UPSC MainsPHILOSOPHY-PAPER-I202515 Marks
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Q22.

Discuss the debate between the Bhatta and the Prabhākara mīmāmsakas with reference to the nature of Non-existence (Abhāva) and its knowledge.

How to Approach

The answer should begin by contextualizing the Mimamsa school's emphasis on epistemology. The introduction will define Abhāva and briefly state the core disagreement. The body will systematically compare the Bhatta and Prabhākara views on the nature of Abhāva and its knowledge through distinct subheadings and a comparative table. The conclusion will summarize the fundamental philosophical divergence and its implications.

Model Answer

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Introduction

The Mīmāṃsā school of Indian philosophy, primarily concerned with the interpretation of Vedic injunctions and the philosophy of Dharma, dedicates significant attention to epistemology (Pramāṇas, or means of valid knowledge) and ontology. Within this school, two prominent sub-schools, led by Kumārila Bhaṭṭa and Prabhākara, engaged in rigorous debates on various philosophical concepts, including the nature of Non-existence (Abhāva) and the valid means of its knowledge. Abhāva, representing absence or negation, posed a unique challenge to Indian epistemologists, leading to fundamental disagreements that highlight the distinct realist perspectives of these two schools.

The Mīmāṃsā Debate on Non-existence (Abhāva)

The debate between the Bhatta and Prabhākara schools on Abhāva is a classic example of their divergent epistemological and ontological commitments. While both are realist schools, their understanding of what constitutes reality and how that reality is apprehended differs significantly regarding non-existence.

1. Nature of Non-existence (Abhāva)

The fundamental point of divergence lies in whether Abhāva is considered a distinct ontological category.
  • Prabhākara Mīmāṃsā:
    • Rejects Abhāva as a distinct category (padārtha). For Prabhākara, non-existence is not a separate entity or a positive fact about the world.
    • It is understood as the mere existence of the substratum, or the absence of a positive counter-entity. For example, "there is no pot on the floor" does not mean a separate entity called "absence of pot" exists. Instead, it simply means that the floor exists in its current state, and the pot is not present there. The absence is not a distinct existent; it is a characteristic of the existing substratum.
    • This view aligns with their general reductionist approach, where phenomena are explained through positive existents.
  • Bhatta Mīmāṃsā (Kumārila Bhaṭṭa):
    • Accepts Abhāva as a distinct, real category (padārtha), alongside other positive categories like substance, quality, and action.
    • For Kumārila, absence is a positive fact about the world that can be directly apprehended. When we say "there is no pot on the floor," we are not merely perceiving the floor, but actively apprehending the non-existence of the pot as an objective reality. This non-existence is as real as any positive entity.
    • The Bhatta school considers Abhāva as a negative reality, an objective feature of things that can be known.
    • Kumārila further classifies Abhāva into various types, such as prāgabhāva (antecedent non-existence), pradhvaṃsābhāva (subsequent non-existence or destruction), atyantābhāva (absolute non-existence), and anyonyābhāva (mutual non-existence or difference).

2. Knowledge of Non-existence (Pramāṇa for Abhāva)

The difference in the nature of Abhāva naturally leads to a divergence in identifying its valid means of knowledge (pramāṇa).
  • Prabhākara Mīmāṃsā:
    • Rejects Anupalabdhi (non-apprehension) as an independent pramāṇa. Since Abhāva is not a separate entity, it cannot be known by a distinct means of knowledge.
    • Knowledge of absence is implicitly derived from the perception (pratyaksha) of the substratum. For example, seeing an empty floor is sufficient to know the absence of a pot; no separate cognitive act for absence is needed. The perception of the bare ground itself, devoid of the pot, is the means of knowing the pot's absence.
    • Prabhākara accepts five pramāṇas: pratyaksha (perception), anumāna (inference), upamāna (comparison), śabda (verbal testimony), and arthāpatti (postulation).
  • Bhatta Mīmāṃsā (Kumārila Bhaṭṭa):
    • Posits Anupalabdhi (non-apprehension) as a distinct and independent pramāṇa for knowing Abhāva.
    • They argue that when one does not perceive an object (e.g., a pot) in a place where it could normally be perceived (given all necessary conditions for perception are met), this very non-perception directly reveals the non-existence of that object. It is a positive cognitive act that specifically apprehends absence.
    • Kumārila argues that perception requires sense-object contact, and since absence is not a positive object, it cannot be known through perception. Therefore, a separate pramāṇa, Anupalabdhi, is necessary. The knowledge "there is no pot" is a direct and immediate apprehension, not an inference or a mere perception of the ground.
    • Bhatta school accepts six pramāṇas, including Anupalabdhi, in addition to the five accepted by Prabhākara.

Comparative Table: Bhatta vs. Prabhākara on Abhāva

Feature Bhatta Mīmāṃsā (Kumārila) Prabhākara Mīmāṃsā
Nature of Abhāva Recognizes Abhāva as a distinct, objective, and real category (padārtha). It is a negative reality. Rejects Abhāva as a distinct category. Non-existence is merely the existence of the substratum or the absence of a positive counter-entity.
Ontological Status Abhāva has independent ontological status. Abhāva has no independent ontological status; it is reducible to positive entities.
Pramāṇa for Abhāva Accepts Anupalabdhi (non-apprehension) as a distinct and independent pramāṇa for knowing Abhāva. Rejects Anupalabdhi as a separate pramāṇa. Knowledge of absence is gained through Pratyaksha (perception) of the substratum.
Total Pramāṇas Accepts six pramāṇas: Pratyaksha, Anumāna, Upamāna, Śabda, Arthāpatti, Anupalabdhi. Accepts five pramāṇas: Pratyaksha, Anumāna, Upamāna, Śabda, Arthāpatti.
Example of Knowing Absence Knowing "no pot on the floor" is a direct apprehension of the pot's non-existence via Anupalabdhi. Knowing "no pot on the floor" is a perception of the empty floor itself, which implicitly means the pot is not there.

Conclusion

The debate between the Bhatta and Prabhākara Mīmāṃsakas concerning <em>Abhāva</em> and its knowledge reflects deep-seated philosophical differences in their understanding of reality and epistemology. While Kumārila Bhaṭṭa established <em>Abhāva</em> as a distinct ontological category apprehended through the unique <em>pramāṇa</em> of <em>Anupalabdhi</em>, Prabhākara asserted that non-existence is not an independent entity, but rather a mode of apprehension of a positive substratum through perception. This fundamental divergence not only shaped the Mīmāṃsā tradition but also contributed significantly to broader Indian philosophical discourse on the nature of negation, objectivity, and the means of valid knowledge.

Answer Length

This is a comprehensive model answer for learning purposes and may exceed the word limit. In the exam, always adhere to the prescribed word count.

Additional Resources

Key Definitions

Abhāva
Abhāva refers to non-existence, absence, or negation. It is a crucial concept in Indian philosophy, particularly in epistemology (theory of knowledge) and ontology (theory of being), concerning how we understand and cognize the absence of something.
Anupalabdhi
Anupalabdhi literally means "non-apprehension" or "non-perception." In certain schools of Indian philosophy, especially Bhatta Mīmāṃsā, it is recognized as a distinct and independent means of valid knowledge (pramāṇa) for apprehending non-existence when an object that should be perceptible is not perceived.

Key Statistics

The Mīmāṃsā school is one of the six orthodox (āstika) schools of Hindu philosophy. Its foundational text is Jaimini's Mīmāṃsā Sūtras, believed to have been composed between 400 BCE and 200 CE. Source: Various academic texts on Indian philosophy.

Kumārila Bhaṭṭa (fl. c. 660 CE) and Prabhākara (fl. 7th century CE) were pivotal figures whose philosophical contributions significantly shaped the Mīmāṃsā school and influenced subsequent thinkers across Indian philosophical traditions. Source: Stanford Encyclopedia of Philosophy, "Kumārila."

Examples

Knowing the Absence of a Book

If a person searches for a book in a room and, despite adequate light and a clear view, does not find it, the knowledge that "the book is not in this room" is gained. For the Bhatta school, this knowledge comes directly through Anupalabdhi. For the Prabhākara school, it arises from the perception of the empty space, implying the book's absence.

The Sound of a Bell

Imagine you are expecting the sound of a temple bell at a specific time, but it doesn't ring. The knowledge "the bell did not ring" is a knowledge of non-existence. The Bhatta Mīmāṃsaka would attribute this to Anupalabdhi, while the Prabhākara Mīmāṃsaka would say it is derived from the perception of silence or the absence of the expected sound, interpreted through Pratyaksha.

Frequently Asked Questions

What are Pramāṇas in Indian Philosophy?

Pramāṇas are the valid means of knowledge or sources of true cognition in Indian philosophy. Different schools accept a varying number of Pramāṇas, such as Pratyaksha (perception), Anumāna (inference), Upamāna (comparison), Śabda (verbal testimony), Arthāpatti (postulation), and Anupalabdhi (non-apprehension).

Why is the debate on Abhāva significant?

The debate on Abhāva is significant because it delves into fundamental questions of ontology (what exists, even if it's an absence) and epistemology (how we gain knowledge, especially of non-existent things). It highlights the nuanced approaches within realist Indian philosophical traditions to account for all aspects of human experience.

Topics Covered

Indian PhilosophyMīmāṃsāAbhāvaNon-existenceEpistemology