Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Encrypted Ayurveda to Decrypted Evidence                                                               Dr. K. Shiva Rama P...
juncture the Indian scientists made the science to be encrypted and abridged in want ofprotection. As the generations pass...
Sanskrit. At this point in time, it is necessary to discriminate the medical Sanskrit andtaught to the initial stage of Ay...
alternated with the day-to-day usage terminologies of upcoming link subject    surgery and unnecessary conflict has to be ...
taught with media cantered education to fill the gap of practicality, which would       help him to diagnose individually ...
CCIM recently revised the syllabus. Many recommendations are made to flourishthe Ayurvedic glory. Simultaneously many new ...
Here I put forth few of the subjects which are interfering the scientific attitudes ofthe Ayurveda.       1.        Lack o...
Upcoming SlideShare
Loading in …5
×

Encrypted ayurveda to decrypted evidence txt

1,009 views

Published on

Published in: Technology, Health & Medicine
  • Be the first to comment

Encrypted ayurveda to decrypted evidence txt

  1. 1. Encrypted Ayurveda to Decrypted Evidence Dr. K. Shiva Rama Prasad, M.D (Ayu), C.O.P.(German), M.A., Ph.D. (Jyotish) Department of Kayachikitsa (PG), PGARC, DGM AMC, Gadag Under the blue sky looking at the horizon sun Me, My self and my professionalshadow with optimism thinks it as rising if not fatalistic to setting. Ayurveda in otherwords not understood for many whether it is mounting its roots deep in to all over globeor declining the values loosing its charisma and appealing nature to common man.Globalisation and liberalisation made the countries and people too close to be. As likeChina, the Indian political policy are neither encouraging the Ayurveda market to expandnor to the Ayurvedic fraternity to establish them selves as eligible physicians. Eventhough Ayurveda in many such problems crunched, limping to establish its existencethrough Ayurvedic colleges, Pharmacies, Seminars and NGO organisations, etc. Manytimes what exactly happening is not justifiable by common man whom ambitiouslylooking at the so-called safe, economic and our country medicine, Ayurveda. A bigquestion for the day is – Whether the conventional Ayurvedic schools are capable ofconveying the protective ideology of Vedic era? Out of the vast information’s (Shastra)and technologies (Tantra), how much is available right now, and how much is taught tothe student, and what is the amount of knowledge is retained by him? How much studentis given assurances of medicaments and courage of practicing Ayurveda. This all goesrhythm of implicitly explanations of teachers and also bureaucrats, beating round thebush. Encrypted Ayurveda for ages has to be decrypted for the need of presentgeneration is the chore of Ayurvedic fraternity. Let us have an errand around Ayurvedafor gratifying the same.Ascent to present Any one does not enlighten the Ayurveda; they are many people’s collectiveintellectual information banks of knowledge, streamed from ages. Much of the times theknowledge is transferred as clinical and practical knowledge to the student. Later in duecourse when this information’s are made in black and white available, the shortage ofpalm leaves compelled them to abridge the information. India, a country of well to do,made many people to invade and filch the Indian treasure. From Mahabharata andBhagavatam, we observe the references of Mlescha invasions till to the Ghajani, Ghoriof Muslim rulers impeded the glory of Indian wealth. Later many European communitieson the name of trade encroached not only the land but also the intellectual piracy. At this 1
  2. 2. juncture the Indian scientists made the science to be encrypted and abridged in want ofprotection. As the generations passed, the decryption is not possible for the present.One such effort is necessary from the Ayurvedic fraternity with the help and supervisionof government.Nomenclature expansions Medicines are identified by the name, but the difference of the traditional to theproprietary is embedded information of medicament pharmacological functional utility.Here I wish to bring in to notice some observations, for the sake of acquaintance. Gangadhhara Churna is used in Atisara, etc of diarrhoeal conditions, wherewater loss per rectum is visualised. By colloquial meaning Gangadgara is Lord Shivaand the medicine is told by him, but the embedded information is “Ganga = water”,“Dhara = holding”, the full meaning as follows is the Udakadhara kala or the waterretaining mucus layer at large intestines for which Ayurveda defines roots as Talu andKloma. The water retention and absorption is chiefly from the large intestine mucosa.The medicine works at this site for retaining or absorbing the water to balance theinternal environment and they’re by restoring to normalcy. Another example is “Mrutyunjaya Rasa”, even its meaning in general is lordshiva, who conquered the death, generally is used in fever. The embedded meaning tounderstand is the cellular death, which is by the encroachment of the invaded organismsassassinating target cells of the internal body are protected with the wrap of guard. Thusthe cells fighting against are becoming “Mrutunjaya”, and lives longer time. This could beapplicable even for the diseases in which the cell fester or decomposition is occurring.Thus probably it could be understood as antibiotic for the present treads. This sort of thinking is possible with the proper knowledge of Sanskrit becausemuch of the Indian Ayurvedic medical assets are in Sanskrit. Here one point to clarify isan Ayurvedic student is required with not just Sanskrit but a medical Sanskrit.Medical Sanskrit Is it is possible to differentiate a language in to segmental or sectional? Yes,certainly. The Sanskrit, as like the other got a very long history behind. Initially learnedlanguage is only Sanskrit in India. Ages back “Veda” – “Apourusheya” are scripted inSanskrit today referred as “Vedic Sanskrit”. Later, the “Kavya Sanskrit”, i.e. poeticSanskrit is developed. To day the Sanskrit is getting extinct and no measures are at thecompensative because of global language, English. The Ayurveda, an ancient medicalbranch and Yoga – a traditional ph ilosophical division has much relation of ecstasy with 2
  3. 3. Sanskrit. At this point in time, it is necessary to discriminate the medical Sanskrit andtaught to the initial stage of Ayurveda learning along with the Vedic philosophy related tolife existence and survival, i.e. physics and chemistry in terms of “Padartha Vijnana”, indetail.Vedic Physics and Chemistry Fundamentally, present Ayurveda student comes from 10+2 level of Meacale’seducational methods. At this level student learns the language of regional, national andglobal along with Physics, Chemistry and Mathematics. The three-phase pattern ofB.A.M.S education at the length of one and half year with one year of house surgeonfunctioning is good as per the educationalists, as fundamental pre clinical, Para clinicaland clinical groups of studies. The fundamentals of any science lies on the physics and chemistry, these twosubjects in relation to medial as Biophysics and Biochemistry were not taught along withmedical biology for the Ayurvedic students but unnecessary History is given prime placewhich could be studied with individual subjects as History of Rasashastra etc. Ayurveda has to decide whether it wants to follow the traditional Samhitaoriented study or a subject oriented study, which suits the present day needs.Unnecessary Astanga Sangraha, Charaka Samhita are omitted and in their place utilitysubjects are added. Thus the curriculum has to take a specified diversion either Samhitaoriented or subject oriented, if not this makes confusion to student to stand at crossroads.Reforms at Graduation (BAMS) At the pre clinical area, the student is burdened with many subjects of relevancyand unnecessary. These subjects could be reorganised as – • The oriental language and the authorised scientific language Sanskrit is not taught for the needs of the student as medical Sanskrit. Medical Sanskrit and Itihasa in Sanskrit as Samskruta-Itihasa can be taught with part A & B of each 50 marks, where the student gets the knowledge of history and also Sanskrit simultaneously. Other wise the student is not able to understand the Ayurveda because of conflictive, confusing, non-communicative language and unnecessary Sanskrit implications along with unworthy English translations. • Shareera Rachana is fundamental subject of knowing the human anatomy may not require any reforms but the unnecessary Sanskrit terminologies are to be 3
  4. 4. alternated with the day-to-day usage terminologies of upcoming link subject surgery and unnecessary conflict has to be taken out.• Shareera Kriya is the basis of entire philosophy of the Ayurveda. A clear practical approaches of Ayurveda kriya principles are to be highlighted than to have a translations of contemporary medical branches, on the other hand they could be studied to enrich the practicality of Ayurvedic principles.• From the fundamentals of Ayurveda, there is no more requirement of Astanga Sangraha, but the principles for the initial level students are separated and taught as the fundamentals of Ayurveda. Study of many Samhita makes one to develop confusion at graduation level, thus the clear ideologies of the Ayurveda authors are introduced and conflicts are entrusted to the PG level study.• The Padartha Vijnana, it on one of the fabulous subject perhaps the least interest is shown by the student, just because of one reason – not able to follow it and not told this subject in the patterns their previous study. The principles are taught with relevance to the physics and chemistry as Vedic Physic, Vedic Chemistry and Vedic Biology to utilise them in Nidana Practice, Rasashastra and Dravyaguna respectively. The syllabus has to be framed in this concern.• Dravyaguna is a fantasised branch of Ayurveda, in which many herbs – (no herb is useless) are identified by their morphology and utilised with pharmacological knowledge. Out of many (around 300) herbs many are either extinct or banned by the Government. Various authors by virtue of their understanding make the groups. The limited listing is not sufficient to served the needs of ailed humanity. The new herb introduction in to Ayurveda glossary is the need of the hour along with study of pinpoint level. At present the phyto-chemistry and paramagnetic values are brought forward in herbal medicine. Thus this information is taught to the student along with the practical principles.• Rasashastra is a subject of Pharmacy, where the student is taught preparations of medicines independently, not to depend on mushrooming proprietary pharmacies. In this area he should be given knowledge of practical practice oriented medicinal preparatory knowledge, by which the student him self prepare and practice at his minimal furnished pharmacy not in to the crutches of government with GMP practice.• The Nidana is a practical oriented study where more patients are required. As the corporate style of hospitals raised and the input is minimised, the student may be 4
  5. 5. taught with media cantered education to fill the gap of practicality, which would help him to diagnose individually in due course. This is one more area of innovative, where the principles of the Ayurveda has to be examines through the machines or the new prototype machines are to be invented to facilitate the consultant for the enormous ailment awareness in turn. • “Agada tantra & Vyavahara Ayurveda” is one more branch with much background of Excellency but no significance at present. Toxins are the best medicines in small doses, community medicine and toxic interferences with judicial proceedings are taught here. But government doesn’t allow Ayurvedic physician to the post-mortems. The encrypted technology of the Agada Tantra has to bring out and many chronic incurable diseases such as Cancer, etc, could be treated well under the silhouette of gada (Toxins). • Swastavrutta & Yoga are to maintain the health in normal. The various areas of Samhita told are mounted here and utilised. The Yoga branch also contributed philosophy to Ayurveda. These principles of happy healthy living are to be taken in to the mass stating that the Ayurveda is not just a medicine for disease it is an approach of living means. • The clinical subjects Kayachikitsa, Shalya Tantra, Shalakya Tantra, Prasooti Tantra, Stree Roga, Koumarabhrtya Tantra, etc. are already well furnished with the subject strategies. But as the clinical practice is concern almost all institutions are facing a big problem. It is necessary to find out how the interest and inclination of the patients drags towards Ayurveda.PG curriculum restructuring It is glad that the multi faculty management systems are introduced even atAyurveda. But the rolls back to UG studies are not up that level. 2005 recommendationsof the CCIM made enormous modifications expanding the branches. Every time it is abig fight between the faculties at the clinical level. The paramedical group of theDravyaguna and Rasashastra fellows intrude to the clinical and “Arshas” goes to Shalyatantra and “Pradara” to that of stree roga. A clinical medicine or General practicereferred “Kayachikitsa” is at the stake after the introduction of Manasa roga and alsoPanchakarma. More branches like Rasayana and Vajikarana also anticipated soon. Atthis moment of development it is absurd to fight against one each other. The limitationsof the individual branches are well told but why the Kayachikitsa i.e. universal clinical(general) medicine is interrupted and punished not known. 5
  6. 6. CCIM recently revised the syllabus. Many recommendations are made to flourishthe Ayurvedic glory. Simultaneously many new problems also rose. For example, Thirdpaper of Kayachikitsa PG formerly having Manasa roga, Rasayana and Vajikaranareplaced with Charaka Samhita Uttarartha. The contents of the third paper are coveredin Nidana and Samanya Chikitsa. 4th paper formerly Panchakarma, and as thePanchakarma made another super speciality recommendatory committee felt that thereis no much Panchakarma required any more to Kayachikitsa and condensed to half andfurther added Rasayana and Vajikarana there. This becomes clumsy and student feels alot. Simultaneously the purpose of introducing these subjects doesn’t justify. A recent controversy came in to lime light. A Kayachikitsa teacher recommended“Pradara” as a topic of dissertation to the scholar. It has been refused that as a topic ofPrasooti. But the topic is in Charaka Uttarartha, which is studied and examined inKayachikitsa curriculum. Such complications and controversies are many in curriculum.Rajiv Gandhi University of Health Sciences, Bangalore is the first university to implementthe latest recommendations of CCIM. RGUHS provide a checklist for the teacher as wellas to the scholar. Many institutions at full length do not properly encourage the ideology,because of not having any significance at examinations. Neither the scholar nor theteachers any interest about these life-moulding protocols. Marks or merits as followed bythe western universities are introduced for the events of the three years work undertaken by the scholar and awarded for the doctorate. Probably exam less merit pointsoriented PG curriculum may solve the problem, of course even at the researches.Revelation starting but not conclusion A long time observational knowledge of ancient Indian scientists contributionexpanded as Ayurveda, treasures of Indians with eight branches of healing nature.Presently losing its glaze under lack of student teacher communication and insufficientno-confidence promoting curriculum. The influence of the infection managements andinclination towards “fast relief” drags ones to the contemporary medical branches. This ishappening most of the time because of not understanding real Ayurveda. At least if weare not rectifying and regulating the Ayurveda faculty with proper reforms, the future ofAyurveda continues in the psuedo-shine and terminate at one day by loosing its glory. After so much of me, my-self, my professional shadow interactions even thoughno specific concrete critical faculty rationalistic attitudes are brought out, one thing iscertain, if we do not wakeup at this moment, the world will move front, leaving us behind. 6
  7. 7. Here I put forth few of the subjects which are interfering the scientific attitudes ofthe Ayurveda. 1. Lack of interest at Ayurveda faculty or thinking Ayurveda as back door entry to become doctor to practice medicine 2. Not able to understand the Ayurveda because of conflictive, confusing, non-communicative language and unnecessary Sanskrit implications along with unworthy English translations 3. The oriental language and the authorized scientific language Sanskrit is not taught for the needs of the student as medical Sanskrit 4. The fundamentals of any science lies on the physics and chemistry, these two subjects in relation to medial as Biophysics and Biochemistry were not taught along with medical biology for the Ayurvedic students but unnecessary History is given prime place which could be studied with individual subjects as History of Rasashastra etc. 5. The curriculum has to take a specified diversion either Samhita oriented or subject oriented, if not this makes confusion to student to stand at cross roadsAt this juncture a full-length understanding of Ayurveda is necessary to shine andpropagate with true scientific values. If not tomorrow’s India praise, honor and recognizethe foreign studied Ayurveda specialist as Herbalist. 7

×