Varaha Purana 2.62: Adhyaya 2, Shloka 62
Cosmogony and the Ninefold Creation: Rudra’s Origin and the Prelude to the Sāvitrī-Veda Narrative
Pūrva Bhāga · Pr̥thivī–Varāha Saṃvāda (Dialogic Frame)
एवमुक्ता मया सा हि मां दृष्ट्वाऽनिमिषेक्षणा । स्मृत्वा तूष्णीं स्थिता यावत् तावन्मे ज्ञानमुत्तमम् ॥ २.६१ ॥
evamuktā mayā sā hi māṃ dṛṣṭvā’nimiṣekṣaṇā | smṛtvā tūṣṇīṃ sthitā yāvat tāvan me jñānam uttamam || 2.61 ||
evamuktA mayA sA hi mAM dRRiShTvA.animiShekShaNA | smRRitvA tUShNIM sthitA yAvat tAvanme j~nAnamuttamam || 2.61 ||
Tak przeze mnie zapytana, ona, patrząc na mnie niewzruszonym spojrzeniem, przypomniała sobie i stała w milczeniu tak długo, jak to trwało; w tym czasie moja najwyższa wiedza pozostawała obecna.
Sandhi Notes
- दृष्ट्वाऽनिमिषेक्षणा = दृष्ट्वा + अनिमिषेक्षणा
- तावन्मे = तावत् + मे
- ज्ञानमुत्तमम् = ज्ञानम् + उत्तमम्
Varāha
Contemplative, silent
Mauna and smṛti (recollection) can function as vehicles of highest knowledge; the teacher/embodied principle may teach by presence and silence.
In learning and meditation, allow pauses; do not force immediate answers—create space for recollection and insight to arise.
Silence (mauna) as the womb of revelation: when the devī holds speech, ‘uttama-jñāna’ shines—suggesting knowledge is not merely verbal but a presence that dawns in stillness.
Upaniṣadic resonance: truth is ‘seen’/realized in inner stillness; speech is secondary to direct insight (aparokṣa-jñāna).
Varāha Purāṇa: transition into the theme of lost Vedas/śāstras (2.2.62)
FAQs
It illustrates a common Purāṇic pedagogical motif: instruction followed by recollection and silence, marking attentive reception within a teacher–inquirer dialogue frame.
No specific geographic or pilgrimage location is named in this verse fragment.
The verse emphasizes disciplined attention and reflective silence as part of responsible knowledge-reception, rather than prescribing a social rule or ritual obligation.
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