 In his commentary, Vātsyāyana explains this text as follows. Every area of learning is concerned with a proprietary highest good, and makes available the kind of knowledge that is conducive to achieving that good; for instance, the science of the self (adhyātmavidyā) is concerned with the goal of liberation, and helps us achieve liberation by leading us to the knowledge of the true nature of the self (Thakur 1967: 5). But in order to gain the knowledge that any area of learning has to offer, one must inquire. A properly conducted episode of inquiry begins with an initial state of uncertainty regarding the nature of an object presumably in the domain of knowable entities, involves the application of various methods of knowing (such as perception, inference, testimony, etc.), and terminates in a final conclusion, which constitutes knowledge of the relevant object's nature. The items listed under (i) and (ii) are components of any such inquiry. When inquiry is conducted by several parties aloud in speech, it becomes a debate. The items listed under (iii) describe different styles of debate, and various strategies that one may employ in response to one's opponent within the arena of debate.