Teaching and learning methods in Ayurveda and its current perspectives

Teaching and learning are the two sides of a coin. Present education in Ayurveda is mostly becoming an examination oriented not knowledge oriented. Education is not simply imparting knowledge in a particular faculty or subject or making oneself to be able for securing jobs or scoring Marks in exams, but at the same time is also training in logical thinking which helps the coming generations adjust to the ever-changing environment. It also means opening the doors of the mind, cultivation of Mind, cleansing and realization of the self. The present education system is weighed down by several reasons as a result of which the outcome is becoming self-centric. If we study our ancient education methods e found it from Buddhist period. The goal of Buddhist education is to attain wisdom and it is spiritual oriented. The chief aim of Buddhist education was all round development of child’s personality. This included his physical, mental, moral, intellectual and spiritual development. Ayurveda is an ancient science of Indian origin. India has the rich heritage in the field of knowledge and education. The importance of ancient sciences Ayurveda is being recognized and appreciated at national and international levels. Adhyayan (learning) and Adhyapan (teaching) are important aspects of education system. Ancient education system in India was based on Gurukul and Guru Shishya Parampara (Teacher-Disciple Tradition) which was also followed in Ayurveda. Ayurveda and it was formally recognized by W.H.O in 1978. At present education system has been integrated with modern tools and technologies which are being incorporated in teaching and learning of Ayurveda. The present paper deals with critical review of ancient and current skills of Medical teaching and learning.


INTRODUCTION
According to the ancient Ayurveda scholar Charaka, "ayu" comprises the mind, body, senses and the soul. It is serving people from thousands of years. Various Ayurvedic texts were written and Ashtang division of Ayurveda was done .Experts of various branches used to teach their disciples in Guru Shishya Parampara. Group discussions (Sambhasha) were important method of enhancing knowledge. The aim of Buddhist Education is to make a free man, a wise, intelligent, moral, non-violent & secular person. Students became judicious, humanist, logical and free from superstitious. Students became free from greed, lust and ignorance. Buddhist Education was wide open and available to the people of all walks of life. The principal goal of the Buddhist Education is to change an unwise to wise, beast to priest.

Objectives
To assess ancient skills of learning and teaching in Ayurveda To assess modern skills of learning and teaching To correlate ancient and modern view of learning and teaching and to improve the quality of Ayurveda education

Materials and Methods
The ancient teaching and learning methods available in Ayurvedic classical books will be studied and literature regarding modern teaching and learning methods will be studied and it will be collected from various books and internet .The methodologies of teaching and learning from both streams of knowledge will be compared and critically analyzed. ANCIENT TEACHING METHOD Importance to Theoretical and Practical Knowledge: In Ayurveda Acharya has given equal importance to theoretical as well as Practical knowledge. It is necessary that first the theoretical knowledge should be gain and after one should attend to the practical skill and competency. The physician, who has learnt these both, is fit to be honored by kings 1 . He who has learned only the theoretical part but not skilled in practice gets confused at the time of approach of a patient, even as a coward feels at entering the battle field. And the one who is skilled in practice but is ignorant of the theoretical aspect of the science, does not receive approval of good men. Both these are lacking in skill and are inexpert in the discharge of their duties, for they only know half the science and are like birds with one wing only 2 . Experimental knowledge was also imparted to the medical scholars in the form of Yogya Karma (operative surgery) like Bhedan (incision) over bladder of dead animals, Bandhan karma (bandaging) on parts of a dummy and so on 3 .
In Ancient India, the teaching and learning was based on Gurukula system of education which was also followed in Ayurveda. A "Gurukula" was a place where a teacher or "Guru" and students lived together like family members. There were three ways for obtaining the knowledge and proficiency in the subject i.e. Adhyayanam (learning), Adhyapanam (teaching) and Tadvidya Sambhasha (discussions) with the learned persons 4 . Before the learning (Adhyayan) process is begun, the disciple have to choose the Shatra(branche) and Acharya , the one with the highest qualities should be selected. (checking the sharpness of instruments), Aswedavepathu (no sweating or tremors in emergency i e should not be frightened ), Asammohacha (must not become unconsious ) as qualities of a surgeon .If students having these qualities are encouraged to study the surgery as a specialty; they will definitely become good surgeons 5 .in modern science it told that surgeon should have three H-Head (talent) Heart (kindness), Hand (skillful hands). The teacher should explain each Shloka (Sentences and words) with their meaning, the disciple should hear and learn them carefully 6 In Charaka Samhita it has been stated that a person should be able to explain the whole text, its different sections and chapters and specific topics in each chapter distinctly, and this is done by Vakyasha, Vakyarthasha, and Arthavayavasha.
1) Vakyasha -means reading the Sutra as it has been stated in the treatise 2) Vakyarthasha -It is the meaning obtained after appropriate understanding and interpretation of a Vakya or sentence. 3) Arthavayavasha -These indicate the words which are difficult to understand and require special Attention 7 The different subjects included in the treatise should be learned from their respective experts. It is essential that the disciple should have fare knowledge about other basic subjects /treatise related to the main subject or treatise .A good scholar is supposed to have knowledge of multiple subjects 8 . Once the teacher was satisfied with the theoretical and practical knowledge as well operative efficiency of the scholar and getting permission from the Ruler (King or administrator ) then only the scholar was allowed for Vishikhanupravesha (independent practice). 9 Sambhasha (Discussion) was a method of increasing knowledge in Parishad (Conferences). Discussion was done with the person of his own profession .It helps to clarify the much obscure point and sharpens the mind of the scholar and ultimately helps to make expert of his field. It resembles with conferences of the present day. Sambhasha (Discussion may be friendly discussion or hostile with the purpose of defeating the opponent with the knowledge 10 . In Ashtang Hridaya three terms have been mentioned in the context of learning ie Paatha, Avabodha and Anusthana. Paatha implies 'to make by heart' likewise repeated reading or reciting Shlokas. Avabodha means the pattern of understanding the Shastra. Anushthana means following the methods/guidelines as quoted in texts .Arunadutta in his commentary on Ashtanga Hrudaya Sutrasthana 1st Adhyaya explains the teaching methods and stated that a teacher should explain every verse with following points. (1) Padatah -Word to word. (2) Arthatah -Meaning of the word. (3) Prayojanatahto explain Utility (4) Chodyatahto raise Doubts/questions (5) Pariharatah -To clarify the doubts. (6) Sambandhatah -Relation with the aim. (7) Abhidheyatah -Subject matter to be explained 11 . Sushrut Samhita stressed the following practices for learner and researcher. (Sushrut Chikitsa 28/27) Satat Adhyayanconstant study Partantra Avlokanstudying parallel subjects, integrated approach. Vadaprofessional discussion Tadvidya -Participation in seminar, symposia etc Acharya sevaconstant interaction with Acharya serving him These are stated as Buddhi medhakaro ganoactivities that promote once intelligence and intellectual activities. Other than Ayurveda if we see the ancient literature regarding learning and teaching found many things in Tripitaka (Buddhist Pāli literature). Takshshila, Nalanda, Vikramshila, Kashi were the well-known great universities of India where students from different countries use to come for different type of education. The gatekeeper use to take entrance exam of students in Nalanda University. The story goes that Jeevak, a physician and surgeon who practiced medicine in the time of Buddha, was asked by his Guru to collect herb from the woods that would not have any medicinal value. Jeevak roamed everywhere but could not find a single herb that was not having medicinal property! Imagine the biodiversity of our country and the huge untapped potential in our flora and fauna. • Evidence retention and transfer Robert Gagné proposed a series of events which follow a systematic instructional design process that share the behaviorist approach to learning, with a focus on the outcomes or behaviors of instruction or training

BLOOMS TAXONOMY-2001
Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and sensory domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities 17 . There are three taxonomies, which of the three to use for a given measurable student outcome depends upon the original goal to which the measurable student outcome is connected. There are knowledge-based goals, skills-based goals, and affective goals (affective: values, attitudes, and interests); accordingly, there is a taxonomy for each. Within each taxonomy, levels of expertise are listed in order of increasing complexity. Measurable student outcomes that require the higher levels of expertise will require more sophisticated classroom assessment techniques.

Creat
Evaluate Understand Analyze Apply Remembere To make a judgment of ideas or methods using external evidence or self-selected criteria substantiated by observations or informed rationalizations.
What would be the important rutucharya?  Adopts a long-term value system that is "pervasive, consistent, and predictable" I've decided to take my family on a vacation to visit well-known hospitals, herbal gardens in kerala which I learned about in class.
Bloom's Taxonomy is a convenient way to describe the degree to which we want our students to understand and use concepts, to demonstrate particular skills, and to have their values, attitudes, and interests affected. It is critical that we determine the levels of student expertise that we are expecting our students to achieve because this will determine which classroom assessment techniques are most appropriate for the course 18 .

CONCLUSION
The teaching is an art and it is a continuous 'Quality Improvement' learning process which was followed in Ancient days. Acharya Charaka and Sushruta have