् (उभयपदप्रधान-द्वन्द्वः)
यत्whatever (that which)
यत्:
TypePronoun
Rootयद् (सर्वनाम)
Formयद्-शब्दः; प्रथमा/द्वितीया-विभक्तिः; एकवचनम्; नपुंसकलिङ्गम्; सम्बन्धक (relative)
विद्यात्should know / may know
विद्यात्:
TypeVerb
Root√विद् (ज्ञाने)
Formलिङ् (विधिलिङ्); परस्मैपदम्; प्रथम-पुरुषः; एकवचनम्
तत्that
तत्:
TypePronoun
Rootतद् (सर्वनाम)
Formतद्-शब्दः; प्रथमा/द्वितीया-विभक्तिः; एकवचनम्; नपुंसकलिङ्गम्; (correlative to यत्)
विद्यानाम्of the sciences/branches of knowledge
विद्यानाम्:
TypeNoun
Rootविद्या
Formषष्ठी-विभक्तिः; बहुवचनम्; स्त्रीलिङ्गम्
विद्यात्वम्the state/character of being a science; ‘science-hood’
विद्यात्वम्:
TypeNoun
Rootविद्या + त्व (तद्धित)
Formभाववाचक-तद्धितान्तः (त्व-प्रत्ययः); प्रथमा/द्वितीया-विभक्तिः; एकवचनम्; नपुंसकलिङ्गम्

FAQs

To define knowledge as instrumentally valuable to governance: a discipline counts as a true ‘science’ only insofar as it produces actionable understanding of lawful order (dharma) and material state interest/prosperity (artha), enabling effective rule.

It frames public policy and administration as evidence- and outcome-oriented: training, expertise, and institutions should be evaluated by whether they improve legal legitimacy/compliance (rule of law) and measurable state capacity (revenue, security, welfare outcomes).

No specific office is named; the implied duty of the ruler is to prioritize and cultivate disciplines that reliably guide decisions toward lawful governance (dharma) and the state’s prosperity and power (artha), rather than treating learning as merely ceremonial or speculative.