On the pedagogical necessity of the Aṣṭādhyāyī-Sūtra sequence in sanskrit grammar

The Aṣṭādhyāyī of Pāṇini has long stood as the foundational text of Sanskrit grammar, yet a persistent pedagogical dilemma remains regarding the most effective method for its study. Within the Sanskrit grammatical tradition, two principal approaches are evident: the ancient method, based on the sequential study of the Aṣṭādhyāyī sūtras, and the modern prakriyā-based method, largely shaped by the Siddhānta-kaumudī tradition. In contemporary Sanskrit education, the latter has gained predominant acceptance, often at the cost of disengagement from the original sūtra structure, anuvṛtti, and classical commentarial literature such as the Kāśikā and the Mahābhāṣya. This paper critically examines the pedagogical implications of abandoning the Aṣṭādhyāyī-krama and argues that exclusive reliance on the prakriyā method leads to conceptual fragmentation and excessive rote learning. Drawing upon traditional instructional practices, textual evidence, and the educational reforms advocated by Śrī Swami Dayanand Saraswati, the study demonstrates that a sequential engagement with the Aṣṭādhyāyī fosters deeper grammatical comprehension while simultaneously supporting procedural clarity. The paper ultimately proposes an integrative model in which sūtra-based study forms the foundational stage, complemented by prakriyā-based instruction, thereby ensuring both theoretical coherence and practical proficiency in Sanskrit grammar.