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THE SEQUENCE AND THE RECOGNITION: A COMPARATIVE SYNTHESIS OF THE KRAMA SCHOOL AND THE IPVV

A magnum-opus essay. 2026-08-11. The Krama school of Kashmiri Śaivism — the "sequence" — makes time
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THE SEQUENCE AND THE RECOGNITION: A COMPARATIVE SYNTHESIS OF THE KRAMA SCHOOL AND THE IPVV

The Kālīs of cognition and the three powers — time, the akrama vimarśa, and the order-less support


PART I — THE TWO SCHOOLS

1.1 The Krama school

1.2 The recognition school

1.3 The question of the comparison


PART II — THE CONVERGENCE: THE AKRAMA AND THE KRAMA

2.1 The shared claim: the source of time is not temporal

"The sequence (krama) of emanation, persistence, and withdrawal are understood as three processes or
cycles (cakra) of a single process or cycle, which is the eternal activity of consciousness. **The
source of time, this activity is not definable in temporal terms as either a process, its absence,
both or neither.** Inexplicable in these, or any finite terms, the one reality is called the
Inexplicable." (the TĀ's Krama passage)
"The pratibhā is the flashing — the light that runs through the ordered word-objects... It is
seasoned with their order, touched by it. But the flashing itself is not ordered. Its support — that
in which the flashing flashes, the one who knows the order without being caught in it — is the
order-less, infinite-consciousness-form knower."

2.2 The Present as the crack in time

"The practice is to cultivate a stable state (sthiti) of awareness of the Present in the centre
between the past moment that has ceased and the future moment that does not yet exist... The yogi
absorbs time into eternal consciousness even as he experiences how all things stream forth from the
immediacy of the Eternal Now and return to it."

2.3 The Kālīs and the powers

2.4 The daśākhaṇḍa and the sequence of the powers


PART III — THE DIFFERENCES

3.1 The register: mythological vs. philosophical

3.2 The soteriology: the sequence as the path vs. the recognition

3.3 Time as divine vs. time as the mode of manifestation


PART IV — THE COMPARATIVE TABLE


PART V — THE RECONCILIATION AND THE COMMITMENT

5.1 The reconciliation: two schools, one consciousness

5.2 The historical lineage

5.3 The shared commitment


PART VI — THE SCHOLARLY CONCLUSION



SOURCES AND KEY PASSAGES

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