hinduism with others. 297
move upward from there. When we introduce a theoretical perspective, particularly
a controversial one, we should make sure that students understand it is not the only
interpretive option, perhaps not even the best. Even far up the educational ladder,
at the graduate level, we do well not to teach any single approach as if it alone em-
bodied the truth. We should follow Yaska in our teaching of any controversial the-
ory, asking students to read many different interpretations—both Indian and West-
ern—at once.
Fourth, Indic tradition teaches how to choose battles. This is the metavalue of
building commonality. Krishna was constantly thinking about the nature of his al-
liances in the Mahabharata, trying to determine which battle was larger, more im-
portant; which most advanced the cause ofdharma.Certainly, in his dialogue with
Yudhishthira about whether going to battle is appropriate (5.71.30–35), Krishna still
strives for the larger cause of peace, even as he fears that the signs for war are
mounting. Perhaps, in this spirit, it would be best for all engaged in interlogue to de-
termine which battles are the most important in a university context. The most im-
portant battle of all may concern the study of Hinduism at the university level.
There is no guarantee anywhere in America or Europe that Hindu studies will re-
main a permanent part of university curricula. Budget cuts always threaten. Many
scholars have devoted their lives to changing that fact, making Hinduism an inte-
gral part of the curriculum. This work involves persuading people every day that
Hinduism and its teachings are of enduring value—historically, philosophically, so-
cially, and from a broadly human point of view. Hinduism deserves a place in the
Western cultural world. It is important to remember that all scholars of Hin-
duism—writers, teachers, chairs, and deans—participate every day in the effort to
support the study of Hinduism. There is no guarantee that this effort will ultimately
succeed; hence scholars and teachers need the help of members of Hindu commu-
nities wherever they reside. We shouldn’t underestimate the work involved in inte-
grating Hindu studies into university curricula. Many Americans and Europeans
simply don’t care about the field, and others are actively opposed to its inclusion in
the university curriculum.
Krishna understood that it is far more important for us to recognize the larger
battle and fight it together than to waste our energies arguing with each other. In
an angry scolding to Duryodhana, who attempted to capture him before the epic
war, Krishna showed the futility of these kinds of acts againstdharmaby dis-
playing his true and terrifying form to the Kauravas (5.128–30). By doing so, he
was pointing to—or literally manifesting—the larger issues at stake. We, too,