Śrīmad-Bhāgavatam
श्रीमद्भागवतम्
Twelve cantos of history, philosophy and līlā, told to a king with seven days to live.
Study the whole work with the source visible
A twelve-canto research course organised around narrators, questions, genre, argument and devotional response. It does not reproduce a modern copyrighted translation; each unit sends the learner to an identified edition and asks for a source record.
- Inquiry
Why is the Bhāgavatam spoken, to whom, and under what pressure?
Map the sages and Sūta frame, Parīkṣit’s crisis, the appearance and departure narratives, and the turn toward sustained hearing.
Make: A two-level narrator–audience map with chapter references.
- Inquiry
How does the answer move from urgent practice to accounts of creation?
Track Śuka’s response to Parīkṣit, the universal-form orientation, concise Bhāgavatam, questions about creation and the four seed verses.
Make: A question–answer chain ending in one carefully sourced cosmology diagram.
- Inquiry
How do narrative journey, cosmology and philosophical instruction interact?
Separate the Vidura–Maitreya frame, creation sequences, Varāha narrative, Kardama and Devahūti, and Kapila’s instruction.
Make: A genre map marking narrative, genealogy, cosmology and teaching.
- Inquiry
How do offence, ambition, governance and transformation unfold through distinct lives?
Follow the Dakṣa conflict, Dhruva’s motive and change, Pṛthu’s kingship and the allegorical and devotional instruction surrounding the Pracetās.
Make: A four-character motive–turning point–instruction comparison.
- Inquiry
How should ethical instruction, biography and cosmographic description be read without flattening genre?
Keep royal duty, Ṛṣabhadeva’s instruction, Bharata’s three lives, geographic-cosmographic description and hell narratives in separate interpretive frames.
Make: A reading protocol naming genre, claim type and questions for expert review.
- Inquiry
What happens when judgement, the divine name, grief and offence meet?
Map the Ajāmila debate, Dakṣa’s descendants, Indra and Vṛtrāsura, and Citraketu’s grief, instruction and later conflict.
Make: A debate table listing speakers, claims, evidence and outcome.
- Inquiry
How does devotion operate under hostility and within ordinary social life?
Sequence the conflict and protection narrative, Prahlāda’s teachings, Nṛsiṁha’s appearance and the later discussions of conduct and social orders.
Make: A narrative-pressure map plus one teaching case with source boundaries.
- Inquiry
How do helpless prayer, cooperation, divine intervention and cosmic cycles relate?
Distinguish the manvantara frame, Gajendra narrative, ocean-churning sequence, Bali and Vāmana, and later avatāra accounts.
Make: A cause–request–intervention–response storyboard for one narrative.
- Inquiry
What does genealogy accomplish between cosmology and the Kṛṣṇa narrative?
Follow selected solar and lunar lines, identify compressed narratives and study the Rāma section without treating the canto as a substitute for the Rāmāyaṇa.
Make: A limited lineage diagram with every omitted branch explicitly marked.
- Inquiry
How do Vraja, Mathurā and Dvārakā movements form one sustained theological narrative?
Divide the canto into defensible narrative arcs, track location and speaker changes, and distinguish event sequence from later illustrative retelling.
Make: A twelve-scene macro-storyboard with chapter ranges and provenance labels.
- Inquiry
How does teaching intensify as the Yadu narrative approaches its close?
Track the Yadu frame, Nimi and the Yogendras, Uddhava’s questions, the avadhūta’s teachers, practice, knowledge and the final departure sequence.
Make: A thematic index connecting five questions to exact chapter ranges.
- Inquiry
How does the final canto connect historical decline, mortality, hearing and textual praise?
Separate future dynasties, symptoms of Kali, Parīkṣit’s final event, Mārkaṇḍeya’s vision and the concluding summary and glorification.
Make: A final whole-work map showing frame closure and unresolved study questions.