Abstract

The Mahabharata presents knowledge (jnana) as a dynamic process enacted through questioning (prasna). This paper argues that the composition constructs ethical knowledge (dharma-jnana) via a dialogic pedagogy (sa?vada) where wisdom emerges through uncertainty reflection and relational exchange in alignment with the principles of Indian Knowledge Systems (IKS). The Mahabharata translates the classical triad of listening reflection and realization into a narrative epistemology where knowledge emerges through relational engagement. The study examines three key narrative sites: Narada’s systematic interrogation of Yudhi??hira (Adi Parva) modeling rational examination (tarka) and ethical governance and Draupadi’s defiant question in the Sabha Parva which asserts prasna as both resistance and moral accountability against institutional silence. These examples illustrate the Mahabharata as a prasna-sastra where knowledge is relational participatory and ethically charged. Ultimately the composi