a report on theprocesdings of _ quality control drugs of ayurveda

A REPORT ON THEPROCEEDINGS OF WORKSHOPSON TEACHING METHODOLOGIESAND SUALITY CONTROL OFDRUGS OF AYURVEDA

r.s.M. DlvrsloNMINISTRY OF HEALTH AND FAMILY WELFARE

l t^Itr_$ ff4q? Tqi

CONTENTS

1 . F o r e w o r d

2. Proceedings of the Workshop on'Teaching Methods in Ayurvedic Educationwith special reference to Basic Principles", held at |am Nagar.

3. Proceedings of Workshop on Teaching Methodologies in Prasutitantra andKaumarbhritya, held at Varanasi.

4. Proceedings of Workshop on Teaching Methods in Ayurveda with specialreference to Panchkarma and Kaya Chikitsa held at Nagpur

5. Minutes and Recommendations of the Workshop on Standardisation and

Quality Control of Ayurvedic Drugs, held at Bombay,

6. Minutes of Workshop on Quality Control of Drugs of Indian Systems ofMedicine & Homoeopathy, held at New Delhi.

TECHMCAL PAPERS

1. Foundation of Methods of teaching - Prof. R.S. Triaedi

2. Effective lecturing at University level - Dr. Sneha loshi

3. Innovation of teaching methods and teaching technology with specialreference to teaching of Basic Principles in Ayurveda - Prof. V'l' Thakur

4. Methods of teaching in Higher Education - Student Centred Methods -

Prof. M.B. Buch

5. Source Material for study and development for History of Ayurveda -

B. Rama Rao

6. Principles of Education and their implementation in Ayruveda -

Prof. V.V. Upasini

7. Teacher Centred teaching - Vd. V.B. Molaiskar

8. Practical observations to confirm 24 + "1. Principles in the evolvement ofindividual - Prof. B.V. Sathaye

9. Innovated approach in teaching of Basic Principles of Ayurveda -

Prof.lyotir Mitra

10. laboratory and Instrumental aids in teaching Shareer - Prof. D.G. Thatte

11. Use of Computers in Education - Bipin V. Mehata I B.C. Amie.

12. Teaching of various conc€pts of Kaumarabhritya in present perspectives-Dn C.H,S. Sastry

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13. Teaching Methodology of Normal and Abnormal labour 100- Vd. (Mrs.). S.S. Kopikar

t4. Ayurvedic Concepts on Inflammation, Allergy & Immunity 105- Dr. C.H.S. Sastry

t5. Role of Panchkarma treatment coordinated with Yoga on various neurological 107and Spinal Diseases - Dr. Sunil loshi

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'9 Acknowledgement f19

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FOREWORD

The National Health Policy of the Government of India envisages promotion and utilizationof Indian Systems of Medicine as a.part of the National Health Care"ouiirr".y n.og"u^-e. Effortshave been made for promotion of education and research in these system by Establishing theCentral Council of Indian Medicine and Research Councils of different lndian Syitems of Medicine.The Drugs and Cosmetics Act was amended in 1964 for introduction of Drug Control on IndianSystems of Medicine also.

There has been of late a felt need to review the entire situation pertaining to the teachingmethodologres in Ayurveda and Quality Control of Drugs of Indian System! of Medicine toachieve this objective. The classics o-f Ayurveda were writteninany centuries ago and the knowledgeof these systems was transferred from generation to generation traditionaff"y. ln the modem ageof advancement and technology, the teaching meth6dologies also need to be improved withapplied aspects. At present the teachers in many"of the Instituiions are mostly possessing tnowledgein traditional medicine or have had some tiaining in modern system's theoritical aspects andnot in new teaching.techniques and applied aspits of the subject. There are even variationsin teaching methodology from Instituiion to Inititution.

Further, the principles and practice of Ayurveda needs integrated approach in teaching withnew techniques offered by modern sciences. Mat y a time the priniiptes described need elaborationand explaination wherein the modern tools are to be utilised. The teaching of different subjectsin Ayurveda needs more practical application and reasoning. More often these students of IndianSystems of Medicine

1ry alsg to be equipped with knowledie that could be utilised for NationalHealth & Family Welfare programmes-.-Since there has been an. uPsurge in the demand of Drugs of these systems, the need ofpreparation of Pharmacopoeial standards for maintaining thJ Quality of drugs has been feltfor quite a long time. This is a new and very important irea of work'and ."qriir" the Over-allinvolvement of all organisations concerned'including the private traders.In view of the above, this Ministry organised u s".i", of Workshops on ,,Teaching

Methodologies" and "Quality Control" of drugs 6f Indian Systems of Medicine "nd

Ho.rro"opathy.The Workshops had meaningful dirussions on various related aspects and it is hoped that theProceerlings of these Workshops could help the concerned Central/Siate departments,institutions,Research Organisations etc. in the formulation of future strategies in the Over-all promotionof these systems.

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(S.K. MISHRA)Advisor (Ayurveda & Siddha)

PROCEEDINGS OF THE WORKSHOP ON"TEACHING METHODS IN AYURVEDIC EDUCATION WITH

SPECIAL REFERENCE TO BASIC PRINCIPLES-

Held on 17th & 18th December, Igggat

Gujarat Ayurved University, Iam Nagar

The new education policy has laid emphasis on teachingJearning process and the changingrole of teachers in the learning society. There is need for"orientation of teacher, on accountof new curriculum, modern methods of teaching, educational technology use of new modesand media and recent trends in the field of ed-ucation. Training of Te"achers, thus, assumesspecial significance. More emphasis has to be laid on learning process rather than teaching.Reforms are necessilry in teaching methods, use of teaching t"oo'ls and technique, evaluationmethod and llso programmes to develop insight into neJtrends.

Keeping the above Progratrunes in view, 1*workshop on Teaching Methods in AyurvedicEducation was held at famnagar on rTth and rgth December, 19gg.

In this workshop-l4 key persons, who were eminent teachers, Educationist, clinicians andresearchers in the rieta or Ayurveda, delivered their key note lectures. Besides, 26 teachersjoT uaTgls Ayurvedic Colteges also_ participated in the workshop. some experts from the:aculty of Education like Prof. Sneha M. ;oihi, oeao Flgfty of Education at Bhavnigar University1t1d Ploft Mykhopadfryaya from National Institute of Educational Planning and Aiministration,lrlew Delhi had good interaction and exchange of views with the experti from the Ayurvedicrliscipline.

by a-valedictory session. In the begining Prof. M.S. Shastry the Dean, I.P.G.T. & R. welcomedthe delegates and distinguished guests ir *,e workshop. ihe obiectives of the workshop andthe importance of revising the subiect matter of eyurveda befiting to the present needs andthe necessity of developing new methods of-teaching by adopting the latest technologies and!? make the subiect matter more scientific 1n! practicil orientea w-ere highlighted by D;. C.H.S.l.h:tv: t\9 DL Advisor (AY), Govt. of India. The workshof *u, inaugurated by shri K.N.Shah, ttre ViceChancellor of Saurashtra University, Il,ajkot. He pieaded for tf,e reforms in effective:yurvdlq.teaching by ingoggrating the new teaciring ioots atrd technology. The inaugural sessionwas presided ovel by Shri V.R. Mehta, the Vice{hanclllor, Gujarat eyurvea Universiiy, famnagar.

- In his presidential address, Shri V.R. Mehta_highrigited that the theme of the subject wasof great significance in the light of the new eau&tioln policy. As is well known, he addedthat the National Education Rbticy aims at radical transfbrmition of educational system. Thenew educational ethos envisages a new role of teacher where his teaching should'be learnerc'lntr€d and not teacher-oriented. According to him the learner is the master who should

determine his own cultural progress and adopt self learning, especially assisted self learning.

Besides this, basic change in the concept and philosophy of education, the technological advances

have added a new dimension to educational pedeagogy. He wanted the educational technolog5r

to be integrated with the system of education. Shri Mehta further mentioned that the aim was

to ptepa"6 dedicated Vaidyas, as sound professionals who can practice- 1y"-*"d? according

to iis cbncepts, philosophy and principles. This can be done by explicit teaching learning Process,stimulating thinking while learning techniques of tutorial and teacher pupil interaction, practical

demonstration and much more by clinical evaluation and application in resPect to patients

and their diseases he added.He wanted Ayurvedists to employ audio-visual and other teaching aids, to prePare teaching

material, to use laboratory equipments for effective demonstration and to use discussion methods

to promote students' participiti6n. The Vice{hancellor hoped that the Govt. of India will seriously

consider the establishmenl of Teachers Training College for teachers engaged in ayurvedic

education in the country.Shri Mehta stated that the teaching of basic principles comprising of History, Sharir,

Swasthavritta and,fundamental principles of Panchmahabhoota, Tridosha etc. present special

difficulties. The confusion arises in mind as to the modem conception of matter and properties

which the student has to face. Unless the teacher is able to explain the scientific view of

Panchamahabhoota theory, he can not drive home the subiect. The teacher has to have a

comprehensive view of the scientific principles to explain a concept or a theory which has

a so,r.ce in Darshanas and ayurvedic literature. The scientific background of concepts of Dosha,

Dhatu and Mala depending upon Prakriti, Desha, Kala, Ahara etc. are to be explained in relation

to clinical examination and application also, Shri Mehta added.While concluding his presidential address Shri V.R. Mehta highlighted the importance of

application of new technologies in teaching subiects of Ayurveda. The new technologies can

convert educational institution into 'learning' rather than "teaching" institutions. The use ofmass communication media like radio, televisiory use of videocassettes and computerised lessons

are new tools available under the technological discoveries and advances. The Vice-Chancellorasked the ayurvedic scholars to discover and adopt the new methods of teaching which will

prove effective in the light of the new concepts, innovations and technologies available in the

iieta of education for transforming the present teacher-dominated class room teaching into a

meaningful educational process.fnJ rcy note lectures were delivered in total six scientific sessions during 17th and 18th

Dec., 1988.

PANNEL DISCUSSION

A pannel discussion was held consisting of Dr. C.H.S. Shastry, Prof. M.S. Shastry,Dr. V.B. Mhaiskar, Dr. B.V. Satheye, Prof. S.N. Tripathi, Dr. B.L. Gaur as pannel members andProf. fyotir Mitra as its Coordinator. Apart from that, four post graduate scholars were alsoinvited to participate in pannel discusion. The following recommendations were made duringthe pannel discussion.

(1) The post graduate students were of the view that -

(a) The teaching of the fundamental principles of Ayurved should be more applied, ratherthan the optical in class rooms.

(b) The concept of Samanya, Vishesha and Prammana Vada etc. May be practised andtaught in relation to the patients with their scientific interpretation.

(c) Thorough knowledge of Ayurveda as well as of modern applied sciences should begiven with out ignoring or compromising the principles of Ayurveda.

(2) Prof. M.S. Shastry was of the view that Ayurveda should be taught in its own wayand by enriching with modern sciences. He said that all the experiments done inKayachikitsa, Dravyaguna or Rasa Shastra deptt.s are based upon the fundamentalprinciples of Ayurveda. So these should be utilized in the effective teaching of thefundamental principles of Ayurveda.

(3) Dr. B.L. Gaur pleaded that the teaching of Sanskrit was necessary for better understandingof the basic principles of Ayurved.

(4) Prof S.N. Tripathi, suggested for preparing manuals on different subjects like SwasthaVritta, Shareer Rachana and Shareer Kriya etc. according to our own literature for thepurpose of objective study.

(5) Dr. C.H.S, Shastry highlighted that the aim was to develop Ayurveda on its own principles.It is a developmental science and is to be developed by the Ayurvedic persons. Theaim of education, he said, is to produce efficient and self sufficient ayurvedic p,rctitioners.All the knowledge from different disciplines may be utilized for the development ofAyurveda but its originality and identity should be maintained, so that the ayurvedamay survive on its own principles.

Dr. C.H.S. Shastry furthcr suggested that the deptt. of Basic Principles should carryout research on fundamental principles of Ayurveda i.e., Pancha Mahabhootas the Doshas,.the Dhatus and Malas. The researches on disease and drug may be carried out in otherdepartments. He suggested that more practical approach should be adopted to trainthe students. Proposals for development of Indian System of Medicine in the 8th fiveyear plan were already envisaged, Dr. Shastry added.

(6) Prof. Iyotir Mitra highlighted the importance of tcaching of Darshana for clarifying thetechnical words of ayurveda. He also supported the views expressed by the studentsthat 'Samanya'and 'Vishesha' (The concept of Ayurveda) should be practised and taughton the patient for the purpose of applied study. The concept of Pramana vada shouldalso be taught with reference to Roga and Rogi Pareeksha. He wanted the history ofAyurveda to be taught not as a chronology of events but with reference to Principlesand Concepts developed from time to time.

The seminar was concluded with a valedictory function on 18th Dec. 1988 which was chairedby Shri V.R. Mehta the Hon'ble Vice-Chancellor, Gujarat Ayurved University, ]amnagar. In hisvaledictory address Shree Mehta Concluded following points:

1. Ayurvedic education as well as the ayurvedic institutions were isolared from themainstream. But as the Ayurvedic education could not remain aloof, this seminar wasarranged on teaching methods in ayurvedic education with special reference to BasicPrinciples.

2. There was awareness to develop new trends in methods of Basic Principles of Teaching.3. The teaching of the subject should be more practical.4. The teacher should have mastery in the subject and the method of teaching as well.5. In ayurveda, each and everything could not be demonstrated physically. The instruments

are limited as in case of demonstrating the effect of yoga.6. Sanskrit, the most rational language must be taught to the students who come to learn

ayurveda.7. A proposal may be submitted for developing the deptt. of Sanskrit language of P.G.

level in the University in relation to Ayurvedic teaching. The students may go througha course of Sanskrit language.

8' The computer, other audio visual aids, and instruments and equipments are in a formof supportive aid. New technologies should be adopted as

"n "ld for effective and

fruitful ayurvedic teaching as well as the better understanding of the subject by maintainingthe principlcs of ayurveda as such.- 9' The Gujarat Ayurveda University is going to have a computer and the teachers willbe sent for the purpose of training.

10' The coxcePt of summer school should be adopted for CME of the teachers particularlyat under graduate level in summer vacation- for new curricula.

11' It was general consensus that the seminar has been successful for creating the awarenessfor a change and reform in the ayurvedic teaching methodology. "

- Lastly Dr' H'M' Chandola, the organising secretary of the seminar conveyed the vote ofthanks to all the participants of the fominar.

LIST OF PARTICIPANTS

L .

: t .. t .

) i

: ; .( r .

[ ; .9 ' .

1[ i .

1 1 .12 .1 3 .14 .15 .16.' t7.

18 .19 .20

Smt. Sneha M. foshi, Bhavnagar.Sh. M. Mukhopadhyaya, New Delhi." V.B. Mhaiskar, Baroda." C.H.S.Shastry, New Delhi." Banvarilal Gaur, jaipur." S.M. Sathey, Nanded." B.V. Sathey, Nagpur." S.N. Tripathi, Varanasi." lyotir Mitra, Varanasi." M.S. Shastry, Jamnagar." V.f. Thakar, famnagar." D.G. Thatte, Lucknow." N.S. Bhatt, Bombay." A.N. Sharma, famnagar." Prerak Shah, Ahmedabad." Ketan Amin, Ahmedabad." Bipin V. Mehta, Ahmedabad." G.K. Dave, Baroda," B.D. Nandurbarkar, Junagadh." K.C. Mavani, Surat.

21. Sh. H.K. Patel, Nadiad.22. " A.K. Patel, Lodra.23. " V.V. Mhaiskar, Baroda.24. " U.D. Raval, Baroda.25. " R.V. Patel. Surat.26. " K.S. Thaker, Lodra.27. " S.M. Parmar, Lodra.28. " B.K. Mehta, Bhavnagar.29. " f.B. Bhatt, Nadiad.30. " A.K. Yagnik, Ahmedabad.31. " H.T. Khamar, Ahmedabad.32. " R.L. Thakar, famfiagar.33. " S.R. Mehta, |amnagar.34. " f.R. Dhruva, famnagar.35. " V.V. Upsani, Nashik.36. " R.B. Kulkarni, Nagpur.37. Smt. Vibha Maheshvari, Sardarshahar.38. " G.H. Dwivedi, Ahmedabad.39. " B.G. Bhogayata, Raikot.40. " Balkrishnabhai Dave, jamrngar.

10

PROCEEDINGS OF THE WORKSHOP ONTEACHING METHODOLOGIES IN FRASUTI

TANTRA & KAUMARBHRITYA

Held at Banaras Hindu University, VaranasiON

L4-15th April, 1989

'"Workshop on Teaching Methodlogies in Prasuti Tantra and Kaurnarbhitya", sponsoredby ministry of Health and Family welfaare, Covt of India with financial assistance of worldHealth Organisation, was organised by the Dcpartment of Prasuti Tantra, Faculty of Ayurveda,Institute of Medical Sciences, B.H.U., Varanasi from 14th-15th April 1989. The workshop wasattended by large number of teachers of the speciality coming hom various parts of thecountry.

The inauguration of the workshop was done by Padamashri Prof. K.N. Udupa Prof. Emerituson 14th April 1989. The function was presided over by Prof. M.P. Vaidya Director I.M.S. B.H.U.,Dr. C.H.S. Shastri Dy. Advisor (A & S) Govt of India; Project Officer of this workshop andMr. J.L. Sharma Asstt. Secretary wcre also present.

After lighting the lamp of learning Prof. Udupa garlanded the photo of Mahamana Malviyajee, the founder of this great University. Dr. (Mrs.) Dayani Sirivardhane of Sri lanka a secondyear M.D. (Ay.) student of Prasuti Tantra Department along with her friends recited the Kulageet.This was followed by garlanding of the guests; and welcome of deligates by Prof. P.V. Tewari,Dean faculty of Ayurveda.

Prof. K.N. Udupa in his inaugural speech and Prof. Vaidya in his presidential remarks,high-lighted the importance of indigenous drugs and of Indian system of Medicine in Nationalhealth programmes and utility of holding this workshop. They congratulated the ministry forinitiating such a fruitful practice. Dr. Shastri briefed the gathering about the aims and objectivesof the workshop. The vote of thanks was proposed by Dr. R.D. Sharma, organising secretary.He said that Dr. S.K. Mishra, Advisor (A & S), Ministry of Health & F.W., Govt. of India,who conceived to hold this workshop in B.H.U. from beginning till end had inspired themby valuable suggestions and guidelines, but could not attend the function due to unavolidablecircumstances though being keen to come over there to attend this workshop. He expressedhis indcbtedness to Dr. Mishra for his sympathetic gesture.

1st session of thc workshop w'as cha-ired by Profl S.N. Tripathi, head of the departmentof Kaya Chikitsa & Ex-dean faculty of Ayurveda. While explaining theme of the workshopDr. Shastri gave a detailed account of responsibilities of teachers and importance of teachingmethodology in producing the students to bc equipped with the knowledge capable of fulfillingthe demands of the society. He emphasizcd that since the care of womcn and child duringante, peri and postnatal period are much more important in over all health care programme,the responsibilities of teachers of this speciality are comparatively greater. Naturally, the teachingmethodology and the curriculum should be such that would fulfil the desired obiective as wellas the necessities of the society.

11

Session second -ry-"t_.lgit"d by Prof. P.V. Sharma Exdean and head of the departmentof Dravyaguna, B.H.U. Following three resource papers were presneted in this session:

, i) 'Teaching methodology of agantuia Vyadhis in Children by D.. Ved prakash Sharma,

National Institute of Ayurveda faipur.ii) "Teaching of various_concepts of Kaumarbhritya in present perspectives" by Dr. C.H.S.

Shastry; Dy. Advisor (Ay.) New Delhi.

^iiil'Teaching Methodology of Ayurvedic concepts of Nutrition and Nutrional disordersin C-hildren" By Dr. C. Chaturvedi, Reader Kaumaibhritya, B.H.U.

In these PaPers various models of teaching methodolory were discussed. Other membersparticipated actively by lively arguments.

Third session of the workshop was chaired by Prof. L.M. Singh ex-dean faculty of Ayurvedarnd head- of the department of Shalya Shalakya. In this session iollowing ,"*rrJ" paper weneoresented:

. I "Teaching Methodology of Normal & Abnormal labou/' by Dr. S.S. Koppikar, poddarAy. College, Bombay.

ii) Teaching Methodology of Anatomical and Physiological aspects of female reproductive;ystem and related disorders' by Dr. V.V. Maihaskar, Baioda.

I]r these papers various methods of teaching of Prasuti Tantra and stree Roga were highlighted.q 15th April, all the teacherq on the bas]s of specific area of specialiryIwere sub grouped

in to Prasuti Tantra-Stree roga and Kaumarb!1jfa {9rp". Both groups discussed meth"odolbgy

itnd syllabus separately in detait in sessions Iv io VIt in ttre ligf,t of'past teaching experienc6sand newer methods of teaching, various recommendations were made in these sessions.

Vlllth-sessory a joint session, was Chaired by Prof. P.V. Tewari, head, department of prasuti'lantra and Dr. C. Chaturvedi incharge Kaumarbhritya B.H.U. In this *rrior, general as well

as specific recommendations,_ suggested by the above both sub groups, were dirussed pintlyand final draft was prepared. Dr. Shastri,,who was present throughout the sessions a&lvetyhelped by providing his valuable suggestions.

. The Valedictory.function was presided by Prof. K.N. Udupa in which he reemphasized

the importance of indigenous system and stressed that subiects of prasuti Tantra andKaumarbhritya should be taught in such a way that student,

".hi"*r", perfection in knowledge

to such an extent to be able to work in remote parts of the country confidently and successfull"y.lJtilization of locally available medicines and methods was also emphasizea Uy Dr. Udupa.

At the end of the function prof. (Km) p.V. Tewari, on behalf oi th" org"j*rr, thankedall the ParticiPants and Ministry of H. & F.W. for providing opportunity to hold this workshop.

RECOMMENDATIONS OF BOTH THE GROI'PS OF PRASUTI.TANTRA-STREE ROGA & KAI.'MARBHRITYA

The subjett was discussed, at-large by botlr the groups, taking into consideration the presentday needs of the society vis a vis the responspility to be sirould"d Uy the graduates of Ayurvedain health care delivery-systel.n with special rdFerence to maternity and chiliwefare prograrunes.Invariably it involves the subject to be taught and methodology cif teaching. ttre recommendationsof both groups were further discussed ln the joint sessiJn.

Following are the unanimous recommendations:(A) Teachers:

i) The subject of Prasuti Tantra-Stree roga and Kaumarbhritya be taught by teachers ofrr:spe,ctive speciality only and those having lufficient clinical experience.

ii) The teacher not Possessing post-graduate qualifications in t'he subject concerned should

72

be encouraged and provided facilities for acquiring post-graduate qualification in the subjectby the authorities. At the same time courses of Cur-siroutJbe organized to provide knowledgeof recent advances i1 the subiect. Some permanant Centres should be creat& for this purpo;.

iii) Fresh recmitment ot t-h"- post of lecturers should be made only of those, wfro po^*resspostgraduate qualitification of the subfect concerned.

iv) The teachers should not be transfered from one subject to the other in any case.(B) Teaching Methodology:

The entire teaching should be clinical oriented with close rapport between the teachersand the taught. The following should be_ taken -as guide lines foi teaching methodolory:

i) Th"ory dasses in class roorrs should be done with help of audio-visual aids likecharts, diagrams, video films, dummy pelvie etc.

ii) Greater emphasis on grouP discussions be given to inculcate the habit of criticalappreciation in the students.

iii) Seminars with close and active participation of the students should be organised onregular basis.

iv) clinical demonstration of cases be done on bed side.Yl Specific techniques and therapies should be demonstrated to students.vi) Teaghing schedule should be well planned and time bourxl which must be circulated

to the students well in advance.vii) C.M.E. (continuing medical education) prograrnme for the subject concerned should

be organised from time to time.viii) Students should be posted in wards, nursery and labour room on regular basis wherein

they must write history of the cases, conduct at least ten normal deliveries and assistor attrend other cases.

ix) Periodical assessment of the students should be done by teachers through unbiasedtechniques

x) The examination of Prasuti Tanjra-Stree loga and Kaumarbhritya (Balroga) be heldin final year as Per recorunendations of tf,e C.C.I.M. so that student should haveclose touch with maior clinical subjects in handling the patients as intern. There shouldbe uniform pattern of examination in alr the

"6ttug"r of the country.

(C) Cuniculum:

. - ft: revised ProsPectus of studies to be implimented in the near future was discussedin detail and certain modifications were suggested unanimously. Besides some recorunendationsabout curriculum of studies, certain_gene-ril points relevant io prospectus also emerged. Thesuggestions are categorised under three headings:

i) General obsoutbns:(a) As the _s}bject mater related to the specialities of prasuti Tantra-stree roga and

Kaumarhbritya is not very clear at certain places and at others ttre suUpct G a bitdeficient. Hence, to makefhe gubiect complete and compact, initially the sulbject matterfrom all available ayurvdic classics stroutd be thoroughly dirussed, elaborated andelPlained in intelligible ranner consideri_ng its practicil

"titity and applicability with

lhe help of other available sciences includiig modern medicine. However, where everit is-not possible, it should be supplimented-from modern medicine with in the frarnework of concepts

31d principles of Ayurveda. The important topics of modern medicinerelated to the subject should also be taught to the students fot g".e"ui u*"""r,"rr.

ft) There are a good number of topics in thI syllabus which are controvertial and arebeing taught by the teachers according to their own whims and understanding which

create confusion in the minds of students and it is not possible to decide all suchtopics in a short time. Hence, for the time being these may be retained as such withlittle modifications somewhere adding equivalent terminology from modern medicinein parenthesis, however concentrated efforts should be made to finalise these oncefor all.

(c) The terminology related to all aspects of subiect of Prasuti Tantra-Stree roga andKaumarbhritya i.e. Sharira Rachna, Sharira Kriya, Physiopathologies etc. should befinaliz€d in un-ambigrous, unequaivocal, intelligible, practical and uniformally acceptablewords.

(d) To implement a, b and c, it is suggested that a list of such words and topics be preparedby all the teachers, specially those participating in this workshop, Sving explanatoryand intellah-le wr:rds of practical applications with iustification.

(e) For the time being, names of hormones related to reproductive physiology and growthand development of child be accepted as sucll however, these names rnay be changedas when finalised by appropriate authority/bodies.

(0 At present there is acute dearth of text books, which can give practically applicableand intelligible descriptions of the subject as required by the syllabus. Henc€, concertedefforts must be made to publish good and standard text books at the earliest. Textbook workshops can be arranged at ministry level on all India basis.

G) One workshop of present type can discuss only broad out line of the subject. Manymore sittings are needed to achieve the real goal.

ii) Theoretkal;and clinical tuching of Prasuti Tantra-Stree Roga:

TheorCtical and clinical teaching of the subject should be done as per prospectus of studiesgiven by CCIM. In the present syllabus under the heading 'Kriyatmaka' the donduction of labourby the students is mentioned but it is not implemented in all the institutions running graduateAyurvedic courses. So, it should be mandatory for all the institutions to have adequate facilitiesfor clinical training of the subiect of Prasuti Tantra-Stree Roga. To achieve this the followingfacilities should be provided in each college hospital. The emergency drugs as per list be madeavailable and the use of these drugs be taught to student However, an attempt should bemade to find out suitable substitutes for these purposes from herbo-mineral sources as describedin ayurvedic classics.

Clinical training facilities:(a) Iabour room (Sutikagara) with standard aspectic measures.(b) Wards to have forty beds i.e. twenty for Stree-roga and twenty for Prasuti-Tantra.(c) Out patient department should be separate having facilities for Basti, Kshar Karma,

, Agnikarma and other diagnostic procedures i.e. pre menstrual, endometrial biopsy,punch biopsy, hysterosalpingography etc.

(d) Besides other routine equipments and furniture for running indoor and out doors thefollowing specific furtniture/equipment should be provided for labour room/O.P.D.

Gynaecology OPD, (labour room & Operation theatre)

Gynaecological Examination TableExamination Couchlabour Table

1)2)3)

t4

4)s)5)7)8)9)

10)1 1 )12)13)

!pe11tio1 Table (H_ydraulic) with Lithotomy arrangement*Electric Sterilizer 18" X '1.2,, sizeInstrument Sterilizer-BigAutoclave-3 drum capacitt'Height & Weight MachineB.P. InstrumentsFaetuscopepyle's appratus with orygen cylinder and N2o cylinders (d t€ each)Suction Machine Heavy Ortr**laprorope (Sto/z) with laprocator for Tube ligation Complete with cold light sourreand air insufflator

14) Daptone (Foetal Heart Monitor)15) Cusco's Bivalve Speculum different sizelO Sim's speculum diff. sizes.17) Ant. Vag. Wall retractor18) Uterine sounds19) Vulsellum forceps20 Endometrial Biopsy curette21) Cervical punch Biopsy forcep22) Hegals cervical Dilator set. (Solid)2il Urethral Bougies set24) See wilkinson's HSG canulazil Outset obstetric forceps.26) Ovum forcep.27) Suction C-anula for M.T.p. (different sizes)*2.U Operation Theaters Shadoless* Light.

?9^l pcygen Cylinders for ward pu.lise30) Uterine dressing forceps31) Tooth forceps32) Non-Toothed forceps33) Uterine Curettr34) Artery forceps curved e',7',, g', sizg35) Mosquito artery forceps

?ql {ayo's scissors c,rrved. & Straight37) Needle Holders38) Kocliers forcepts.39) B.P. Handle and Bp Blades-No. 4, 3,401 Green Armytege Forceps*41,) Abdominal Retractors*4?l Sponge Holding forceps.43) All's Forcep 6", 8,,M) Towel Clips.45) Webcock's Forcep**

l9l !n_ cltting curved needtes, straight needles47) B.P. Thread, Catgute etc. Sulfur; Mafinol48) Electric cautary Machine

' U facilities for caesaran section are to be made available.a+ If ternrination of pregnancy and laproscopic ligotin is to be done.

15

For Hospital (FortY Beds):nlain StripPed HosPital beds 30 'l

1) Fouler'saBed- 8 I 40

EclamPsia Bed 2 '

2) Bed side lockers 40

3) Bed side stool 40

4) Bed side bowl with stand 40

5) Saline Stand 10

6,) Curtain stand with curtains 10

7\ Basin with stand 6

S) lnstrument TrollYs 6g) Mayo's TrollY 4

10) dressing TrollY 4

11) Step Stool 6

72) Orygen cYlinder stand 6

13) Patient TrollY74\ Wheel Chair15) Dressing Drums16) trays lith cover, Bowls, Kidney Tray, Enamel Buckets, Bed Pons, Uringpots etc.

Emergency dntgsfire knowledge of following emergency drup be give to the students

Ini. ErgometrineIni. OrytocinInj. CortisoneAnalgesics & AntiPYreties.AdrenalineAtropineAntihistaminicsMuscle RelaxantsAnaesthetic agents local & systemicAntibioticsStyptics.Transfusions.AntispasmodicsSedatives

1 .2.3.4 .5.6.

8.9.

10.11 .12.13.74.

i:i') TheoitecalVnd Clinical tuching of lGumarbhitya:All theoretical as well as cliniial'teaching of Kaumarbhritya must be conducted on the basis

ol prospectus of studies given by CCIM as modified' Ttre present syllabus it otrgt in.risages, under p?ctical trlininq, examination of sick child

brrt in tme sense a few collegei have su"ch facilities. Resucitation of ttre new born and its later

"*" i""ti*tal and neonatal iase) finds no place in the syllabus' All colleges must have this

facilities so thit students gain confidence during their stay in hospitals. To achieve this, emergency

-uurrr*, employed duri"ng ressucitation as per list should be made available Theoretical basis

or all these measures shoui-cl also be taughf with the help of modern physiology and pathological

back ground.

I

For Clinical training following facilities be provided:

a) Neonatolory unit having facilities as per list of equipment should be attached with labourroom and duty of Kaumarbhritya expert must be fixed in labour room.

b) At least 20 beds for Kaumarbhriga should be provided'c) Separate Kaumarbhritya O.P.D. should be run along with well baby clinic having facilities

for immunization programmes (specific as per national prograrune facilities and nonspecific on the basis of Ayurvedic classics).

d) Routine equipment required for out door/in door/neonatal room should be made available.e) Knowledge of certain emergency drugs should also be taught to deal with emergerry.

Equipment required for Neonatal unit & Paed. ward1. Cradles - 102. Incubators - 23. Weighing machine4. Phototherapy unit5. Infantometer6. Refrigerator

7. Nr cooler8. Room heater9. Dagnostic set

10. Oxygen cylinder11. Suction apparatus12. Ambu bag

lI

t '

(D) Bah SM bhndra- The Workshop proposed that the Ayurvedic drug tsala Chatubhadra'consisting of Musta, Karkata Sringi, Pippely and Ativisha is widely used and effective againstrnanyof the qcmmonailments of children like fever, loose motions, cough, dyspnoea ard vomittings.To this if Rasna (Alpinia galnnga) and Vacha (Acorous cahmus) may be added and this drugin the name of Bala Shadbhadra'may be got popularised for use as a prophylactic and curativefor all common complaints in Children The Workshop felt that Government of India shouldtake necessary steps to popularise this drug in a way similar to ORT.

PROSPECTUS OF STIJDIES

NoteThe prospectus recen0y revised by C.C.I.M. was discussed and it was felt that in Paper

o I dealing with Parasuti Tantra, the load of the subject is much more in comparision to Paper

" II of Stree roga. In order to have equal distribution of the subiect in between both the pafrens,the topics of Stree Sharira Rachna and Roga Viinaniya rnay be taught with Stree roga. Sincethe krpwledge of these is equally important even for teadring Prasuti Tantra, the Sfiee rogashould be dealt in Paper I and Prasuti Tantra in Paper II.

17


1. Dr. V.L.N. Shastri, 10. Dr. (Mrs.) Ahlya Bai,Covernment Ayurvedic College, Ayurveda Mahavidyalaya,Hyderabad (A.P.). Hubli.

2. Dr. (Mrs.) V.V. Maihskar, 11. Dr. (Mrs.) R.G. Desai,A/5 Ravi Deep Society, Ayurveda Mahavidyalaya,Baroda (Cujarat). Hubli.

3. Dr. Arv'ind R. Trivedi, 12. Dr. (Mrs.) C.P. Dixit,S.G.K. Ay. Mahavidyalaya, Ayurveda Mahavidyalaya,Cujarat Ay. University, Hubli.Jamnagar (Gujarat).

13. Dr. (lr{rs.) J.S. Mummiguti,4. Dr. (Mrs.) I.U. Mistry, Ayurveda Mahavidyalaya,

Gujarat Ayurveda Univcrsity, Hubli.Jarnnagar (Gujarat).

14. Dr. (Mrs.) S.S. Koppikar,5. Dr. (Mrs.) Basundl-rara Sharma, Poddar Ayurvedic College,

Govcrnment Ayurvcdic Collcge, Worli, Bombay.Paprola (Kangra).

15. Dr. (Mrs.) M.H. Bahulkar,6. Dr. Ved Prakash Sharma, S.C.M.M. Aryangla Vaidyaka.

National Institute of Ayurveda, Mahavidyalaya,Amcr Road, Satara.Iaipur.

15. Dr. (Mrs.) Meera Bhide,7. Dr. Moti Rai, V. D.P. Medical College,

National Institute of Ayurveda, Sangli.Amer Road,Jaipur. 17. Dr. (Mrs.) S.A. ji l lewar,

D.M.M. Ayurvedic Mahavidyalaya, *

8. Dr. |.S. Hiremath, Yeotmal.Ayurveda Mahavidyalaya,Bijapur. 18. Vd. Sudha D. Mahadeokar,

Tilak Ayurveda Mahavidyalaya,9. Dr. (Mrs.) A.S. jalgeri, Pune.

Ayurveda Mahavidyalaya,Bijapur. 19. Dr. (Mrs.) M.M. Tilak,

Govt. Ay"rrvedic College,Nagpur.

18

20. Dr. MN. Tilak,Govemrnent Ayurvedic College,Nagpur.

21. Dr. Mary A^ntony,Venktaramana Ayurvedic College,Kuchery Road,Madras-4.

22. Dr. C.H.S. Shastri,Dy. Advisor (A. & S.),Ministry of Health & F. W.,Nirman Bhawan,New Delhi.

23. Dr. (Ms) Prabha Sharma,A. & U. Tibbia College,Karol Bagh,New Delhi.

21. Dr. D.N. Mishra.Government Ayurvedic College,Handia (Allahabad).

25. Dr. (Mrs.) Pooja Bhardwaf,Bundcl Khand Ayurvedic Colle6;c,Jhansi.

26. Dr. (Miss) S.K. Ncgi,Covernment Ayurvedic Collegc,S.S. iJnivcrsity,Varanasi.

27. Dr. H^S. Pandcy,Covernment Ayurvedic College,S.S. Universitv.Varanasi.

LOCAL PARTICIPANTS

lD_eryyrtmlnt of Prasuti Tantra, Institute ofMedical Sciences, Banaras Hindu llniaersiiy,Varanasi).

28. Prof. K.N. Udupa"(Ex-Director).Professor Emcritus.I.M.S. B.H.U.

29. Prof. M.F. Vaidva,Director, I.M.S.

30. Prof. P.V. Sharma,E x - D e a n & H . O . D . ,Deptt. of Dravya Guna,

31. Prof. S.N. Tripathi,E x - D e a n & H . O . D . ,Deptt. of Kayachikitsa.

32. Prof. L.M. Singh,Ex - Dean,FI.O.D. of Shalya Shalakya.

33. Prof. (Km.) P.V. Tewari,Dean, Faculty of Ayurveda,H.O.D. of Prasuti Tantra &.Workshop Director.

34. Dr. C. Chaturvedi,Workshop Co-ordinator.

35. Dr. (Mrs.) M. Dwivedi,Member Org. Committee.

35. Dr. Romesh Sharma,Org. Secretary Workshop.

37. Dr. H.S.K. Agrawal,Mcmbcr Org. Cornmittee.

38. Dr. (Miss.) M. Sinh,r.N,Iember Crrg. Committce.

39. Dr. Abhimanyu Kunrar,Mcmbcr Org. Committcr'.

40. Dr. (Mrs.) Kalpna Sliarma,Member Olg. Committee.

41. Dr. Neelam,Member Org. Committec.

42. Dr. (Ms.) Shyamla B.Member.

43. Dr. (Miss) Shashi Agarwal,P.C. Scholar.

't9

44. Dr. B. Vidya Sagar Reddy, 51' Dr' P'K' Sahu,

P.G. Scholar. P'G' Scholar'

45. Dr. T.Y. Swami, 52' Dr' (Miss) Damvanti Mishra,


46. Dr. (Mrs.) Mamta Sachan, 53. Dr' (Miss) G' Sujatha'


47. Dr. (Mrs.) Dayani Shrivardhne, il. Dr'(Miss)Suman Jain,P.G. Scholar. P'G' Scholar'

48. Dr. (Mrs.) Aruna Mohanty, 55. Dr. (Miss) Vandana Singh'

P.G. Scholar. I.R.F.

49. Dr. (Mrs.) Suniti jain, 56' Dr' (Miss) Vaddi Aruna'


50. Dr. M. Chandra Sekhar,P.C. Scholar.

a o o

20

PROCEEDINGS OF WORKSHOP ONTEACHING METHODS IN AYURVEDA WITH

SPECIAL REFERENCE TO PANCHAKARMA ANDKAYA CHIKITSA

Held at Shri Ayuruedic College, Nagpuron 23-25th December, 1989

A Workshop on Ayurvedic Panchakarma and Kayachikitsa was held at Sri Ayurvedic CollegeNagpur from 23.12.89 to 25.12.89. This workshop was sponsored by the Ministry of Health &Family Welfare, Govt. of lndia with financial assistance from World Health Organisation.

On 23rd December, 1989 at 10.00 A.M. the workshop was inaugurated by the Chairmanof the Nagpur Municipal Council Sri Domaji fadav under the Chairmanship ofVaidya Sri fagadishPrasad Sharma. Sri S.K.Iha Commisioner, Income Tax Deptt. was the Chief Guest on this occasion.

Vaidya Siva Karana Changani the organiser of the workshop at Nagpur, in his addressgave a brief sketch of the history of Sri Ayurvedic College and the role of Panchakarma andKayachikitsa in the day to day Patient C-are and treatment.

About 170 Vaidyas from different corners of the country including Sri P.V. Sharma fromVaranasi, Acharya jagadish Prasad Sharma from Delhi, Acharya Sri Rama Sharma from Bombay,Vaidya D.G. Thalle from Lucknow, Vaidya Asutosh Majumdar from Delhi, Dr. H.S. Kasturefrorn Ahmedabad, Vaidya Rama Niwas Sharma from Hyderabad, Vaidya Veni Madhava Sastryfrom Gwalior, Vaidya M.P. Pandey from Raipur & Vaidya M.Y. Lele from Pune and Dr. C.H.S.Sastry from Delhi etc. had participated in this workshop.

The first two days of this workrstrop were devoted for presentation of Research Papers relatedto Kayachikitsa and Panchakolii.- \n 7 Sessions. About 50 Research Papers were read duringthese sessions by different Research workers in Ayurveda. 3 Guest Lectures were ananged duringthe workshop. In the first Guest lecture Sri P.V. Sharmaii from Varanasi gave a brief but vividderription of the Panchakarma Chikitsa. He also highlighted the importance of Tridosha andShadupakrama and the complications that arise in Panchakarma Chikitsa.

In the second Guest lecture Dr. H.S. Kasture Drector,ISM of Guiarat presented the highlightsfrom his experience in Panchakarma treatment. He enumerated the bad effects of Malasanchayaand importance of Vamana, Virechana, Nasya, Vasti in different diseases like Thamaka Swara.Skin diseases, Pakshaghat. Udar rog Kati graha etc. He also explained the utility of moderninstrumentation in monitoring and overcoming the complications of Pancha lGrma trcatmentin the patients.

Sri Vaidya Brihaspati Dev Troguna in his Guest lecture explaired about the rmportanceof pulse examination in general and the rientific methods of treating by way of Pancha Karma.He answered the questions and doubts of the audience from his vast experience in the field.

The 3rd day of the workshop i.e. 25th December was completely devoted to discussionson improvement in teaching methods of Pancha Karma & Kayachikitsa. A panel of 12 eminentAyurvedic Professors gave their views under the Presidentship of Dr. VN. Pandey.

21

Dr. C.F{.S. Shastry, Dv" Adviser (Ay) explaincd the necessity of change and imp. in ourtcaching me-thods oi avurveciic srrbiects to makc ayurvcda morc practical oricnted and to bringin the subject a xicntific acumcn. He explaincd thc bencfits of teachc.r oricnted and learnerccntred tcaching. Hc rvanted incorporation of uptodate research gains and knowledge in ourteaching and for giving importance to non-cc)ntroversial and norr-ambigrous subject materialafundergraduate level and with due importance to the practical approach and need based srrbjecttcaching.

Dr. Salote cmphasiv:d the need for continuation of teachers training programme and forutilisation of rural ayurr,'cdic dispcnsaries and hospitals in students training. Dr. G.D. Singhwanted thc controversial and ambiguous terms removed a 'Sabda Kosh'tre prepared and adoptedby all. Dr. Kasture dcsired that te'achcrs rnust improve themselves first and that those witha specific aPtitudc for tcaching and research must only be selected as teachcrs. He condcmnedthe malpractices of examiners in the ficld of ayurveda. Vaidya M.Y. Lele and Vaidya V.P. Sharmawanted strict adhcrence to ayurvcxlic principlcs and practice. Dr. R.K. Iain said that a new curriculumand syllabus is introduced from 1989 and that the libraries must be equipped with good andnecessary books. Dr. C.D. Upadhyaya wanted rcpetitions to be deleted in the syllabus of differentsubjects and for avoidance of arnbiguous and translated words in the syllabus. Vaidya Y.G.loshi said that the objcct of U.G. tcaching is to piepare self-sufficient practit ioners of ayurvedaanrl as such wh;r .'vcr is nccessarv for gcneral practice all that should be taught to a student.Vaidya V.M. Shastry referrcd to the ill-equipped ayurvedic colleges r+'ith no practical facilitiesand wanted them to be improved.

Dr. V.N. Pandey the President finally consolidated the views of different Panel speakers,rird wantcd to bring the principles of Kayachikitsa and Panchakarma into scientific fold, whererirc teachcrs have to pay a vital role in giving a scientific outlook to the art and methods involvedrn teaching these subjccts. He wanted an inventory to be prepared for Panchakarma & Kayachikitsaiir':p,,t. and that the CCIM should make it obligalory to have these necessary instruments inihc collcgcs for thcir rccosnition.

The final rccommcndations made by the Workirrg Group on irnprovement in tcaching methodsof Kayachikitsa and Panchakarma are as follows:

Il .

'lhc teachers teaching the subjcct of Kayachikitsa and Panchakarrna should prepare and

apply lo,gical sequenca deduccable classifications, comparable charts, models, diagramsetc. by which the student shall be able to readily understand, comprehend, appreciate,remcmber and could apply or verify them in practice.Clirrical/Experimental/Practical manuals are to be got prepared for Kayachikitsa andPanchakarma through which the student shall be able to verify the principles and learnthc art of practice of a1rurveda.To crcatc thc habit of cxamining patients on ayurvedic lines more emphasis shouldbe givcn in writing a brief case note oven at OPD level comprising of(i) Roga Pariksha i.e. the chronological order H/O f,resent illness &

(ii) Rogi Pa.riksha i.c. giving details ofa) Frakriti, Sara & Satwab) Agnibala,

status cf diffcrcnt srotases & cvaluation of Doshas giving the status of Dhatus& fv{aiirs.

"fhis sfroulci br: i, iiowcd by Roga Nidana and proposed Chikitsa Krama, Aushadha& Pattrv;rpathya.

This should be followcd by daity evaluation of status of Dosha, Dhatus & Malasin the paticnt.

2 .

))

9.10 .

4. The teachers should incorporate, uptodate raurch g,ains au.'rd knowledge while teachingeach and every disease or topic.

5. The teachers teaching Kayachikitsa & Panchakarma should prepare an inventary orappliances and instrumentation necessary for Panchakarma & Kayachikitsa and acuaintthe method of their uses. The list may be sent to ccllv{ for adoption.

6. Teaching methods and techniques are to be devised for each topic. Wherever necessaryaudio-aisunl aids, computers and other appliances of modern science should be utilised.

7. Morg emphasis on fundamental aspects and principles of ayurveda is to be given.8. Uniformally acceptable terminology for conditions occuring in Kayachikitsa & Panchakarma

shall be defined. For this purpose, the prot'essors of Post graduate departments of K.C.should come forward in preparing that 'sabcla Kosh' and send the same to CCIM forconsideration.Most ambiguous and controversial topics may be left for study at p.G. levet.There should be some method devised for periodical assessment of the teacher andthe taught. The workshop condcmned the malpractising methods adopted by certainexaminers in ayurveda which gives discouragement to the really ideal student. Researchand publication should become the part of teachers duties.

11. Uptodate text books incorporating th.e research gains with new ideas, approach andmethods should be brought out by CCIM.

12. Programmes for Continuing Medical Education are to be organised for Kayachiktsa &Panchakarma.

13. Modern terminology translated into Hindi or Sanskrit should be deleted from syllabus.

Tl"* words may be given as such. There should be no ambiguous terms in syllabus.Those topics that are already dealt with in Rachana Sarir, Kriya Sarir, Swasthavrith etc.should not be repeated again & again in different subjects.

14. The Process of Adhyayan, Adhyapan and Tadvidya Sambhash should be adopted inteaching Kaya Chikitsa and Panchakarma.

23


IN THE PANEL DISCUSSION ON TEACHING METHODS INKAYACHIKITSA AND PANCHAKARMA

7. Yatdya M.Y. LeleAteya RugnalayaEranda WanaPoona411004.

8. Dr. V.P. SharmaSri Ayurvedic CollegeHanuman Nagar,Nagpur440009.

9. Dr. R.K. IainRegistrar

3. VaidyaVeniMadhavAswaniKumarShasby Central Council of Indian MedicineTemak Sahab Ka Bara, Lohia Bazar 1 E/6, Swami Ramathirath NagarGwalior-474002 (M.P.) New Delhi-110 055.

1. Dr. V.N. PandeyDrectorCentral Council for Research inAyurveda and Siddha910, Dharma Bhawan, Green Park,New Delhi-1100016.

2. Dr. C.H.S. Sastry,Dy. Adviser (Ay),M/o Health & Family Welfare,New Delhi.

4. Dr. S.B. SaloteGovt. Ayurvedic CollegeRaie Raghooji Road,Nagpur-440024.

5. Dr. Gurudeep Singh,Deptt. of Kayachikitsa,Institute for Post-graduate Teachingand Research, Gujarat Ayurveda University|amnagar-351008 (Gujarat).

6. Dr. H.S. KastureDirector,Indian SystemsHomoeopathy,D11, Mahavir Kutcer, Shahibagh,Ahmedabad (Gujarat).

10. Dr. G.P. UpadhyayaSri Ayurvedic CollegeHanuman Nagar,Nagpur-440009.

11. Dr. Y.G. foshiProfessor Kaya ChikitsaTitak Ayurveda MahavidyalaYa583 (2) Rasta Peth,Poona-41 101 1 (Maharashtra).

12. Dr. G.N. TewariSri Ayurvedic College,

of Medicine and Hanuman Nagar,Nagpur-44009.

a a a

24

MINUTES AND RECOMMENDATIONS OF THEWORKSHOP ON STANDARDISATION AND QUALITY

CONTROL OF AYURVEDIC DRUGS

Held at Bombayon 7-8 April, L989

The first Workshop on Quality Control of Ayurvedic drugs was held at Bombay on 7th

and 8th of April, 1989 under the assistance of W.H.O. and organised by the Government ofIndia, Ministry of Health & F.W. The Workshop started with prayer by Pt. Somdev Sastry, Vd-Shri Sriram Sharma who convened the Workshop at Bombay welcomed all the participants andexpressed his happine*s for selecting Bombay for the first Workshop on Quality Control of Ayurvedicd*Sr.With the increasing demand for Ayurvedic drugs in recent days both in India and abroad,ne saia that for maintaining the Quality and Purity of these drugs there is a necessity for controlover procurement of raw drugs, their preservation and in manufacture of formulations. Sinceeverything in the world is a drug as per Ayurvedic claims, he said the raw drugs are numerousand it is a difficult problem and this Workshop is an attempt in this direction. Though theparticipants are few he said they are the experts drawn from different fields and that in particularthe Chairman of Ayurvedic Pharmacopoeia Committee, Shri A.N. Namjoshi being amidst theparticipants, he hoped the Workshop to be successful in its attempts.

Vd. S.K. Mishra, Adviser (Ay) to the Government of India in his introductory remarks saidthat the ultimate credibility of Ayrrveda depends upon availability of pure and genuine drugsto the public and as an initial step to achieve this the Drugs & Cosmetics Act was amendedin 1964 to bring within its purview to a limited extent the manufacture of Ayurvedic d*gs.For laying down standards for Ayurvedic drugs, he said the Ayurvedic PharmacoPoeia Committeewas established which has so far brought out 2 Volumes of Ayurvedic Formulary of lndia consistingof 444 and 190 Formulations respectively. For the First Volume of Ayurvedic Pharmacopoeiaof India he said 80 monographs on Single Drugs of Vegetable Origrn that appear in the Formularyhave already been prepared and is under print. He said that there is now a urgent need forstandardisation of Ayurvedic drugs which is an innovative and creative work. He said thatthe Central Council for Research in Ayurveda and Siddha has also been working for formulatingstandards for Ayurvedic drugs. He referred to a recent survey conducted by CIMAP in whichit is found that 90 percent of the barks sold in the market in the name of Asoka are not reallybelonging to Asoka. He also referred to the standardised Guggulip Capsules marketed nowby allopaths, though guggulu belongs originally to Ayurveda. He said that in Quality Controlit is not merely identifying the list of ingredients as stated on the label; but it is also equallyimportant to know by some method as to whetber a particular drug has undergone themanufacturing process with reference to purification if any, duration of the trituration, numberof ?utas' etc. as described in classics, and modified in reference to... modern appliances andtechnology. He wanted the working Group to go into the details of modifications in manufactureof Asavas, Churnas, Kwathas and Vatis and suggest the methods and standards for qualitycontrol of these groups of drugs.

Dr. (Miss) Meharoo Bengalee, the Vice Chancellor of Bombay University, then inauguratedthe Workshop by lighting a lamp.In her address to the participants she referred to the progress,the Ayurvedic Faculty has been making in Bombay University and to the revival of a veryold endownment to establish a research centre for ayurveda and a herbarium at VidyarragarCampus. She said that it was in 1964 the last Medical College was affiliated to Bombay Urriversitywhile a couple of new Ayurvedic Colleges are under proposal for affiliation in addition to thealready existing 4 colleges. She wanted a close interaction i"nd something concrete to come outfrom this Working group in reference to Quality Control of Ayurvedic drugs. Since the traditionof preparing one's ov'n drugs by Vaidyas has transformed into prescribing and establishmentof small and big pharmacies, she said, the entire research and credit of Ayurveda may vanishif no quality drugs are available. She drew the attention of the participants to the tremendousexport of Ayurvedic raw drugs which are again been imported by us in the form of formulatedrnedicines. She said that if quality control and standardisation of Ayurvedic drugs could beestablished with setting up of national laboratories all this could be reversed and we shall beable to prepare standard medicine for ourselves. She warned the participants to keep an eyeand beware of the foreigners who snatch away the secrets from us unnotice. Incidentally shesaid that this day of 7th April being the World Health Day and in the mission of Health forAll, Ayurvedic Vaids should carry the mission of reaching the poorest and the farthest remotepeople of India with their most economical and indigenous drugs. She r.r'anted our ancient culturernd technology to be preserved and offered to get the proceedings of the Workshop printedcy Bombay University.

Dr. K.M. Parikh in his key-note address said that modern technology has changed our life:ompletely and as science can never be static the Ayurveda shouid also selectively utilise thenodern appliances and technology without changing its basic principles or originai chamcter.lhe age old methods of pharmaceutical processing etc. should be modified for better activityrnd prolonged preservation in the light of our advanced knorvledge, he added. He wanted regionalaboratories to be set up all over the country to benefit the small pharmacies for getting their

,lrugs analysed. He wanted that Ayurvedic medicines should be prepared by using the similarrariety and species in order to maintain the colour, character and constituents consistently. He:'eferred to western world who are tired of synthetics and are in search for safe and effective:ratural products.

Dr. V.N. Pandey in his guest lecture referred to the historical developments and additions1o the science of Ayurveda and said that now a days herbal inpctions are being used in Chinajn cases of management of Myocardial infe$ions and wanted that Ayurveda should also adoptl;uch newer methods of administration of drugs. He said that numerous varieties and speciesof the same raw material, e.g. conch shell (Senkha) creates difficulty in quality control and asr;uch the importance of research lies in standardisation from among the available varieties andr;pecies in order to get consistently the same quality drug. He said that the CCRAS has formulatedlrreliminary standards for 440 formulations that appear in Ist Part of Ayurvedic Formulary oflndia and wanted them to be adopted tentatively till a better and revised edition is made by A.P.C.

Dr. Ashok Vaidya representing Ciba-giegy in his remarks wanted integrity, honesty andlpod manufacturing practices among the pharmaceuticals. He wanted quality assurance committeeslo be established, rvho may recall and review the faults and see that such of those faults donot recur. He said that high technology may be necessary for standardisation but for examinationhe said simple methods can be used without necessarily going for such advanced technologicalrnethods. He wanted not to be afraid of foreigners but to have collaboration with the best ofrmiversities of the world and priorities to be given to the most commonly used drugs forr'tandardisation.

In his presidential address Prof. A.N. Namioshi referred to the continuously increasing demand

26

of raw drugs while the supplies are diminishing as the result of deforestation, and as suchnot only that the quality is corning down but there is an increasing demand of raw drugs whilethe supplies are diminishing as a result of deforestation, and as zuch not only that thJqualityis coming down but there is an increase in use of substitutes and adulterants. If the piesentsituation continues, he v.-amed that Ayurveda suffers a blow for want of genuine drugs. Hereferred to the modern medicine wherein people worked for a 250 years tJbring out the B.p.Tg"gh tl: Drugs & Cosmetics Act was passed in 1940, he said it took 20 year-s for the FirsEdition of I.P. to be printed so far as Ayurveda is concerned he said that it...: is an innuvativeand creative work wherein everything is to be created right from the scrap. He said thatPharmacopoeia is a legal document of compromise and its preparation consists of respcnsiblejob at different places_and requires unchallengeable material ]or-formulating standards. He saidthat ttre tests should be casily reproduceable. He wanted the different defartments of the 192University in India and other research institutions related to this work to be associated on contractbasis and the work on quality control be distributed and assigned to them.

!9 _mgrning session of the inauguration of Workshop ended with a vote of thanks byDr. C.H.S. Shastry.

The technical session were then continued in the afternoon of 7.8.89 and on 8.4.89. The followingPersons presented their key-note addresses on the topics shown against them in respect to theirmanufacture and quality control:

1. Vd. S.P. Gupta2. Vd. L.lrI. Sharma3. Vd. L.N. Sharma4. Vd. C.H.S. Sastry

On Churnas and Quaiha ChurnasOn Kwathas and Pravahi KwathasOn Assavas, Aristas and ArkasOn Vati, Guti and Lepa

-After prolonged discussion on each of these papers the following recorunendations weremade for adoption as an initial step with regard to manufacture and qt itity control of Ayurvedicdrugs.

GENERAL RECOMMENDATIONS:1. Clean hygrenic conditions and damp free atmosphere of the premises of manufacturing

units should be maintained.2. Samples from each lot of raw drugs must be got tested and properly identified and

records of such tests alongwith the month of iollection of the drug and the date ofProcurement should be maintained by the manufacturing units as re{uired in Rule 150of Drugs & Cosmetics Act. The Samples, so got tested sf,ould be preserved for at least5 years.

3' ]he Ayurvedic_PharmacoPoeia Committee may review and make a list of drugs likeVansalochana, 'I(asturi' etc. which are not at ill available and suggest as to whethertheir synthetics are to be used or that the drugs may be manufactured without addingsuch listed drugs.

4. So far the use of extracts are concern€d for drugs of Vegetable Origin, and for fixingthe expiry dates for rawdrugs as well as finished formulltions, the frorkshop felt thaiscientific evaluations and clinical tests wherever necessary must be carried out first forthe activity and for the _active ingredients. The Ayurvedic Pharmacopoeia Committee

_ Tay give further guidelines in all these aspects.5. The Workshop felt that for each of the Ayurvedic drug that is manufactured, the pharmacies

should keep a complete record of the process of iranufacture with referenL to time,trifuration, temperatures etc. given with dates in the course of manufacture. The listof raw drugs used alongwith the dates of their collection, procurement, identificationetc. should be given in records.

27

6. Tle colours and preservatives that could be used in different preparations may be got

decided by Ayurvedic Pharmacopoeia Committee and adopted.Till the tirne otherwise such guidelines are given, the Workshop felt that whatever

is described in the classical texti of Ayurveda they should be followdd as such.

7. The packing of Ayurvedic drugs must be done in air-tight packings for prolonged life

and io anold urruporation of volatile oils etc. Moisture absorbants may be allowed to

be used in the packing wherever necessary.8. The Workshop felt thaa for classical Ayurvedic drugs the quality control tests features

may be got liid down by A.P.C. The Workshop expressed concem over a number of

proprleta.y ayurvedic preparations coming in the market many of which are not supported

ivitir any scientific orilinical trials. The Workshop wanted some control to be adopted

over thii problem. So far as quality control tests are concerned it was felt that the pharmacies

should give the quality control tests for each of their proprietary preparations before

they are marketed.

II. SPECIFIC RECOMMENDATIONSThe Workshop after prolonged dirussion and after noting the descriptions given in Ayurvedic

Formulary of hdla adoptea the following specific recommendations for different Ayurvedic

pharmaceutical PreParations:

CHTIRNA

DefinitionChirrna is a fine powder of drug or drugs.

General Method of preparationDrugs mentioned in the Yoga are cleaned and dried properly. They ge fienly powdered

ind sieved. Where there are a number of drugs in a yoga, the drugs are separately

powdered and sieved. Each one of them (Powder) is weighed separately, and-well mixed

iogether, As some of the drugs contain more fibrous matter than other, this method

of-powdering and weighing them separately, according to the yoga, and then mixing

them together, is preferred.In industry, fiowever, all the d-gs are cleaned, dried and powdered together by disintegraters.

Mechinical sifters are also used. Salt, sugar, campher etc., when mentioned are separately

powdered and mixed with the rest at the end. Axfoetida (hingu) a1d -salt may also be

ioasted, powdered and then added. Drugs like staoari, guilci, etc., which are to be takenfresh, is made into a paste, dried, and then added.

Characteristics and presenrationThe powder is fine of at least 80 mesh sieve. It should not adhere together or become moist.

The finer the powder, the better its therapeutic value. They retain Potency for one year

and should be kept in air tight containers.

KVAT}IA CDTI,JRNA

DefinitionCertain drugs or combination of drugs are made into coarse powder $avkut) and kept for

preparatlon of Kasaya. Such powders are called Kvatha Chttrna'

Method of preparationD*gs are cleaned and dried. They are coarsely powdered (favkut), weighed as Per formula,

and then mixed well. Kvatha chuma can be used for prenaring, hima, phanta etc. For preparingdecoction 4-8-16 times water is added depending upon the nature of the drug, kept ovemightand reduced to 1, / 4 & t / A respectively by boiling at a low temperature uncovered. For preparingHima 6 times water is added to the( drug, kept overnight and filtered aftersqueezing.

CHARACTERISTICS AND PRESERVATIONKvatha churna retain potency for one year and should be kept in an airtight container. They

are also call6d srata, niryuha and kasaya.

Quality Control tests for Cumas & Kvalhas Curnas(1) Identification

(a) Physical Characters: - Colour, Odour and taste-effect on tongue and saliva.(b) Pharmacognostical: - Microscopic examination of the fine powder for charar teristic

structure of cells, crystals etc. of the ingredients used.(c) Assay for the presence of specific alkaloids etc., if any.(d) Specific identification tests, if any for salts, minerals & metals etc.(e) Characteristic spots obtained in the fingerprints by using different solvents.

2. General Chemical testsLoss on Dryrng at 110"CTotal ashAcid insoluble ashWater soluble extractiveAlcohol soluble extractive.

KWATHA AND PRAVAHI KWATHA & METHOD OF PREPARATION

DefinitionKwatha is the decoction reduced to 1/4, obtained by boiling 8 parts water to which 1 part

of the coarse powders or Kwatha Churnas are added and kept overnight. The use of Kvathafor therapeutic purposes is very much prevalent in Kerala. By adding preservatives to theseKvathas with substances such as glycerine, sugar, sodium benzoate or honey, these Kwathasare sold in the market in the name of Pravahi Kvathas.

The Kvatha if reduced to ghana and by adding preservatives such as Chaturjataka becomesRasakriya. The work done by Dr. N. Hanumantha Rao may be referred for this purpose. Thepractice of preparing Asava and Arista in the name of Pravahi Kvatha is'not desirable.

Quality Control tests for Kwathas & Pravahi Kwathas(1) Identification

(1) Physical Characters:- Colour, Odour and taste-effect on tongue and saliva.(2) Assay for the presence of specific alkaloids, if any.(3) Specific identification tests, if any.(4) Characteristic spots obtained in the finger prints by using different solvents.

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(,1) Generai Chemical tests1. Total Soiids2. Specific gravity3. Sugars, if any - Reducing4. pH .- Non-reducing.

ASAVA AND ARISTA

IlefinitionAsavas and Aristas are medicinal preparations made by soaking the drugs either in powder

frrrm or in the form of decoction (Kasaya), in a solution of sugar or jaggery, as the case nuybe, for a specific period of time, during which it undergoes a proc€ss of fermentation generating6-1280 alcohol, thus facilitating the extraction of the active principles contained in the d^gs.The alcohol, so generated, also serves as a preservative. The alcohol shall never exceed 72-14Eobecause of increasing lactic and Aceetic acid.

l\{ethod of Preparation

ARISTAThe drugs mentioned in the texts are coarsely (iavkut) powdererJ and kasaya is prepared.

The kasaya is stralned and be kept in the fermentation pot, vessel or barrel. Few are of theopinion that the herbal extracts may be used instead of preparing Kasaya to avoid lot of wastage.Sugar,laggery or Honey according to the formula, is dissolved, boiled and added. Drugs mentionedas praksepa dravyas are finely powdered and added. At the end, dhataki puspa, if includedirr the formula, should be properly cleaned and added. fire mouth of the pot, vessel or baneli:' covered with a lid and the edges sealed with clay-smeared cloth wound in seven consecutivekryers. The container is kept either in a special room, in an underground cellar or in a heapof paddy, so as to ensure that for the duration of fermentation, as far as possible, a constanttcmperature is maintained, since varying temperatures may impede or accelerate the fermentation.It is discussed that there are a number of strains of yeast which are normally present ontthatakipushpa. It is proposed that controlled studies should be done in a very small containerto isolate the particular culture strain of the yeast which could then be transferred to the bigdrum. Ammonium chloride may be added to accelerate the fermentation, the workshop felttlut even in formulae wtrere Dhataki Pushpa does not appear in texts, it should be added byt'ay of general inference.

After the specified period, the lid is removed, and the contents examined to asc.ertain whethertlie process of fermentation (sandhana) has been completed. The fluid is first decanted arul thens'laned after two or three days. When the fine suspended particules settle down, it is strainedand bottled.

A.SAVAThe required quantity of water, to which iaggery or sugar as prerribed in the formula

is added, is boiled and cooled. This is poured into the fermentation pot, vessel or barrel. Finepowder of the drugs mentioned in the forrnula are added. The container is covered with a lidaad the edges are sealed with clay-srneared cloth wound in seven consecutive layers. The resto: the process is as in the case of Arista.

C,eneral PrecautionsIf the fermentation is to be carried in an earthen vessel, it should not be new. Water should

b: boiled first in the vessel. Absclute cieanliness is required during the process. Each time,

30

the inner surface of the fermentation vessel should be fumigated with pippali curna and smearedwith ghee before the liquids are poured into it. tn large scale manufacture, wooden-vats, porcelain-jars or metal vessels are used in place of earthen vessels. Stainless steel drums may be allowedwhere there are facilities for controliing heat.

CharacteristicsThe filtered Asava or Arista should be clear without froth at the top. It should not become

sour (cukra). The preparation has the characteristic aromatic alcoholic odour.

PresenrationAsavas and Aristas can be kept indefiniteiy. They should be kept in well-stoppercd bottles

or jars. Usually no preservative is nece$sary.

Quality Control Tests for Asavas and Aristas(1) Identification

(a) Physical characters:-- Colour, odour, taste-Effect on tongue and saliva.(b) Assay for the presence of specific alkaloids, volatile oils etc., if any.(c) Specific identification tests, if any.(d) Characteristic spots obtained in the finger print by using different solvents.

2. General Chemical Tests1. Total Solids,2. Specific gravity.3. Sugars - Reducing, Non-Reducing.4 . p H .5. Alcohol content.

Definition ARKA

. Arka is a liquid preparation obtained by distillation of certain liquids or of drugs soakedin water using the Arkayantra or any convenient modem distillation apparatus.

Methods of preparationThe drugs are cleaned and coarsely powdered. 2 to 4 times water is added to that of the

drugs for soaking and kept over-night. This makes the drugs soft and when boiled releasesthe essential volatile principles easily. The following morning it is poured into the Arka yantra3nd the remaining wateris added and boiled. The vapour is condensed and collected in a receiver.Il Lhe F8tnry"g, the vapour consists of only steam and may not contain the essentiai principlesof the dmgs. It should therefore be discarded. l'he iast portion also may not contain therapeuticailyessenfial substance and should be dirarded. The aliquots collected in between contain the activ-eingredients and may be mixed together to ensure uniformity of the arka.

Characteristics

-Arka is a suspension of the distillate in water having slight turbidity and colour accordingto the nature of the d-gs used and smell of the predominant drug.'

Quality Conhol Tests for ArkaI. Identification:

1. Physical Characters : Colour consistancy, odour and taste; effect on the tongue and saliva.

31

?. Assay for the Presence of specific Volatile oils' if any'

3. Characteristic Jpots obtained in the finger prints by using different solvents'

II. General Tests1. Volatile matter2. SPecific gravitY3 . P H .

VATI AND GUTIKA

Definition

Medicines prepared in the form of tablets or pills are known as Vati and Gutika' These

are made of one or more drugs of plant, anima! mineral origin'

Method of PreParationThe drugs or ptant origin are dried and made into fine lnwders separately' Jhs n'inerals

are made into bhasrnaor sinilra, unless otherwise mentioned' Incases where parada an$ Slndhafa

are mentioned, kajjali is made first and other drugs added,.one by one, acco,rdiT,g:Il" formula'

These are put into a khalva and ground to a sofi Paste -w-ith the prescribed flui{sr.the quantity

oi fiqrria, fi"ing as those prescribeifor Bhavana Ora'vyas. When moie than one liquid is mentioned

for grinding, they are ,rr"d ir,t succession. when the mass is properly ground-and j: il," condition

to be made into pills, sugandha dravyas,like kasturi, Karpuia-, which are included in the formula'

are added and ground "L"t".

the criterion to determit e ihe final stageof the formulation before

making pills is that it siiould not stick to the fingers when rolled. Pills may be dried in shade

o, ir, iril as specified in the texts. In cases wheri sugar or iaggry Quda) is mentioned, paka

of these should be made on mild fire and removed from the oven The Po*g,ef of the ingredients

are added to the paka and briskly mixed. when still warm, vatakas should be rolled an'd dried

in shade. For pills used as lozenges no coating is allowed while for other sugar coating or colour

coating is allowed while for otf,ers ,.rgu, "oiting

or colour coating may be permitted and the

APC may give guidelines in this regard'

Characteristics and PreservationPills made of plant drugs when kept in air tight containers can be used for two years'

pills cdntaining minerals can be used for an indefinite period.

Pills and vatis should'not lose their original colour, smell, taste and form' When sugar/

salt or Ksara is an ingredient, the pills should be kept away from moisture'

Quality Control tests for Vati and GutiTests for disintegration and solubility may be prescribed for each of the drugs by A'P'C'

2. Identification(a) Physical Characters i.e. Colour, consistancy, odour and taste'

(b) Microscopic features when powdered and seen under a microscope

i.i Ar*y for different constituents, minerals etc. specific Identification features & Tests, if any'

(d) characteristic spots obtained in the finger print uy using different solvents'

3. Generals:1. Loss on Drying at 110'C.2. Total ash3. Acid insoluble ash.

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LEPADefinition

Medicines in the form of a paste used for extemal application are called Lepas.

Method of preparationThe drugs are made into a fine powder of at leasi 80 mesh. Before use on the body, it

is mixed with some liquid or other medium indicated in each preparation and made inio asoft paste. Water, cora/s urine, oil, and ghee are some of the media used for mixing.

Characteristics and Preservation

. Vegetable lepachurnawill preserve their potency for 30 days if kept in air tight containers,mineral and metallic preparations last indefinitely

Quality control tests for Lepa churnaAs described for churna and Kwatha churna.

a a a

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MINUTES OF WORKSHOP ON QUALITY CONTROL OF DRUGSOF INDIAN SYSTEMS OF MEDICINE & HOMOEOPATHY

Held on 6.9.90 atNational Institute of Health and Family Welfare, New Delhi.

(List of participants is attached at Annexure - I)

Shri T.K. Das, Joint Secretary (Hcalth) welcomed the participants and conveyed the rrl ,,, 'ctive

of the Workshop. He referred to thc Prime Minister's announcement made at Kurusht'fra inAll India Ayurvedic Conference for developing the Ayurvedic, Unani, Siddha and HomoeopathicSystcms of Medicines and to ensure good quality mcdicines to the consumers. Accordingly,Hc said the Ministry of Health had organiscd a Workshop on developmcnt of Medicinal Plantsused in Indian Systems of Mcdicine & Homoeopathy on 9.8.90. This Workshop Sri Das addedis being conductcd for considcring the stcps to be taken for providing quality medicines andfor implementing some regulatory measures in the production and supply of gcnuine I.S.M.medicines.

Shri R. Srinivasan, Union Secretary (Hcalth) in his inaugural address expressed the necessityof quality control in Indian Systems of Mcdicinc & Homoeopathy in establishing the credibil i tyof these systcms of medicines. He said that only a few days back in the Workshop on medicinalplants, about 40-50 mcdicinal plants uscd in Ayurveda/Unani/Siddha and 1G15 medicinal plantscommonly uscd in Homocopathy wcrc idcntificd. Hc said that some proccdures to developthese medicinal plants and some organisations responsible for research work on thcse medicinalplants were discussed. The next,hc added is to provide good quality of drugs of Indian Systemsof Mcdicine & Homoeopathy. The Drugs & Consmetics act is not fully implcmcntcd on IndianSystems of Medicine & Flomoeopathy due to many reasons. In fact the quality of Ayurveda,Unani & Sidha drugs cannot bc assured for want of adcquate testing methods available to estimateactivc ingredients in compound formulations. Secretary specified the following points to beconsidcred in this Workshop:

1. Are the drug manufacturers using good quality raw material in the production of medicinesand how they ensure this?

2. Are there full-proof methods to test prepared medicines and if not then how to developthese methods?

3. Whether dispensaries/Hospitals are purchasing good quality medicines for the patients?4. Are enough drugs available as per need of the patients?5. Are essential drugs of lndian Systems of Medicine & Homoeopathy being manufactured

by the pharmacies and made available to meet the need?6. Are specific genuine medicines available at reasonably cheaper rates?

With these words discussion on Homoeopathy was taken up.

Dr. N. Krishna Rao suggested that manufacturers of the Homoeopathic drugs must followgood manufacturing practices in true spirit. He laid emphasis for having their own drugs testing

34

set up attached with the manufacturing units.On a 9uery from-Secretary (Health) it was clarified that there are two types of manufacturing

units in Homoeopathy whose total number is about 800. A majority oi -these

manufactureriPrePare medicines of most commonly used potencies from the readily available back potencies.The other grouP whose number is less than 100 is engaged in the manufacture of mothei tincturesfrom raw materials. Bolh these Soups are required to fiave licences from the licencing authoritiesas Per the Drugs & Cosmetics Act and Rules. Dr. Krishna Rao further said thai:

(a) manufacturers need assistance in procuring the genuine raw material.(b) the Homoeopathic Pharmacopoeial l^aboratory should undertake training prograrune

for training the experts/personnels engaged in manufacturing Homoeopa-thic Jrugs inthe private sector.

(c) There shouldbe a separate drug control organisation for Homoeopathy.(d) There should be a separate drug technical idvisory board in Homoeopathy.Dr. S.P. Bakshi from Delhi pointed out the difficulties in getting the right species of raw

materials in the country, especially the imported ones and suggested that the iovernment shouldtake effective stePs to procure genuine rawmaterial and then JGt iU.rt" it to various manufacturersin the country so that the chances of manufacturing and marketing of sub-standard drugs canbe reduced to a considerable extent. At this point IS(D) invited the attention towards therecommendations of the Workshop on Medicinal Plants held on 9.8.90 wherein a decision wastaken to the effect that Homoeopathic Pharmacopoeial laboratory and Central Council for Researchin- Homoeopathy should try to take necessary steps to cultivite the essential medicinal plantswhich are not found in the country.

].S.@) also stated that about 55 medicinal plants (Annexure - II) belonging to Indian Systemsof Medicine and Homoeopathy, which are in ihort supply and can be coniiaEred for cultivationin large scale in the country were identified. In this ne^saii that there are more than 10 medicinalplants which are exclusively used in Homoeopathy.

Adviser (Homoeopathy) clarified that these traro are different issues. In the Workshop, he;aicl these iredicinal p-lants which are in great demand but are not available were short listed.Ihese are plants of Indian origin and could be cultivated in large scale, whereas Dr. Bakshihas raised the point about those medicinal plants which are presently being imported from other:ountries, since they are not grown in oui country. The demand for thei medicinal plants is,:ven though in small quantity, the manufacturers directly import them from different sourcestnd it is doubtful as to whether all of them are getting the right raw material belonging tohe right species. Therefore, Dr. Bakshi has suggesled f6r establishing an organisation-by"therlovemment to Procure these raw materials ail supply to various manufacturers, so that arniform standard could be maintained throughout ihe"country.

Shri M.S. Dayal, Additional Secretary clarified that the medicinal plants are divided intolwo categories: Plants gror rn in this country and plants not grown in this countr;2. The manufacturersirre importing mother tinctures as well as th-e plant m-aterial and it may not be possible forthe Covernment to procure and make available such herbs nor the Government can afford totake such a decision of importing and distributing them to various manufacturers.

Director(HPl) stated that as far as the identificition of mother tinctures and raw materialsirre concerned- no practical difficulties are envisaged. Adequate standards have already beenlrrescribed and no difficulty is anticipated

1n tlis regard. The present difficulty is only in respect<,f testing of homoeopathic mediiines in highe"r potenci,es. He said that HomoeopathicI'harmacopoeial Laboratory is yet to evolve iechniques or processes for standardising thehomoeopathic medicines

in-hiSher potencies but earnest efforts are in progress in this direction.I{owever, he added that if the mother tincture is developed from a right material and according

JJ

to the standards prescribed in the Hornoeopathic Pharmacopoeial Laboratory, the end products

are also bound to be of standard quality.Director, Central Council for Research in Homoeopathy suggested that efforts should be

made by the manufacturers to undertake cultivation of those foreign plants w-hi9tr are imported

presently. He also suggested that manufacturers should have their own medicinal plants cultivation

altached to these ,rniis us is bcing done by most of the homoeopathic manufacturers in many

other countries.The Drug Controller (India) said that there is no uniform poticy adopted ty the various

licensing arithorities in using licences for the manufacture of homoeopathic drugs and

combinalions. This has created i tot of problem in the recent past. He emphasised for uniformity

in this regard.Adviser (Homoeopathy) informed that on the recoinmerrdations of the Honroeopathic Advisory

Committee; the Homoeopitni. Pharmacopoial Laboratory was assigned the work of compiling

the list of names of all Homoeopathic pieparations being manufactured and marketed in the

country prcsently and to place be?ore the Homoeopathic l'harmacopoeia Commtttee for rt'''eding

out tht irrational pr"pututiotrs and to lay down the standards for such preparations ' r that

uniformity could be maintained throughout the country and the licencing authorities wrll find

it easy to administer them properly.Dire"tor (HPL) informed thit he has already coliected from various states the information

which is being computerised and the reports are sent to the Ministry periodically and it is expected

that the work will be completed within 6months so that Pharmacopoeia Committee could consider

the issue in totality.The Drug Contiollcr of Kerala referrcd to the issue of two licences - one for mothcr tincture

and one for potencies.The representativc from Maharashtra sugl;cstcd that a Pharmacist attached to the manutacturing

unit should have some basic qualifications. Ttre present provision prescribes only "some cxpcrience

in the manufacturing of Homoeopathic medicines". He suggestcd that atleast a graduation in

the phramacy or Homoeopathy should be essential requirements, which was agreed to.

bn.i n. S.it i,uuran, Seiretary, Health urgecl to prepare a list of essential Medicine - by

short listing the existing ones - and the Covernment should ensure, easy availability of these

essential medicines qualitatively and quantatively.Later discussion on Indian Systems of Meciicine was taken up.

AyurvedaProf. A.N. Namjoshi, Chairman (APC) emphasised that for providing genyi-ne -dependable

raw materials one should not encourage import of drugs. Rather the country should utilise various

Geo-climatic conditions of the country foi growing different Plants. The latest bio-techniques

of tissue culture should aiso be adopted to raiselhose exotic plants in India, he added. By

this method, within 1-2 years, all the raw materials of good quality can be made available in

India, he said. Farmerc *itt also be growing these medicinal plants if seedling is provided to

them, he added.He explained that Development of Pharrnacopoeial Standards for medicines of Indian Systems

of Medicine is suffering for want of basic facilities to Pharmacopoeial Laboratory in Indian Medicine

at Ghaziabad. Keepin[ in view of the above, he said various Phat*acopoeial Committees should

be provided with time"bound projects which can be operated by Research Councils, Post-graduate

Insiitutions of Indian Systems of Medicine, Agriculture Universities, Drug Testing Laboratories'

He wanted that some confirmatory tests to ]i.rd as to whether a particular compound/drug

is genuine or not should be developed.

36

Vd. Brihaspati Dev Triguna wished that Avurvedic medicines should be tested accordingto Rasa, Cuna, Virya, Vipaka etc. on Ayurvedic lines. He wanted to check the sale of old rawmaterials which have lost their medicinal values. He said that export of widely used and scarcelyavailable medicinal piants/herbs should be banned. Qualified persons should be appointed inthe pharmacies to identify the good quality herbs by comparing them with best samples, headded. Similarly, he said that finished products should also be compared with genuine iamplesof compound medicines. Unnecessary complicated technicalities should not be emphasised onayurvedic drugs, he said and parameters described in alrurvedic literature should be followed.

Dr. Hanumantha Rao told that hc has evolved somc spccific tests for Aamalaki Bhasmas, Oilsand Metalic preparations for their qualitative and quantitative tests. Integrated tests for compoundformulations are to be cleveloped, he said. Hc wanted the Ayrrrvedic Plarmacopoeia Committeeto asscss his work and include them for Pharmacopoeial Standards. He said inat nis tests arebased on Ayurvedic theory of Panchamahabhuta Siddhanta and Rasa, Guna, Virya, Vipaka theoryonly.

Mr. Raina representative from Dabur told that they have standardised the proces*ing ofAyurvedic prcparations on the lines of moclern medicine but they cannot urr"sr thc ,uilitvand quantity of various ingredients of finished products.

Dr' P.K. Jain, Director of ISM, Haryana exprcssed the shortcomings of present Drugs &Cosmctics Act as it does not specify the essential infrastructure and

"qnip*"nt of small iale,

medium and large ayurvcdic pharmacies. Training should be given to graduates of ISM in Drugstandardisation at Pharmacopoeial Laboratory of Indian Mediiine, Gnaziabad only such trainedpersons should be appointed as Drug Inspectors of ISM, he added.

Dr. Kasture, Dircc_tor ISM, Gujarat told that adulterated and spurious drugs/medicines arereing sold in the markct in the name of Dashmula etc. Which a.-e in great d-emand but shortrn supply.

Drug Controller from kerala emphasised on the testing of raw matcrials in the laboratoriestn{ llso assessing the total requirements of various herbs in t}ie country. He referred to controversialr'ol. lI of Rasatantra Sara Siddhaprayog fungrah and wanted immediatc decision about deleting.his book from first schedule. Hc advocated the neccssity of inclusion of new herbal drugs iXSM and method be evolved in view of thc definition of ISNAdrug given in D-gr and Cosmetic Act.

]ttc Drug controller of India Dr. P.K._Gupta also exprdssed difficutties in implementinghe Drugs & Cosmetics Act on drugs of ISM for want of adequate bio-chemical tests. It wailecessary that some confirrnatory specific tests are evolved to assess the quality of drugs of ISM.

Director, Central Council for Research in Unani Medicine, Hakeem Razzack told about]>harmacopoeial standards developed and published by the Unani Research Council. secretaryadvised that Central Council for Research in Unani Medicine should submit these to Drug Controllertlndia) for appropriate action.

Secretary (Health) from Tamil Nadu, Mrs. Yasmin Ahmad explained the status of.\yurveda/Siddha/Unani medicines in Tamil Nadu. Shri R. Srinivasan, Union Health Secretaryirsked that he should explore the possibility of establishing Ayurvedic/Siddha and Unani'ieaching/Research/drug

testing Dcpartments in M.C. Univeisity, Madras, as scientific talentitnd atmosphere is available in the University and for inter-disciplinary research M.G. Universityr,horrld be utilised for purpnses of Indian Systems of Medicine.

Dr' S.K. Mishra, Advisor (Ay. & Siddha) informed the participants that AyurvedicI'harmacopoeia Commit!_"g lut prepared Ist volume of Ayurvedic iharmicopoeia part - I whichis ottt of press and available in the market. He said that this book has reiently been printed; t Government of India Press and published by the Ministry of Health a.a firr,iiy Welfare.l{e presented a copy of Ayurvedic Pharmacopoeia to the Secietary anC also to all pirticipantslrresent in the workshop.

RECOMMENDATIONS OF THE WORKING GROUP

1. State Government should take necessary action for making available the required number

of Drug Inspectors for Ayurveda/Unani/Siddha and Homoeopathy for proper control and

inspection of pharmacies and should strengthen their laboratories for testing of Drugs of ISM

& Homoeopathy.2. The Group recommended that the Union Government should take necessary steps to

start 4 regional laboratories at Delhi, Madras, Bombay and Calcutta and persons from ISM &Homoeopathy should be trained in these regional laboratories.

3. It was Unanimously recommended that immediate steps be taken to revise the First

Schedule of Drugs & Cosmetics Act and to remove the Controversial books from the list. Rare

books of Ayurveda/Unani/Siddha found in First Schedule may be got printed by providingfinancial assistance from WHO funds. Reputed persons and institutions may be involved for

doing this work.4. Drugs & Cosmctics Act should be amended to specify the minimum equipmlnt and

infrastructure rcquired for a Pharmary of Indian Systems of Medicine.5. Immediate steps should be taken for cultivation, propagation, tissue culturc and seed

devclopment etc. of herbal raw materials which are in great demand and widely used in ISM

& Homocopathy medicines. Such plants which are in great demand as decided in the workshopon medicinal plants (attached at Annexure - II) rnay be made available through various channelsfor preparing pure and genuine medicines. It may also be ensured that only genuine raw materialsare used in the formulations. Effective measures for their proper identification by the pharmaciesmay be ensured and such records should be maintained.

6. Thc Pharmacopoeial standards cvolved by the Central Council for Research in UnaniMedicine, Central Council for Research in Ayurveda & Siddha and Academy of Ayurveda etc.may bc got placed bcforc the respective Pharmacopocia committees for examination and necessary

action.7. Four Rcgional Technical Advisory Committees may be formed for approval of patent

and proprietary medicines etc. for which drug licence is sought. These committees of expertsmay also krok into matters pertaining to drugs and quality control and other problems pertainingto Ayurveda/Siddha/Unani and F{omoeopathy Systems. Headquarters of these committees canbe fixed at Bombay, Madras, Dclhi and Calcutta of respective region of the country. Each committeeshould comprisc of technical experts and the Secretary (Health) of respective Headquarters ofthe committee should be the Chairman of the Committees. These committees may advise theDrug Controller of the States of that Region and Drug Controller of India on various mattersrcgarding ISM & Homoeopathy.

8. Necessary stcps and procedure be evolved for inclusion of new herbs and Drugs in ISM.9. Standards of tabletscapsules etc. uscd in Ayurveda/Unani/Siddha medicines be defined.10. Mecting of the Technical Advisory Board of Ayurveda/Unani and Siddha medicines

should be called immediatcly to solve various matters.11. It was felt that the Research Councils, various Universities/Departments and P.G. Colleges

of ISM be involved and time-bound projects may be given to prepare Ayurvedic, Siddha andUnani Pharmacopoeia in respect of single and compound drugs on priority basis.

12. A great need to strengthen the Phramacopoeial Laboratory for Indian Medicine andHomoeopathic Pharmacopoeia Laboratory Ghaziabad, was recommended.

13. Since Quality Control of drugs of ISM is a complex situation involving specific methodsand procedures of preparation (e.g. Bhavana, Mardana, Puta ctc.) and as thcsc cannot be testedin the finished products the Working Group wanted that maintanence of records of the processescarried out by the pharmacies may be madc obligatory. This will also help in monitoring quality

control if anv.

38

14. Personnel of Ayurvedic/Unani Siddha and Homoeopathy pharmaceutical industries shoulclbe trained in Pharmacopoeial Laboratory of Indian Medicine,'Ghaziabad so that they can wellunderstand the various aspccts of qualiiy control in drug manufacturing. Suitablc fees may becharged for this, from the participants.

1s.-Experts cngaged_in manufacturing of ISM and H-Drugs in private sector need to beexposed and trained at Pharamacopoeial Laboratory of Indian Medicine and HomoeopathicPharmacopoeial Laboratory about the various manufaituring techniques, drug testing and qualitycontrol processes.

16. A list of cssential medicines commonly used in Ayurvedic, Unani, Siddha andHomoeopathy should be prepared and measures should be taken to make available these medicineof good quality at reasonable rates in thc market and hospitals.

The rrreeting of the Working Group ended with a vote of thanks to thc Chair.

39

LIST OF PARTICIPANTSAnnexure - I

1. Shri R. Srinivasan, 10. Shri R.U. Kumar,Secretary (Health), Ministry of Dy. Secy. (H & F.W.,),Health & F.W., New Delhi. Gujarat Sachivalaya.

2. Shri M.S. Dayal,Additional Secretary (H) 11. Prof. A.N. Namjoshi,Ministry of Health & F.W., Chairman (APC)

New Delhi. BombaY.

3. Shri T.K. Das, 12. Vaidya B.D. Triguna,

]oint Secretary New Delhi.Ministry of Health & F.W.,New Delhi. 13. Dr. N. Hanumantha Rao,

Director,4. Shri Balbir Singtr, Academy of Ayurveda,

Joint Secretary Viiayawada.Ministry of Health & F.W.,New Delhi. 14. Dr. N. Krishna Rao,

Hyderabad.5. Dr. Yasmin Ahmad,

Secretary, (H & F.W.,), \5. Shri S.P. Bakshi,Govt. of Tamil Nadu, New Delhi.Madras.

16. Dr. D.P. Rastogi,6. Shri S.B. Goel, Director,

Director (ISM) CCRH, New Delhi.Ministry of Health & F.W.,New Delhi. 17. Hakim M.A. Razzack,

Drector,7.Dr. S.K. Mishra, Central Council for Research in Unani

Adviser (Ay. & Siddha) Medicine,Ministry of Health & F.W., New Delhi.New Delhi.

18. Dr. MS. Ansari,8. Dr. V.T. Augustine, Director, PLIM

Adviser (Homoeo.) Ghaziabad.Ministry of Health & F.W.,New Delhi. 19. Dr. P.N. Verma,

Director,9. Dr. Prem Kumar Gupta, Homoeopathic Pharmacopoeia Laboratory,

Drugs Controller (India) Ghaziabad.D.G.H.S., New Delhi.

40

20. Shri H.S. Kasture,Director, ISM & H,Guiarat.

27. Dr. P.K. Iain,Director Ayurveda,Govt. of Haryana (Chandigarh).

22. Dr. R.N. Singh,Director of Ayurveda and Homoeopathy,Lucknow 0.P.).

23. Vd. S.B. loshi,Director of Ayurveda, Maharashtra,Bombay.

24. Dr. C.V. Ramiah,State Drugs ControllerTamil Nadu.

25. Shri D. Kumaran Nair,Drug Controller,Kerala.

26. Shri A.B. Pathak,Govt. Analyst, M.P.

27. Vd. S.T. Phadke,Technical Officer (Ay.),F.D.A., Maharashtra.

28. Dr. C.H.S. Shastry,Depuf Adviser (Ayurveda),Ministry of Health & F.W.,New Delhi.

29. Dr. S.K. Sharma,Deputy Adviser (Ayurveda),Ministry of Health & F.W.,New Delhi.

30. Shri Madhwa Trivedy,Under Secretary (ISM),Ministry of Health & F.W.,New Delhi.

31. Dr. B.P. Mishra,Asstt. Adviser (Homoeo),Ministry of Health & F.W.,New Delhi.

32. Dr. M.K. RainaM a n a g e r R & D . D a b u r ,Ghaziabad (U.P.),

33. Dr. Shamshad Ahmad,R.O. (Chem.),C.C.R.U.M., New Delhi.

34. Shri fagjit SinghAsstt. Secretary (A.P.C.),Ministry of HealthNew Delhi.

& F.W.,

41

Annexure - II

LIST OF MEDICINAL PLANTS & TREES SUGGESTED FORCULTIVATION BY VARIOUS ORGANISATIONS

Sl. No./Botanical Names Common Name Departmenuorganisationto be contacted

1) (2) (4)(3)

1. Aconitum deinorrhizum Vatsnabh This is a very rare specres,Stapf hardly available, so it may be

substitutcd by AconitumChasmanthum

2. Aconitum heterophyllum Ativisha 1. CIMAP for tissue culture.Wall. 2. Forest Department of Him-

achal Pradesh, for cultiva-tion.

Q3. Aegle marmelos Corr. Bilva 1. Forest Department2. Wasteland Dcvelopment

Board4. Aracyclus yrethrum DC Aquarqarha 1. Ministry of Commerce may

be requested to arrange theimport of Seed material.

2. Agriculture Department forcultivation

5. Carum caroi Linn. Krishamjirak Can be cultivated in Kinaur,Chamba & Lahul spit(H.P.Covt.)

6. Commiphora mukul Guggulu 1. Forest Department, Rajas-(Hook Ex Stock) Engl. than

2. Forest Deptt, Cujarat3. Wasteland Development

Board.7. Crocus satiaus Linn Kesara fammu & Kashmir Govt.8. Celastrus paniculatus willd. Iyotishmati Forest Department9. Conaolaulus suynmonin Saqmonia C.C.R.U.M.

Linn.10. Coptis teeta Wall. Mamiran State Govt. of Arunachal-

Pradesh.11. Desmodium gangeticum DC Salparni 1. Various State Govts.

2. Forest Departments.12. Glycyrrhiza gl"abra Linn. Yastimadhu l. Seed material to be sup-

plied by ICAR.2. Cultivation by State Govts.

Agriculture Deptt.3. Cultivation in Laddakh &

Kalpa Disstt. of HimachalPradesh specifically,

42

76. Mesun t'errea Linn.

77. Myristica fragrans Houtt.

78. Nardostachys latamansi DC.

T3.Cmelina arborea Lirn. Cambhari

14. Hemidesmus indicws R.Br. Anantmool

75. Illicium oeerum Hookj, Baddivan Khatai

1. State Govt. for Root cropcultivation

2. Forest Departments.3. Wasteland and Develop-

ment Board.1. Forest Department to raise

the climber on the ForestTrees.

2. Wasteland Cultivation.1. Ministry of Commerce forseed supply, presentlyimported from China &Malaysia.2. Agriculture Department.Forest Departments of EasternStates.Require encouragement byAgriculturists Keeping inmind the cost factor.1. Farm Cultivation in J & K,

Flimachal Pradesh andGarhwal District of UttarPradesh,

2. Forest Dcpartment.1. C.I.M.A.P. (Research

required for cultivation byCIMAP)

Forest Department.Exotic Plant, rcquire Researchfor cultivation.1. LC.A.R. working on cultiva-

tion and seed production2. Agriculture Deptt.3. Himachal Pradesh State.1. CIMAP-Alpine Cultivation2. Forest departments of

I-trimachal Pradesh and |. &K.

3. Hill Department of U.P.Agriculture and ForestDepartments.Forest Department of U.P.,Himachal Pradesh, Kerala andBihar.1. Forest Department.2. Wasteland DevelopmentBoard.3. Social Forestry.

Nagkesara

Jatiphala

|atmansi

79. Onosma bracteatum Well

20. Ororylum indicum Yent.21. Pistacia lentiscus Linn.

22. Piper Longum Linn.

24. Pluchea lanceolntaOliverRestha and Hiera25. a) Premna integrifolia

Linn.b) Premra micronata Roxb.

26. Saraca indica Linn.

Caozahan

lSyonakMastagi Roomi

Pippali

Agnimanth

Ashoka

23. Picrorhiza kurroa Royle. Kutki

43

27. Smilnx chinn Linn. Chobchini C.C.R.U.M.28. Swertia chirata Buch-Ham. Chirayatha 1. LC.A.R. for Research

2. Forest Hills of HimachalItradesh.3. U.P. (Garhwal)4. |ammu & Kashmir

29. Terminnlia arjunn W & A Arjuna Extensive cultivation required:1. Forest Department.2. Wasteland Board.3. Social Forestry.

30. Stereospelrnum suaoeolens Patola Root crop cultivation required:1. Forest Department.2. Agriculture Department3. Wasteland Development

Board.31,. Uraria picta Desv. Prishnaparni 1. CIMAP for Research.

2. Forest Department for Cul-tivation.

32. Vallcriaru wallichi DC. Tagar 1. Hill Forest Departments ofH.P.

2. Hill/Forest Departments ofU.P. Garwal

3. Hill Forest Departments ofU.P. Kamaun

33. viota serpens wat. Banarsha i. 8lilti ff [#i.t2. Forest Departments of

Himachal Pradesh, UttarPradesh and | & K. (forcultivation)

34. Zizyphus satiaa Gaertn. Unnab 1. Department of Social Fore-stry, Ladakh, H.P.

35. Hydrastis candensis Linn. Golden Seal 1. C.C.R.H.

36. Arnica montana Linn. Leopard's Bane. ?. UtH'".

32. pilocarpus'laborandiHolm. Jaborandi. 3*?;il;*thaziabad'38. Aconitum napellus Linn. MonKs Hood Forests of

1. Himachal Pradesh2. Uttar Pradesh3. Jammu & Kashmir

39. Viburnum opulus Lilt. Grandberry High Bush H.P. Department1. Forest Department

40. Senecio cineraia Dusti Miller 1. CIMAP for Research andcultivation

2. I.C.A.R. for Research andCultivation

3. C.C.R.H. (for supply ofseeds)

44

41,. Tinospora cordit'olia Ovilld)Miera

42. Asparagus adscendensRoxb.

43. Asparagus racemosus Willd

44. Plumbago zeylnnica Linn.

45. Saussurea lapa C.B. Clerke

Guduchi

Safed Musah

Shatavari

Chitrak

Kutha

Social Forestry.

1. Forests of M.P.2. South Guiarat3. West Himalaya & H.P.State Governments/ ForestDepartments of North Indiaand Madhya Pradesh.Cultivation in Agriculture andForest Departments1. Cultivation in H.P. (Private

Sector)2. Forests of H.P./U.P. Hills

a o !

45

Technical Papers

FOUNDATION OF METHODS OF TEACHING

Prof .Chairman, Highu

By

R.S. Triaedy,Secondry Education Board

1.0. Policy-Change:What we want is change (i) in student outcomes such as performance, ability, attitude etc;

(ii) Changes in the structurJand functioning i.e. curriculum., initructional material and approach

relation with environment and inter-actionalapproach. Finally evaluation approach' (iii) Changes

in perception behaviour and organizations orrttid" the system towards the school and eductional

organizations.

2.0. Three Kinds of Learning:(A) (i) The acquisition of organized knowledge'

(ii) Development of Intellectual skills'(iii) The e.h"nce-e.rt of the understanding of basic ideas and values.

(B) Three modes of Teaching:(i) Didactic Teachingllslling or lecturing aided by Text-books, manuals, recitations'

(ii) Coaching which Ts teachlng by supervising performance to attain skills'

(iii) Socratic Teaching-teaching b! asking questions Seminar discussions, goup discussions;

material discussed'

Note - (Teachers work under a big misconception that they think of themsleves as the

primary cause of learning.The primary

"",r"" ofi"uming is always and only the activity of the-students' mind' When

,tr".""t<-CI"ottperative,genrrinJearning does not tikeplace. When teachers regard themselves

as imparting the icnowleiFan"y have iniheir own mindi by somehow getting itinto the minds

of studentsl the result is"a stuffing of the memory, not a growth of the mind'

The teacher,s role is the role oi a mid wife. Th-e mid-wiie does not produce the child; She

merely helps the mother to give birth. Most of the efforts and all of the pain of the labour

are experienced bY the mother.)

Note: - (Difference in students' degree of educability do eist. This is the difference in

degree not in kind. For example let us i-ake containers of different size ranging from 100 m'

lites to 1,QQ0 litres. If all the iontainers are filled with water to the full, they are equally full

ac"oiai"g'tneir capacity of containing. But if small containers are filled with water, if slightly more

capacioui are filled with milk, and other more capacious with energy milk then the difference

result in inequalitY).- We db not invent motivation, we just unlock it'

3.0 Any teaching event involves the interrelation between the entities (1) the student, the

learner and (ii) a body of content.

48

Assumptions 1

content-based teacherinteraction-based teacher

, -Teacher-educational

I architect.

- Curriculum-"currere" (to run)-it is a route of academic travel.

4.0 Roles-Modeles:Prior to that let's examine our assumptions:

(i) we are shifting from a non-technical to a technical culture (This shift is going to bea cyclone in education)

(ii) The highly educated man is the chief source of tomorrory's society.(iii) Improvement of the quality of bright student is essential to provide leadership to industrial

and technological change.(iv) Education be linked with changing knowledge instead of conservation of knowledge.(v) Intelligent is to be changed in quality and in academic heights.

(vi) Instead of information, transformation is to be stressed.

B. Role of a teacher:

What is modernization? The scientific and technological findings are to be implementedinto social reality. This raises the question of management, organization and role differentiation.

- Along with the conternporary knowledge of human learning and behaviour, conceptsand methods of teaching have not y'et advanced.

- Ol" is really struggling in vein to look for evidences of purpose in class-room. As Silberatalks of mindlessness in teaching in this context.

- Lurner is more important. What the learner does to a subject is more important thanwhat a subiect does to a learner. What opportunities do we give to his learning capacitie-s?- What is a teaching-learning process? The answer lies in th! development of"educationaltechnology i'e. application-of systematic procedures that have objective purposes andlead to demonstrable results.

- Learning is dynamic and inter-active process in which the role and experience of thestudent are vital components. To instruct someone in the dibcipline is not a matter ofgetting him to commit results in mind. It is to teach him pariicipat" in the process thatmakes possible the establishment of knowledge. We teach a subyect not to produce littteliving libraries but get a student to think for-him self-to leam how to learn by himself.

fnowing is a process and not the product.Let's try to teach our students to think (Sheep don,t vomit back the grass they eat but

give milk in turn).Before considering models we must be clear in our specific objectives.- Aim tells us why a subiect is taught;Whereas objective tells us what has been achieved after what has been taught.

Model 1 Bloour Cognitive Domain:

la) Content and Intellechr;l skills.

(i) Knowledge(ii) Comprehension

49

(iii) Applications(iv) Analysis(v) Synthesis(vi) Evaluation:

Let's not be (1) busy providing answers to Q, students haae not rabed. judgement in termsof internal and external citeia.

(b) Process DomainAffective . Content . Intellectual skills. Process Model-its stages:

(i) Learning through evidences.(ii) Learning through communications.

(iii) Learning through agreement.(iv) Learning through action.

(We grow and mature through rality experiences.Cognitive aspect has created dirrepancy between content obiective and behaviour objectives."To throw answeres like stones at the heads of those who have not yet asked questions"

(Paul Tillich)He say this is the Pedagogical error.- This process-model is also supported by humanistic educational philosophy.

(c) 1007o Student ActivityO v e r + T e a c h e r 0 % I + Q

Activity l. + DiscussionT. Led TutorialT. directed tutorialDemocratic tutorial Group work.T. as leader group-work Democratic

,, non-directive.

0Vo ........................ 100VoOver student activity.

(d) Behaviour model does not deal with holistic goals. They do not ded with things thattruly make us human. Aspects like:

Human feelingsattitudes,belief

This is what we call 'affective'. Even self-actualisation, citizenship, responsibility, caring are notcovered under behaviour objectives.

We evaluate, under the circumstances, of what we know how to test. Therefore our educationalobjectioa are establised byy default.

Human siile is most important "At least some one understands how it feels to be ME withoutwanting to analyse or judge me".

The modeL Supported by Dr. Bloom and Humanistic Educational Philosophy-PsychologicalEducation; the third dimension of Psychology viz (i) Behaviour (ii) Unconrious-Psycho-anlysis(iii) Psychological education.

50

StraightCognitiveColumbus visitedAmerica in 7942

AbstractcognitiveBeginning ofModern Age

AbstractcognitiveWhat makesthe man see theunknown

Affect(emotional content)

StraightAffectsWhat haveI discoveredabout myself

Congnitive

l_lHistory is man's What is in all men

is in me.

Educated manI

What I discovered about myself is what makes history.

Role: TheTecher has to play a role of

I

2.J .

References:1. How Schools Student your child

4. Dr. bloom is Taxonomy (AffectiveDomain)

5. Crisis in the Class-room5. Life in Class room7. Experimental Taxanomy

Human Teaching for Humman LearningLearning to feel and feeling to learn

Education and Ecstsy Sept. 1968-PP 31-34By

George BlonardThe Viking Press, N.Y. 1971Harold Lyon Merril Pub., (X1O-Columbus,1971,.

Charless SilbermanPhilip fackson (1955)Norman W. Stienakar and M. Bell (1979)

(1) Motivator(2) Catalyst(3) Moderator(4) Sustainer(5) Critiquor

ExposureParticipationIdentificationInternalizationDissemination

i a a a

51

EFFECTIVE LECTURING AT UNIVERSITY LEVEL

ByDr. Sneha loshi

Prof. & Head of the dePtt.,Dean, Faculty of Eduution, Bhaoanagar Uniaersity,

Lecture has been the most widely used method of teaching in higher education. In spite

of criticisms regarding its effectiveneis, it seems to have considerable potential es?ecially for

achieving certain objeclives of teaching like communication of basic information. For the PurPosesof influeicing the thinking of the leariers with a view to developing certain attitudes and values

also, the lectire would ptouu u useful medium. In case of large classes,which is a characteristic

of our classrooms, lecture as a methd of teaching becomes inevitable. No matter how often

it is used, or how useful it is, the success of a lecture would depend upon how it is delivered.

The U.G.C. (UK) Hale Committee report on University Teaching Methods 09e) has defined

a lecture as: The teaching period occupied wholly or mainly with the presentation of information

by the lecturer. There miy be some opportrrnity for questions by students or.little discussion,

Uut in the main you have nothin& to db except to listen and take notes. The lecture, probably

the single most widely used instructional media in college classrooms, has its share of supporters

as welias detractors everywherc. ihough here and there some hold the view, that lectures became

obsolete with the inveniion of printing arxl mass media, but there are people who regard it

as the method par excellence atd hold the opinion that lecture has an essential function and

cannot be replaced by reading combined witli teaching by discussion. The U.G'C. (UK) report

on University feacfring Methids Oge) further remaiks'that at the most universities of U.K.

the lecture remains thJ main vehicle for instruction and two out of every three of the teachers

who replied to their questionnairre were satisfied with the amount of lecturing given to their

students, whether specialized or nonspecialized. The lecture remains an important media of

instruction in the presentation upto theiast minute. Unlike the mass-media techniques, personal

lecturing providesior immediate issessment of tlre classrooms. Consequentty, Sg pacing of lecturing

can be increased or decreased. The non-verbal feedback received from the students to the lecturer

helps in changrng the strategies of lecturing Lecturing is useful for developing critical thinking

and scholarlyloitact. It insiires and motivltes students. trcturing is most appropriate method

of teaching when the students are more accustomed to oral stimuli.The eifectiveness of lecturing would depend upon the mastery of the speaking skills of

the lecturer and listening skills of tie students. The effective speaking skills should be accompanied

by appropriate non-ver6al means of communication. The selection of language i.e. 'words' should

U" aor," very carefully. An effective lecturer would normally use concrete nouns, active verbs,

simple words, short sentences and active voice.

Cor,rponents of Lecture Method:

Lecturing is a complex process. The strategy to analyse lecturing into-component skills is

criticised by i number bf thinkers. Their argumLnt is that there is no single style of lecturing.

There are is *any lecture styles as there aie lectures. Moreover, lecturing is an art. It cannot

52

be analysed into components which became meaningless. On the other hand, there are otherswho have well receive{ Td supported the analytical approach. Based upon the better thinkingthis paper has visualized the lecturing process as having three mairr stages. ltanning presentation,Post-presentation. Under each of these stages the components'have been listed while keepingin view their importance and practicability.

I-Planning Stage:

The effectiveness of the lecture is related to certain factors like:(i) audience analysis; (ii) budgeting of time; (iii) physical sefting (iv) selection and organization

of contents; and (v) specification of obpctives. These factors are briefly presented below: universitiesdue to the fact that considerable time is spent in the teaching tfie facts, interpreting the factsand in speculating about facts. Almost the whole of the instruction in history and geographyis devoted to this purpose. In the science subjects as in engineering mathematics, *edicitre,chemistry, education etc., a good proportion of total time is given to the direct teaching of factsand the theories relating to them. Hence, lecture is an important method in college education.What it needs in improvement in order to make an effeclive vehicle of instructi,onal process.

Limitations and Scope:

The lecture method has been discredited because of certain inbuilt limitations. The lectureris active in presenting the subject matter, developing arguments and synthesizing variety ofview points. The students are passively and quietly listening to the exposition of t-tre lecturer.Some one has humorously said 'I-ecturing is_compuisory on the part of the lecturer but ,listeningis voluntary on the part of the students' Students do not gef sufficient opportunities to asiquestions and get their doubts clarified. They cannot contribute to the development of arguments.Every students is supposed to listen at the same rate which may not bs suitable to studentof varying capabilities. There is no personal and intimate contact

-bet**t the teacher and the

taught. There is a possibility of introducing bias and specific values in the contents by thelecturers.The problem solving skills do not develop amot g students.

On the other hand lecturing has certain strong points, ii delivered properly Students learnnew subject matter easily and at a faster speed especially when such studentj are not matur€for independent study. Lecturing has been considered an effective means for introducing a topic,giving overview of the-totality of the topic and having a quick review of completed work. thestudents find it a useful means of learning new knowledge especialty in the context of thephenomenon of rapid increase in knowledge. Lecturing is c6nsidired useful by students whena too many books are available as well as when very few books are available. Lecturing techniquecan provide most up-to-date information, since ihe lecturer can modifu him.

(i) Audience Analysis:

A lecturer would always know the nature and background of the target group, i.e. his audience.A lecturer may vary in his effectiveness with varying size of audiencl. Fir eiample, a lecturermay completely fail when th size of audience is around three or four students, on the otherhand a lecturer may not be effective when the audincee is too big. Secondly, the levels of curiosityand intellectual maturity of the audience do affect the styles and-contents of the lecturers. Thirdly,the homogeneity-heterogeneity of audience is another important dimension for deciding the difficultlevel and length of the subject-matter. The level and pace of the lecture are influJnced by theheterogeneity of the gouP. As a matter of fact the lecturer faces very difficult problems when

53

the heterogeneity of the group is beyond certain limits' Fourthly, the language of communication

influences the effectiveness of the lecturer. when the lecturer speaks in the language of the

audience the likehood of the level of communication enhances.

(ii) Budgeting of time:

The preparation of lecture and budgeting of time.for its.delivery require a.lot of experience

with the suUyect matter as well as undeistattlit',g of th9 audience' The budgeting of time takes

into consideration the duration anC schedule oiavailable time, and number of sittings on,the

one hand and nature and length of teaching units and availability of resource materials on the other'

(iii) Physical Setting:

The physical conditions in terms of size of lecture room, furniture, equipment' amount of

noise, ligirt, and ventilation etc., are likely to inJluence the effectiveness of a lecture' The prior

knowledlge about these conditions can heip in two ways: (a) checking and'/or-making provision

of necesiry equipment, if possible; and (b) changing the strategy and style of lecturing'

(iv) Selection of Organization of Contents:

The selection of units depends upon the nature of students, their entry behaviours' i'e''

previous knowledge, interest, curiosity, intellectual level, the purpose of the talk, etc' The lecturer

lmptoys the technique of task analyiis. He analyses the main- teaching points int-o meaningful

cori/nents. He also decides the iequencing ai well as mode of presentation' It is needless

to say that the lecturer has mastery over the subject matter and- is capableof transforming abstract

concepts into concrete, specific events and vice versa. To this effect, he prepares the lecture

notes. These lecture notei are upto-date and comprehensive. In order to make communication

effective the college lecturer prepares a brief synopsis of his lecture to be given to the students'

This synopsi, poitltt out various textbooks and ieferences books' The synoPsis can be given

as handouts to the students, prior to the lecture or at the end of lecture. In Indian conditions

preparation of such handouis'may be difficult because of economic difficulties and absence of

clerical assistance. Nevertheless, i preliminary planning about the synopsis of the-lecture and

its oral clictation or written presentation on the blaikboard before the lecture is a workable strategy'

(v) Specification of Objective:

Any lecturing event should result in a change in behaviour-cognitive, . affective and

psychomotor. A lJcturer should decide the direction and amount of such behavioural changes

in his audience. This would mean the specification of objectives in the behavioural terms' The

objectives can be stated in a general forrnfor the whole course to be covered within one academic

session. But such yearly obfctives do not help day to day lecturing activities' The day to day

specifications snoia Ue (i) wett stated in behavioural terms; (ii) adequate with-respect to learning

orrt.orn"r; (iii) relevent to the contents; and (v) adequate with resPect to the content outline'

Il-Presentation Stage:

Even if the lecturer has prepared the lecture properly, it is important to know that sound

preparation involves not only githering material 6ut also delivering it smoothly. Therefore, as

i .orr.* of lectures p.ogr"rserle unfolds his theme in stages that are complete to each lecture'

54

Thus knowledge ceases to be personal and private. The very presence of a lecturer creates abond, a cgmmunity of interest. The lecturer's aim should be to arouse interest in a subject,to create belief in values, to direct attention to essential facts and concepts, to present generalleading points of view -and thus to bring the students into active touch with'the subJect. Inother words, it has to do something with the personality characteristics of the lecturer whichwould make lecture effective. The presentation can be made effective with the help of personatitycharacteristics and congnitive skills of the lecturer.

(i) Personality Characteristics:

Under this head six different aspects have been noted:

(a) Modulation of Voice

- 49 competency of subject matter is important, command of vice is also a serviceable partof professional competence. This implies that lecturers should be obviously have voice qualitiesand diction that are reasonable effective. Here no one demands an oraiorrs voice or even asmoolh delivery of the ordinary television announcer, but as the lecturer continues over a longperiod of time, maintaining-the vice, at a particular note would be monotonous and less interestin{The modulation would reduce that monotony and also help in drawing and sustaining attentioiof the students at high level. Further, meaningful modulation would also help in und6rstandingby showing the emphasis or the otherwise on specific words, concepts and iss,rees.

(b) Gestures:

Gesture is an important media of non-verbal communication. Verbal communication is usuallysupplemented by (non-verbal) gestures. I4/hile verbal communication appeals only to auditorysense, the gestures involve visual senses also. Further, it also reduces the monotony of lecturinf.The gestures would usually include body movement, hands and head movement and facialexpression also. Further, it also reduces the monotony of lecturing. the gestures would usuallyinclude body movement, hands and head movement and facial expreision.

(c) Humour:Relief is an important component in making any corrununication incidence effective and

interesting. Humour is one of the important components of such relief. One has to be cautiousin choosing such item lest it should dilute the seriousness of purpose.

(d) Pause:

_ Pause is actually the fine gap allowed between two teaching acts-two students, a questionrnd an answer, etc. This is to provide time to the students to thini over the issue and consolidate:heir thinking and views. It is very important skill but difficult to practise unless one carefullyrlans it.

,e) Speech:

Speech is a basic tool, the chief means by which teachers attempt to reach students. Speechjnclude pronunciation style of 2 lecture which is very important in establishing effective andr:ontinuous communication link. While maimum effectivity can be achieved 6y establishinglinearity with pronunciation styles of majority of studentq the correctness has also to 6e maintained.ln that case one may have to be a bit slow and take the students with him/her.

55

(f) Language:

Language being the vehicle of communication between the teacher and the students, it has

to be adlustJa to tte level of students' comprehension. Simple and difficult-the criteria of using

the language should be the-understandability of the students. Wherever an unknown word is

used, if could be immediately given the meaning.

Confidence:

Self confidence on the part of the lecturer is very essential in order to be effective in the

class. Some are probably endowed with this quality. This cary however, develop with increasing

grasp over the iubject matter and improving communication ability. Feedback from external

iouries is the very important element in developing the confidence. Encouraging comments

by students, peers and heads may be functional in developing confidence.

(b) Ability to Establish RaPPort

Establishing a sort of rapport or relationship is essential in communication incidence. This

relationship may be covert (public meetings) or overt. In case of teaching it ought to be overtor expressed. A teacher may have to find his own way to achieve the rapport. But knowingthe pupils personality, showing concern for the students, accepting pupils' ideas, encouragingpupil participation are some of the keys to establishing a rapport.

(ii) Cognitive Skills:

The following skills are called cognitive skills. These refer to the process of lecturing frommaking a beginning to ending a lecture.

(a) Introducing:

This stage emphasizes on establishing cognitive and effective rapport with the students.This also aims at developing the readiness in students to receive the specific subiect-matterto be delivered. This may be done in a number of ways, viz (i) by relating it to previous day'slecture or previous knowledge of students; (ii) by narrating an interesting related ePisode; (iii)

by creating inquisitiveness in students, by putting certain questions on relatively known asPectsof the topic; and (iv) demonstrating or displaying some interesting experiments of charts ormodels. These are certain alternativs which are neither exhaustive nor prescriptive. Lecturersshould use their own discretion to select the method of introduction depending upon the natureof the subject matter, student grouP and his own capabilities.

(b) Explaining:

Since lecturing is mainly monologue, the lecturer assumes the added responsibility ofidentifying the concepts and issues which students may find difficult. The presentation of thevarious aspects of subjectmatter ought to be done in a particular sequence. This sequence maybe logical and psychological depending upon the subject-matter. This could be done by usingappropriate explaining links.

(c) Using Examples:

Use of example is a strong media in cases of clarificatiory extension and generalisation.

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This is a help in explaining. Examples should preferably be chosen from within the knowledgeablearea of students.They should naturally provide the clue to the issue for which example is beingused. Examples, which are important components, should be limited so that they may notovershadow the concept or an issue under consideration.

(d Posing questions:

Although lecturing is mainly monologue, it is necessary that it stimulates students' thinking.The continuous narration or explaining may not serve this purpose. Hence, questions, preferably

9f pointed and probing type, should be put intermittently to the class. A pause should naturallyfollow the question to allow the students to think. Depending upon the size of the class there-spo\se can be given by students (small class) and by the teacher himself (larg class). Evenwhen the teacher responds the purpose of stimulating thinking has been served-. however, inprinciple student participation should be maimised.

Use of Aids:

Judicious use of teaching aids always makes the teaching more effective. While the useof chart+ models, instruments, films, filmstrips, taped material etc., could be of differential usefor different subiects and students groups, the blackboard is the most commonly obtaining aidavailable to all teachers. A schematic use of blackboard with prior planning helps greatly tomake teaching effective.

(O Facilitating Note Taking:

Taking notes indiscriminately is a common phenomenon in our classrooms. At times thisreally overtakes the understanding aspect. Hence, if the students can be provided structured9*q _fot- note taking like dictating a few sentences after making a point, putting the gist onthe blackboard or issuing a handout, the students might pay more attention to understindingthe lesson

Q) Adrieving Closure:

The lecture should obviously be concluded rather than ended abruptly. This can be doneby consolidating the main points covered during the presentation, the leciurb, however, remainsincomplete without providing reference to reading material. The references can be given eitherduring the p'resentation or at the end of the lecture. The references should be given-as preciselyas possible- indicating thg bookg, the chapters or if possible relevant pages irom the-chaptei.This would economise the student's time.

(iii) Post-Presentation Stage:

hdlg this stage the lecturer should give assignments which are essential for developmentqualities like self-reliance, selfdirection and initiatior! and library reading. An assignment shouldbe properly understood, skillfully planned, intellectually givin and larefully

-cneckea. Suctr

assignments are indispensable and invaluable. Assignments 6ven at the end of the lecture wouldhelp the students of higher education in doing supplemenary reading on the subject.- During all the stages the lecturer should make judicious use of a[1he components of thelecture with a view to making lecturing effuctive.

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liv) Evaluation:

Effectiveness of a lecture could be iudged only by evaluating it. This evaluation of the lecturewould provide the opportunity for a feed back. It can be done by self-evaluatiory evaluationry colleagues, evaluation by the head, or by students. In any case the purpose of this evaluations to provide guidelines for improvement.

References:

1. Beard, R.M,

L BeardJt.M.|. u;rneigie, D.,

Hale, S.8.,Mcleish, f.

ri. Ministry ofEducation,

17. Strong, B.

.1.t i .

Teaching and Learning in Higher Education' Hezell Watson and VerneryLtd., Great Britain, 1970.'The Lecture'Research into Teaching Methods in Higher Education, 1971.How to develop Self Confidence and Influence People by Public Speaking'.Pocket Books Corporation, New York, 1958.report of the Committee on University Teaching Methods, London, 1964.The Lecture Method. The Art of Teaching, Better and Tanner Ltd., Londory1970.Report of the Evaluation Education Commission, Government of India,New Delhi, 1964-6.l.ecturing. foumal of the Institute of Education of the I-Iniversity of NewCastle, May 19(5.

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58

INNOVATION OF TEACHING METHODS AND TEACHINGTECHNOLOGY WITH SPECIAL REFERENCE TO TEACHING

OF BASIC PRINCIPLES IN AYURVEDA

Prof. V.j. Thakar, E . vice-Chanceltor,Gujarat Ayurved University, Jamnagar.

First,let us survey the area covered by the subject of Basic Principles in ,4yunteila.Ayunteda is a branch of ancient Science which deals with ryus i.e.life in general-and Human

Life in particular as evidenced by Vnkha Ayuraeda €ff gTrg{b, Hastyayuiteita, Ashwarynraeilaand the ,4yuroeda proper.

To the educated average Indians it is the native science of cure to distinguish it from thesimilar-Western science which is of recent origin.

To the Westerness it is the traditional system of medicine, which is still in vogue in India,handed down to successive generations and used emperically.

mattet of fact , all thes,e lotions express only fragmentary Truth. Real import of Ayuruedais that it deals with Ayus i.e., "Lit'e" in all aspects vii: Problems of Health and disease, prevention

::d. "".:,idrf8.s, diet and conduct are but one aspect. Growth & decline is another aspect,

birth and ileath is still another, chemical and structuril aspects, economic and political functi,onaland emotive asPects, social and religious climatic and ieasonal reactions, ,r"trrr" and nurturei.e. constitution, genetic and spiritual aspects-all fall within the broad spectrum, including racialtraits, the cultural and educational development fall within the broad spectrum of Ayurueila.Unless these are taken into account, Holistic or Totalistic stud.y of purush i.e.'Ayus tiaing Oiganism,remains incomplete rh74:r:, its basic principles too, should be related to all tirese

""ie"ts in toto.

In short, Basic Principles are directed to the study, Firstly, of ayu i.e. puruslm or a livingbe.ing a1d secondly of Inka i.e. of Universe and enviionmeni. Regirding origin of Universe,origin of Human Beingand processes taking part in the creation of man- 66qft1 . iireir constituents(Flell

.GO ) their g.orylh Qk1, rneir impediments Gqs4 or interference and their destructionor disintegration C{4Fr) . Lr other wbrds all pheiiomenona-natural, incidental or accidentaloccuring during and affecting each & every individual life or community are to be consideredas basic principles of Ayunteda.

A f:y most important are given below to magnify above statement:-1. Life element in eternal, i.e. conscious element ii ever-existing never destroyed. pain &

comfort are also cotxistant with life, they are but two p.ope.ties or two siates of life.The same is the case with premordial matter which is inert by nature but having inherentproperties of 3 gunas & its subsequent products substances are also inhereiing theirrespective properties.

2. As pain is immediate concern of life, desire for relief from its pangs is also inherenturge of a living !"i"S.Eradication of disease pain and perpetuatibn o"f case is a coveteddesire of every life and all its efforts are directed towaids that end.

3. Abode of pain and pleasure in a living Being-Organism is his body and mind but they

59

can experience them only if there is contact with the third element conscient soul' The

moment contact is withdrawn, feeling of pain and pleasure vanishes. Instead of Animate

fr64; it becomes Innanimate (gT+tr{ ss T0 corPse'

(1) Exogenous ($rFrO salibruous or Harmful contact of objects from outer world with

res&ctive u"n*rk time factor i.e. periodic changes in atrnosphere and environment

(enfuf,trm PLU-S snFtrto)(2) Endogenous C{q) faulty dirretion of the Person himself wrong iudgement

.*@qttr.fr, and disturbancl of his psychosomatii balance (rv-ng-Td asr9l (i'e'

' 5. Theendogenous factors responsible for Health and disease are Glfttq-Qq) .i'e'

three

doshas aJ regards physicai states, and ( (-t{ PLUS ilO ) as regards mental states'

6. The Buddhi ot erogrw is the discretionaryPower of a person and responsible,for his

judgement and actLns. It should guide -him

to avoid harmful situations and select

salubrious ones. When this fails or *eakens, pit-falls arise & disease, tension and stress

follow.7. Disease is called Dhatu Vaishamyai.e. disturbance of equillibrium of body elements

constancy of internal environm-ent in modern medicai terminology' It is manifested by

feeling of discomfort or suffering frgm pain. Health is defined as a balanced condition

of boiy elements and is manifesi-ed by the feeling of case or comfort in sense well being'

g. Health preservative and curative measures are directed torvards respective abodes and

governing factors dominant at a time. They include internal applica-tion of medicaments'

surgical inter-vention and psychiatric *e"srrtus and spiritual and faith treatment (i'e'

g#*or"o, r.ataoo and ?q et{e1q Rfr<sr-ar(: qtlcteoa cfr: cftqtq'4 dlecfiqa)9. For maintenance of life and its growttr, supply of nutrition (gtf6fg is most essential

so is the need for rest and prevention of wastage of energy (Rq PLUS f$d) thatis why they are denoted as 3 Upastambhas to stress their supportive role for life. Similarlyfor relief from distress supply of drugs is also necessary for elirnination or allivation(ilr+Wr0of the offending doshas.

10. As both diet and drugs 311sp and 3ffi are exogenous products of external world,knowledge of various sources of food articles (inf6Tc{0 and of drugs trTEc{ti-qit1T{it) and their identification ({FT$fdft in systemic manner and knowledge of theirnaturalproperties @rfi'{fuI$ andactionsbeneficialorharmful @ffi6 ma effectson life processes is also absolutely important.

11. Diet and Drugs aie foreign substances. They require to be transformed into body elementsbefore they assimilateC. So-Agni (e|f{ as a transformer is needed. By action of Agni,essential and waste €ff<-fuE=qK*qo) matter is produced. Essential part is assimilatedwaster Part is thrown but. This process goes on in every cell. If the process is stoppedor slowed down the incompletely transformed matter is produced (AAM - (WO . ftacts as a poison and additional load to the body and an impediment to the normalfunctions. So (oren PLUS orFX PLUS rfi-rtcr PLUS qrq ptus eiFdfdq plusrltG+oTfqFq are factors ralated to the drug actions and abnormal body conditions andfaulty management.

12. Drug and food articles are not suitable to be consumed in their raw ffifl forms. Thereforetheir refinement ({iF5,I0 by culinary and pharmaceutical processes is a pre-requisitebefore their use. So knowledge of these processes CdH-6ffiD is also a fundamentalaspect of Ayunteda.

13. Drugs and food are some times not locally produced. So places of their origt& trade.routes, market places their collection storage, preservation type of containers effect oftime and the temperature humdity, heat, pests etc., should also be known-same abouttheir substitutes €frfrfr qED too.

50

14' Patients too, do not follow one type of food habit or one life-style. These differ fromre8on to region. So, importance of knowledge of regional variations of food habits and

_ life-styles should arso be taken into consid-eratio"." ftvnrog15' Social customs and rules and interpersonal relations and economic status also play an

imPortant role in creation of harmony of disharmony, case or stress in individual andcommunity life' Therefore, observance of social normsind established order fi{ga) andeconomic security Fric'q$ .is considered as primary basis of happiness inliteiy'Ayuroeda.

16' Some diseases. are genetically determined CE;r;-ffitqp "*-"

are considered asproduct of malafic Astral movements i.e. d#ft6n6-qrefr?D and some as a resultof invasion of invisible forces spirits and miciober

- - ASifJidW-@ and polution ofair, water etc.,.factors. So question- ofJreredity and in?ectioln itra' Jont"g;; 61E;qo|also forms a vital Part in Ayurveda. They reperye different type of -u"r.,ug"1n"r,t.

17' Some diseases are having roots in Destirry C{qfr-t4; or accidental origin (€-g;Didiopathy in modem medicine they are piedistines, No one escapes from"the results

_ of his good or bad deeds. They are unvoidable by the committer @f* im __--

18' A person always desires to get rid from the perpetual cycle of birth, death and re-birth.So spiritual discipline for detachment and ,rptift of spirii and better life here and beyondis also an aim advocated by Ayurveda @iaftrdifu fu-to

All these factors, 1t"-

i" brief, the subiect matter of Ayunteda and comprehensive principlesrelated to each one of them are the basic principles oi Ayurveda.

They may be classified and ennumerated as follows:

1' Principles related to the creation of Man and Environment. In Ayurveda World, Man,diseases & Health, the substances in the world-his means for maintenance and cure-allare products or effects @) and the subtle source from which they are produced aretrr(ED the causes constituents or raw materials. Each product has its'specific raw

materials' This is called ffi if.rtor fu6i0 or principle oi cause and effect. To explainthis principle these are some subsidiary or incidentir principres like

ffi+qa frcfn--vcW AqFI ftai-f,, orRsFn'q qRqTT{g, {upiTcr{ ffi{r<,Stq4r{ qrdfr{E, Ftrlrlitr<, tl.tcen, on[irrlot-ilqq .EisrE[{ Rchaq TrqrTil{ r f*faronuqq,ErBsoqrErqoaq sft{'rtfrq F*-, q€flT{E tr{ftTT* R*,o FTri--qqq fuflR,

frfrtrT, Tdfiq FflEct( q?ir_f,, \r$o,dfr rfihgd ffdrf,, 'qrwn-*

k61q I rtc-c{qrtfrrr ftEr< I qg{d, qcyrrfl{, TdFwtffiF Rtarm I

Thus objects of the-knowledge and means of knowledge are discussed under the KaryaKarana Siddhant from different angles. They are universall/approved and studied in details.These are philosophical principles as applied in fundame"t"t^rtuay of Health Sciences.

PRINCIPLES WHICH ARE ORIGINALLY OF AYURVEDA

ffi tarq, vrffir, qtffdfraT{ ; 3ap(frr6'rsw vrfrrc+os renffir,

f{sftfl< tcq yw--qqFq ir-g fufiFil | $Tt'gs1: ffid kfif, | sTr$fq furf, qf{Gilfrc kfl{fjrJ"r lfdliT of Differept Personalrty - ffift tfitur

6'l

FrsTrf(PfrFr - qr$nq-qrdacEqftla|nTseld-trfiK 3rtrff{qri6,

gtFidrc-iil-qffi{fs{rrd fucrdfrdrEkqrdgk

fdfrs1 siqq l+{Ft--FFri - ffqtqiAon"rgHHt - €r{fdhilc

F{ttd Rfoffir fuart - trn+{futqr'garamfu**r'IFIT : qrsFRid{t:

ffi ?iqq{qA eter<wnt*t Mff{

These principles have application in physiolory, pathology and pharmacolory describedin Ayunteda and can be studied objectively with relevant teaching aids and modem technology.

3. Principles of clinical importance which are advanced by Ayurveda. They are generaland specific principles regarding:

Development of individual disease ffiflfu kfl< CtdfuFilc , Management ofindividual diseases Rlf6ffir fua1q CftriffiilC , Dagnosis of diseases, general & specific

C€ric E6 fuf{flclcrcr) endoscopy {til6rriT for probing and use of disgnostic aids e.g.ilffria for qrfr l-drfr irffiq qfr{r

PRINCIPLES RELATED TO CONCEPTION, GROWTH AND BIRTH '\

OF A BODY ,

EUGENTcs AND DEvELopMENT ERRoRs AND DEFEcrrvE l tt**m to ffiicRowrH JPRINCIPLES RELATED TO THE STUDY OF DRUGSDRAVYAGUNA KARMA WINAN

i.e. Fq Itf qrf kilq

1. Drug identification & classification fdfdr{q{;rFrGInFT + qb{i {|ct-fi fin!frFt[ffi based on natural form structural properties WD Causes of variations

&ritrd t<e, - fuasqa: - trqgqE) Ph. & Forces modifying the drug actions:(ir[didqqttEttTo,r6r{f{rrffi )2. Parts containing qcti-ve principles 6r$ Whole Fqf9 of particular part

@ ro ss, rt5[, 5q fr(sr6-{K-ffinkfi)d. particutar process having specific advantage Srs{ {nil6qr{ at fi 3Rm <9

qn'[S Rtar<Fretq ftcrmTlc|q|g kflffirrd frEffm

qfqgtqrq4Klul crsrqEl-{o{ gwrl sur;{qr $rfi rdqur rilqX

Tdurfr-qfirfryqni-cTfr qA q {rqlqT K6cT

, , t t l , 6,{yag ddrrJ"rqr€{-ilq-Efs oTrRg" ftrqpJ " 5g6m ottfrg" og* " ffixg6ag1

Gg Tdrkfl TrEr+{ Rt{ fudrdfi{d''roYumt qssfqcmqqgur q|tdr 6grdrqffrfrqfrF{rc k6l(ft{fdFcc qr{rq frsr<

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4. Particular mode of administration gdrrrvn-win, Tw-sR 6crrTF{, {q, qFI_QTrgc_qqft cEr$

5. Particular dose for particular action CI|5IfffSft)9 Iiry for producing particular effects t*vq6r6_erqor-OZ. Isolation of active principtes fiPffiovtTffiTr, W fia, Sfu, Td, fu, qA,6168. Combination of compound formation 1fr,r_Trlilrip;L

"*^9. Collection, preservation, storage, packrng u".r aitiriLiltiliiJ''5r raw materials10. Therapeutics 1fr1-gfft-dfm{D11' Principles related to transformation 1tiw.Ig of raw materials and preparation of different

varieties and cecipes of diets & drugs @il-rEf_iwfimD

Bv use of different processes (fun:n*g etc ,yDiet trr, teffi snfr, {c-oi*{ Ic ailfr, nfa*r*oq sfq, TisFr, +ro, {rqm. snkDrugs gq{--q0t-6-ffi', wnr, Rq, s'ie, iTrgm, lrrfrrl lbo.r, {df4m, o16, tg, qn

etc. based on knowledge of Ue1 0il6Kffi RrM eight points of importance to beconsidered before consuming a diet or a drug.

We can see as we proceed from the first ilass of principles mentioned above to the sixth9!ass th9 scope of objective study more and more possible pirticularly in the case of No. 3-5-6,No' 2-4 have less scope-of objective-study but -,rch to be explained by ways of diagrams charts,similies and examples from every day life and experiments and class-one i, -o." ibstract thereis little scope of objective shrdy. Because materialistic branches of Ayurveda viz. Anatomy, surgeryMateria medica, and Pharmaceutics have ample scope for holding gross materials tiisues andsubstances of medicinil use. They do not go bcyond^the '?anchbhoot" i.e. minute constituents.Therefore they may be studied objectively and can be demonstrated with the use of moderntools and teaching aids. The same may be conveniently extended to the study of physiology,pathology and clinical study as suitable techniques and equipments are available now-a-da/s.Thcre is much scope. of introducing innovative methods ind technology and tools for better.and precise expression.

But when we have to tackle subtle factors beyond the Panchbhotas-Fiae Bhootas-lndiyas,M.ul?t,Individuality, constitution and personality differences and change of moods i.e. the thingswhich are beyond the power of camaral high powei instruments we have i6 rely on more speculativemethods and realiable data and standaras ana values established by Authoritive Texts. However,they should be made understandable by the use of charts, diagrams and illustrations and examplesfrom every day life. Most subtle and diffetent matters ari explained by the help of simiiies.^ As regards emphasis on learning in the place of teaching, there should not be t'wo opinions.

As a matter of fact in ancient times every branch of knoi"ledge the inquisitive student firstapproached the competent teacher with modesty and requested tim to enlighten him regardinghis p_ointed querries in a particular subject.

Further in Ayurveda the student had to use his discretion in selection of the subject takinginto considcration his capacities and circumstances evaluation of prospectg social status andprestige, arising after the

:*9l.of syliect and responsibilities and risk bf the profession, availabilityof equipments and other facilities. He should then decide regarding the avaiiability of equipmentsand facilities at the centre of education and compet"r,." urid co-operation of the preceptors whoare to teach and train him. The question of aptitude and intelligence of the student was comingat a-later stage of cmixxion. The situation of pouring inform'ation without being asked is t6be abandoned. When.the student is ready and'eagerioask questions the situatioln of pouringinformation without being asked is to b-e abandJned, the quesion of involvement of studenttoo is automatically solved. Questions put by the students are index of his intelligence, zeal,

63

irnd grade of competence in and grasp of the subject and the teacher has to satisfy his querries

i,ccoriingly with relevant answers. In Ayurveda this method of question-answer is given prominance

in classiis. At the beginning of each discourse a question or volly of questions are posed or

rhe debate is initiated with raising a problem and different participants exPress their views focussing

irttention on a particular aspect and finally the debate is wind up by declaring consensus on

rrgreed views and rejecting the rest of the proposals.- This is student centred method where the student raised the question' He is encouraged

o find out solution himself, guided for further study and discuss and argue freely and get,tonvinced. Nothing is imposed or served as a ready made solution and to comit to memory.

Ayurveda rtredicir,e in particular is a practical science. We whatever comes underobjective

;tudy, is considered most convincing. Pratyakha or direct observation or first hand knowledge

lerived by the student through personal experience is therefore emphasised etc' are tobe studied

'n respecf of drugs and disease instruments etc one is allowed even to invent new tools methods

lnd techniques aicording to requirement. So question of technology centred teaching is not allien

to Ayurveda. But it is n-ot aid in leaming and teaching without inquisitiveness in the students

rnd inthusiasm for gaining, for instilling knowledge with ease in the student in the teacher

technology remains inert and fruitless. It cannot and should not substitute the rapport between

the teacher and the taught.Teacher centred education is much condemned because dominance of teacher as active Partner

and role of students as passive partner is not liked by majority now a days. But I think it has

its place in the initial place in lnitial stage at primary education. When students' faculty of

putiing questions asking how and why is not developed and the faculty of imitation only is

develJping. In higher education when students ego and understanding and inigination are fully

developed and hG mind is diverted sccnorios and chatters. The audiovisual aids and techniques

and methods effective in holding attention to a particular theme of the subject become helpful.

Thus use of media to tape particular films are welcome. Most desired is the student centred

method that is the only suie method of learning ensuring in him sense of gain achievement

and development of deeper and winder understanding.As a reiult of medicai training one should become competant and bold and confide in saving

life, of suffering humanity as he has acquired deligently all such necessry qualities if head

and heart e*pe.tise in the speciality and depthness in the art of medical profession compassion

and alertness to serve.By leaming one should get transformed into a superior or divine being who possesses good

will to all colripassion to tlie suffercrs, administration for healthy and indifference for those

who are due to leave.

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&

METHODS OF TEACHING IN HIGHER EDUCATIONSTUDENT CENTRED METHODS

ByProf . M.B. Buch

Ex. Head of the deptt. of Education, M.S. uniaersity, Baroda

It is well known that a majority of tcachcrs in highcr education usc lecturc as the methodof teaching in ali institutions and in all disciplines. A good lccturc properly planned and intelligentlystructurcd is effective especially whcn thc group of lcarners is considcrably largc. Howcvcr,for grcatcr effectivcness, mefhods of teaching which involve students' participation arc in voguesince a long timc. T'hesc methods are studcnt ccntred methods of instruction. Studcnt ccntrcdmcthods arc morc practical to use whcn thc group of studcnts is small and manageablc. Agroup of studcnts betwcen 20 and 30 is a manageable group, where studcnts participation inthc learning process can convcniently be sccurcd.

In medical college/Ayurvedic collcges, thc studcnts' groups specially in areas of spccialisationare small and managcable. A numbcr of topics in Ayurved education require deepcr understandingnd participation tl'rinking. Participation thinking becomes possible when the collcge profcssorinstcad of lecturing adopts methods which are studcnts centred. Among the student, ccntrcdmcthods can be classified the following:

- Intcractive mcthods like

(a) Tutorials (b) Croup discussion (c) Seminars (d) Rolc playing

Interactive Methods

The cotrcept of interaction is based on the understanding that unlike inanimate objccts andcreatures, cvc'ry human mind l'ras latent and in-built capacities for though, imagination and creativity.Therefor, while inanimateobjects are passive recipicnts of externallorces ind animals .un o.,iyreact,instinctively, it is the human mind alongs which can interact thoughtfully and meaningfully.

In view of this, it is clear that if education is accepted as a two-way process in which t(etcacher and thc taught participate for mutual enrichment and bencfit, inieractive process hasa special place. In a medical collcge where the group is manageable, one finds thc. intcractionbetwecn the professor and the students, interaction with the learning/teaching materials andthe students, interaction bctween tl-re students, and the environment, inieraction of strde.tts *iththeir friends and lastly interaction betwc.en students owned past experience and learning. Interactionis different from reactien. Rcaction is confined to one iided response to a situation, idea oraction whercas interaction is essentially a matter of give and take ind modification. Let us takean exampie. A professor in a college, n'hile taking lectures on the symptoms and causcs ofdiabetics, may Put a question "what is diabet due to?". The students in the class room mayreply that it is due to improper functioning of pancreas. Here, there is a reaction to a situation,but whcn the question is such where any reply of the students will result into further questions

65

and further discussions, we would say that the process of tea-ching/learning resulted into an

interactive change. Reaction is spontaneous and limited to an individual person while interaction

is a group activity ir,.roi.ri"g eich member of a goup in- its ioint search for the desired goal'

To react is an inbuilt tenden! of every living orginism while, interaction is a result of training'

To be a good professor/teacirer in a college] thJre is a need..for training inhuman interaction'

Without methodically training, human intlcrction can serve little purpose in achieving any of

the goals of college educatioi. It is, therefore, necessary that a medical student in Ayurvedic

has initially to be trained to respond and to react to id-eas' In otherwords' the collcge student

has to develop ttre capacity to heal with idcas and conceptualise experience' The mcthod of

interactive teaching is based on four components - (a) respbnse, (b) reaction' (c) challenge and

(d) modification. It it ".,ry

when all of these have taken place, that one can say that thcrc has

been interaction. At thls siage an example from any unit of teaching in the syllab.us of Ayurved

education may be given). Ai soon as a shrdent is introduced into an Ayurved. collcgc' attentton

must be paid to the development of these- skills which terminate in the skill of interaction' Thus

we see that interaction is u co-pler. skill and can take place only after the mind has learncd

to respond, react, ct",alienge and riodify. If this is to be acirieved, the teacher has also to develop

the skill of interactior, uia the teacher should be willing to give due weightage to the points

of view to the individual members of the group. In otheiworJs, the sharing of perceptions and

,egard for individual perception- iss the i"ry'"rr"..e of. interaction' If successful' interactive

methods of teaching.ur, t"ud to effective achievement of objectives of education' There are various

methods of teaching which are based on interactivc approach and which maximise studcnt-

teacher, student-curriculum, students-environment interactions' Some of them arc:

Tutorials

The tutorial system is a systenn in which a small group of students receives guidance from

the tutor. lt is one of the most effective methods of *inteiaction

education' In this method an

intimate personal contact between the studcnts and the teachers is established and morc extcnsive

interaction is possible. The students take the tcacher as a friend and a guide and can scek claritication

without lrestitation. This method is very useful in scientitic subjects, medical education' engineering

education where complicated issues ire explained more effectively on a Person-to person basis'

The whole apprgach is based on the understanding that the tutotial grouP is engage'd in a team

approach to find the solution to a problem. The inethod is based on tlie dilectic approach of

the thesis, anti-thesis and synthesis^or proposition, opposition, composition'. This. is an example

of participative approach to the team work to find "

ioltttiott' Free and frank exchange of views

between students and teachers, not only enables them to remove their doubles but also cnables

the teacher to know how far he has communicated information effectively. It is very necessary

in medical education to take care that the tutorial method is not highly structured. There should

be ample scope for flexibility. For an effective tutorial, the ideal -gto"P

should coxsist of 8-1'2

students, but there are no (ard and fast rules. A group larger than this, if handled tactfully'

can also result into effective learning outcomes'

In a tutorial class, the class room arrangements should be such that no special position is

6.ren to the teacher. tne idcat pattern is to "make the sitting alrangement is a circular manner'

It is true that there should not be any rigid struchrring, but stitt the tcacher should be very

clear about the learning out-comes tt"o"[f"t the tutoriJ The experiel:" .:f ^tl^t^olul approach

in teaching higher edulation has revealef, tf,ut it develops the. iapacity ': ::qTi*

material'

the skill of communication and the ability to present the material in very economical manner'

The teachers should he sensitive to receive the feedback from the students and he should take

spec"t care that the tutorials do not degenerate into another lecture class'

66

C,roup Discussion

Group discussion is also visualised as a method distinct from the tutorial. In the tutorial,tlre role of the teacher is central but in the group discussion, the teachers role recedes into theb tckground and the learning process is more controlled by the group of students. It is studentsn ho raise the questions and reply the questions. The students iespond to questions and if thete acher suggests somethings, they would react individually and ilso in the group. Thus thesludents' role is more central and the teache/s role. is moie peripheral. The Jmali discussionF'oup of students is left free to interact among themselves with bccasional intervcntion fromtt e teacher to put the discussion into perspective in case it had digressed. In the group discussion,tle objective is to enables students to articulatc themselves froir cogently anJin in organiscdfashion. At the same.tirne, the approach results in the development 6f quatities of patience andtolerance and a willingness to modify and rcthink his own views in the light of argumentspt esented by others. Groups discussions is a training in co-operative developm"ent thinking. Thistype of group discussion leading to intensive group interiction, is more esscntial to be usedin medical edrrcation Ayurved education whcre thcie are timcs when not a single Vaidya, buta_ qroup of Vaidvas examine a paticnt and through interactive discussions co-lc to an agrccddr cision about diagnosis and treatment.

Sr:minars

Scminars can be treated as the most complex form of interactive teaching, and can be uscdve ry effectively in the process of highcr education, after a leamer has passed tfiough the trainingof tutorials/pcrceptorials and group discussion. In a semina. u g.orrp of students"may bc askelto prePare brief papcrs, or Present their point of view orally- before the group, followed bydi;cussions and interaction. Thus more preparation planning and organisalion

^has to go into

th seminar mcthod of teaching. Pare thc objcctivcs i.e widler than ln tutorials/prccepto.ialsof group discussions. In addition to being a test of thc learner,s grasp of thc subjcctcontent,av'arencss/ capacity for analysis, synthesis, and organised and well-oide.ed presentation, thcse ninar method also tests an organised and well-ordered presentation, the seminar method alsotel t an individual's capacity for research and creative thinking. The teacher's role in thc seminaris that of a guide. Students have to be helped with discuss-ions and suggestcd reading priorto ihe seminar' As in the case of group discussibn, the inter-disciplinary upp.oiit", may bc ."*i.ding.Thus, several departmcnts ntay combine to conduct a seminir. If thc^participation of th teachJris- :onfined to chairing of different sessions of the seminar only, studcnts wili experiencc a scnseof freedom and independence which should go a long way in cultivating the desirablc qualitiesof :onfidence and mature thought. The seminlr meth6d, thercfore, is eniirely student-baied andshould be most effective if uscd towards the end of the teaching period of an undcrgraduate,sstay in college. In practical terms it may be possible to hold only one, or at most two, seminarsdulng an academic year, preceded by scveial group discussions on themes and topics rclatedto the seminar.

Role Playing

Role -playing is yet anotl'rer rnode of interactive teaching and has bccn found to be fairly

su< cessful in disciplines likeNursing, Sociology and Psychology. As the name suggests, studentsare encouraged to take a real-life situation and to try to put tliemselves in the polition of pcopleinvolved in the particular life situation. The method helps-a learner understand p.o"orr", involvedin 'lecision making and appreciate the others' points of view. However, not enough work has

o /

been done on this method of intcractive teaching and hence it may suffice here to mentlon

this system.

Conclusion

The advantages of the interactive mcthod of teaching are several' They could bc'summed

up as follows:' - It provides fecdback to the teacher regarding the content learnt, and hclps him to remove

confusion or doubt that may exist in the minds of students.

- It brings home to the teachei.and taught alime that they are copartners in the venturc

of teac"hi.,g{earning with the modifiiation that co-partnership does not mean cqual

partnershif, since the teacher should prove himself .the

superior Partner'- It developes in students the capacity for independent thought, and encourages scif-study

and gerreration of new information'Ii trains one in group activity and societal trails like tolerance and co-operahon,

and intcllectual humilitY'However, the method can be used effectively only by bearing in mind its lirnitations'

These limitations, and the conditions for its success, may be indicated as follows:

- Interactive mcthod of teaching can easily lose its academic character unless one is careful

to ke,ep thc obiective bcfore him clearly. A discussion can get off the rails, and the teacher

must be ever vigilant regarding this'- It cah also degcnerate into polemics and mere play of words'

- It can become an arena dominated by a few peopte all the time, the rest of the g'roup

being left out of ParticiPation.- It is not a substitute foi the lecture method but a supplement to it.

- The student must be slowly trained in the skills of interiction, which requires advanced

and detailed planning by the teacher.- The fact that the interactive method of teaching is increasingly student-based, places

an ever grcater responsibility on the teacher'- To be effcctive, ,,r.h programmes must be innovative and find imaginative usc for the

existing resources of an institution.- The teacher should review in advance the course content and dccide on certain topics

that can be taken up for group discussion and seminar' This would provide him with

the necessary time to plan and organise'

a a a

58

SOURCE MATERIAL FOR STUDY ANDDEVELOPMENT FOR HISTORY OF AYURVEDA

ByB. Rama Rao

Asst. Directar ilc, Indian Irstitute of History of Medicine, OMC Btdgs, Putli, Hyderabad

History of medicine in general and history of Ayurveda in India as an independentbranch of learning is gaining importance and getting due recognition in India only recently.Karl Sudhoff founded the Institute of history of medicine in Leipzing in 1905 and this pavedv'ay for opening similar institutions in European countries and America. Prof. Henry E. Sigerist,tlte then Director of |ohn's Hopkins Institute of history of medicine stressed as early as in 1940,the ncrd for n institute for studies and research in history of medicine in India.

The cultural tradition and philosophical background of living in India do not lay muchsr ress on the physical and worldly pleasures of individuals or society. Happiness was ihe aimof life rather than the pleasures. Obviously the ultimate aim of the study of all the branchesof learning was the attainmant of salvation or realisation of the sou. This philosophical andstriritual background in India probably appear to be responsible for the lack of information ofbiographical details and other related aspects required for the historical studies. Tl,rs makestlre reconstruction of history of medicine in India more difficult and requires study of vast sourcenraterials of varied nature.

The source material for the study of history of medicine may be categorised under two divisions:

1 Medical sources. 2. Non medical sources Medical Sources:

Under the medical sources the basic source is the medical literature in Sanskrit & Regionallanguages preserved in the form of manurripts. The survey, collection of information and studyoi the manuscripts is very important. The ancient practice of imparting and transmission ofkrrowledge orally was changed and supplemented by the practice of writing on leaves, which,later in the late medieval period, was changed in writing on paper. In South India writtingon palm leaves aPPears to have continued even upto the last century. Apart from door to doorslrrvey of all villages, the survey of libraries is also very necessary for getting a complete pictureol the medical literature available in India.

There are several liberaries having large collections of manuscripts but many do not haveproperly prepared lists or catalogues. Even the a'railable lists or catalogues may not be freefrom defects. The condition of manuscripts in many libraries is also not satisfactory since facilitiesfor providing protecting measures, which involves considerable financial provision, are lacking.I Jrave seen some palmleaf manuscripts in govemment libraries which were fused together dueto passage of time and lack of protective measures against wonns and insects and climatic effects.

A research scholar should not depend on lists or catalogues of the manuscripts. A bookmay be quite different from that mentioned in the catalogue or list and sometimes the actualmanuscript listed as one book may contain two or more separate books. Once I noted a work

69

calleC ,Rasapradipika'by Bharadvaja. This itself was a new information for history of Ayurveda

and when I studed the manuscript i found that the bundle contained leaves from another work

which appeared to be a commentary on an Ayurvedic work-by utt author named Mangalagiri

Surin', *ho *u, hitherto unknoyrn. This caused me boundless joy' Sometimes-the book may

be different from that mentioned in the list. Once I noticed a work listed as'satavidhvamsi'

and got interested and look out the manuscript thinking that it 'arould be a collection of 100

yog; but I could not find the name 'satavidirvamsi' anywhere' C)n keen persual,I found the

letters ,iti-tavidhvamsi' at the end with a letter before 'ta' missing. The person who prepared

the list thought that the missing letter was 'sa' and since it was at the end he thought it to

be the title ,:satavidhvamsi' while actually it was 'Itivatavidhvamsi'

Some of the rare and unknow. *orkt or authors which I noticed during my studies of

manuscripts by physical varification are given below:

1. Todarananda AYurveda SaukhYa2. Udayaditya bhatta's commentary on Astangahrdaya

3. Vaidyasaramu bY Revanasiddha4. Ayurvedabdhisara5. Vaidyasastrasivanubhava6. RasapradiPika of Bharadvaia7. Vaidyavallabhasamhita of Vithal Galand'8. Camatkaranighanhr9. Mangalagiri Surin

10. Cudamaninighantu of Suraya Surin

In the early days of this century several manuscripts were edited. Ayurvedic works were

edited by Sanskrit sciholars who were proficient in grammar, sahitya and tarka but notin Ayurveda'

This sometimes led to defective atd i^p.ope. editing of the work' One example for such type

is Bhelasamhita based on a single manuscript in Taniavur'

Non-Medical Sources:

The non-medical literature forms an important source material. Apart from physician-s, diseases

and treatments, history of medicine has tb cover several other aspects like social status of the

physician, relation of ihe patient and physician, social statug economical conditiory food habits

and climatic conditions. The study of Vbdis, Puranas, Kavyas, religious literature and non mcdical

scientific literature is importani and this may supplement information for medical history'

Physicians or military surgeons used to i..o*puny the army !o- tfe battle field' Vispala

was provided by Aswins'an irin leg which she lost in ihe battle-field. Some other miraculous

cures and surgical accomplishments aie also known. The rivival of Laksmana from unconsciousness

in Ramayana"is well known. When Bhisma was llng o]l lhe bed of arrows, miltary surgeons

were called to attend on him by Duryodhana. However, Bhisma refused and asked Druyodhana

to send them with due honours.Medical classics deal with messengers and the prognosis based on the time, direction and

other particulars of the messenger. This suggests thCt pfiysicians used to visit the patient when

they are not in a position to 5e brought IJ the physicians. One lgatha' i1 'Glthasapatsati'

of Hala narrates an interesting episod-e. A housewiie was in love with a physician' She was

taken to the house of the pnyficiit', with the permission of her husband on the pretext of her

being bittenm by a scorpion. Thit t,tgg"tts that patients were taken to the house of physicians'

Ther:e might have been some changeln the practice of physician visiting the patients to that

of taking*patients to the physicianlThe passage of time rnight have given a dignified status

70

to the physician. This also suggests that medical aid was more preferable than the charms ormantras for bitcs of scorpion and other poisonous animals, since the housewife was taken onthe physician.

Collection of such information and the comparative study of such aspects with the materialin medical classics are very useful.

During the study of non-medical and rrredical literature we come across several authoritiesor works for which a survey of manuscript collections has to be made to trace these authorities.The famous commentator Mallinatha has quoted Agastya with regard to precious stones butno work on precious stones by Agastya is known to us. Similarly a verse of Vagbhata mentioningthe five defects of rathas is guoted again by Mallinatha. The verse does not find place in the

ilasaratnasamuceaya of Vagbhata and no other work on rathas by Vagbhata is known.Almost all kaa'"yas described the changes in pregnancy very fascinatingly. Among these changes

very much importance is given to the fulfilling of the longings of pregnant woman. This iJinaccordance with the principlcs of Ayurveda. While Caraka Samhita recommends to give all thata pregnant lady desircs exccpt those which are harmful for the pregnancy, Vagbhata suggests thatevcn unwholesome things sl-rould also bc given with antidotes and other precautions. Theimportance attacl-red to thc fulfilment of thc longings is further stressed by the commentary of theword'pratita' in Raghuvamsa by Mallinatlia. This word generally meatli learncd but Mailinathacomments it as'Garbha' jnana4van-i.c. onc having thc knowlcdge of pregnancy ancl all ie<1 things.

In the literature in regional languages was may find instances relating to food habits andothcr practices of daily and seasonal regimcn which may be similar or different to the principleslaid down in Ayurvcda. Thes are to be collected, studied and regional, climatic and historicalor political dcvclopments involved in such changcs are to be studied.

Bath with cold watcr is prohibited in yoga texts while in Ayurveda bath with hot waterfor the 'dhahkaya' is said to be strcngthening but the same for the hcad is said to be harmfulto l'rair and eyes. Further, bath in the early morning is prohibited in yoga texts. Thc sequenceof sauca, tooth-brushing etc. to be performed in the morning suggests thc bath after sunrise.The reason for these changes in the practices are to be found out. The rule of foreigners andtheir onslaughts on the religion and religious practices could have some effect on this. Fromvarious works on literature, Puranas tc. we find much information on the food habits and materialuscd in food. Two works of srinatha of 16th cent in Telugu rcfer to the eating of cooked ricewith curd and a pickle just at or after sunrise. This practice has been in vogue in certain partsof South India as a special practice for good health and vigour especially for young boyJ andgirls. This practice is not referrcd to in any Ayurvedic works. Another work refers to the cookingof food by the heat of the Sun and several dishes are also mentioned among which many maynot find place in the texts of Ayurveda.

It may be interesting to know how the physicians used to dress themselves and how theyused to caryr medicines and surgical instruments with them during their visits to the patients.A description of a physician in a Telugu work of 16th c, is very interesting. TillapakaTiruvengadanatha wrote Paramayogivilasamu is dvipada metre, which is meant for the commonfolk. The physician is described as below:

"The physician was holding a bag of medicines under his armpit, was wearing a fine clothover his shoulders; he placed cotton in the ears, put on a turban on the head and had a ringof an alloy of five metals (Panialoha), had the mark of urdhvapundra on the foreheacl, had(dry fruits of) chebulic myrobalary the book of Bahata was half appearing in his hand throughthe upper cloth, he was murrnuring the gunapatha (materia medica) in himself and was tookingaround for herbs."

This shows, apart from the other aspects, that the book Bahata was very popular and was

71

used as a manual by the practitioners. The placing of cotton in the ears is interesting and requires

strrdy into its origin. mb notding of myrobala* in the hand certifies the practical usage and

utility of Haritaki"by the physiciais as m-entioned in Ayurvedic texts. if any picture or illustration

of a ihysician is found irrany manuscript it would be still more interesting. In Eur-opean countries

illustaiions are available showing the atiire of physicians in different centuries in different counfries'

Collection ef such inforrnation ind also materiils like boxes made of tn'ood, metal or silver and

also bags which were used by famous physicians to carrlr medicines from the descendants of

well-kn6wn Ayurvedic physicians will be very interesting for medical history'

Religious ind seculir literature contains considerable material pertaining to hygiene under

the pretlxt of some religious vows, practices or rites. The hygienic principles were always

intertwined with religiou"s code to mike the people follow the rules strictly' Several aspects

of dinacarya and ritucirya, treatment of diseases by medicaland surgical methods are also available

in religious works. The rules regarding brushing the teeth, taking bath, taking food, fasting on

certain"days and months, restrictions on sexual he-baviour etc.-all these have hygienic background'

The principles of hygiene and public health involved are to be made known after keen study'

Fastiirg on certain dalys, taking bne time meal during certain days or months and taking certa,in

speciai items such ur Nitnb" iAzzadirachta indica) flowers with mango and othcr items on the

,rL* y"u, day in South India are to be observed keenly for their hygrenic and medicial importance

and atso preventive aspect, if any. LIse of various flowers and herbs or leaves in different occasions

like Ganesacaturthi may also hive some preventive or medicinal value. The subiect of sadacara

in medical classics, *t"ti.h is a sort of mental hygiene also finds place in religious literature'

Though the reasous and purpose may be specified as attainment of virtue or svarqa (heavcn)

we hive to reveal their utility from the health point of view'

Traditional practices:

There are differences among the actual practices in tradition and the rules found in Ayurveda

and Dharmasastra in some aspects. For brushing tecth, sticks of Nimba (Azadirachta Indica)

and babbula (Acacia arabica) are prefcrred in traditional practice. But in Ayurvedic classics thcse

do not find place in the trees rccbmmended directly. *o"Sl the general,rccommendation that

sticks of trees of Kasaya, Katu and Tikta tastc are'preferable includes Nimba and babbula, it

is difficult to explain the abscnce of direct mention of these two and in the same way the absence

of the ,r*gu oi the recommended herbs in practice. Similarly the frequently mentioned arka

is not in p:ractice. Study of non-medical literature and other sources may lead to give some

explanation.If we study the non-medical literahrre including scientific literature, valuable material of

medico-historical interest may be revealed. The works on architecture, engineering, and town

planning may yield some information regard.ing hygienic precautions in the construction of houses,

irospitali u.rd ptatt.ti.tg of drains etc. in villages o. io*.s. Such information may be complementary

to Ayurvedic knowledge.

Epigraphical & Archaeological Sources:

The archaeological and epigraphical sources form in important factor in the shrdies and

research in medical history. fne/ar'e comparatively valuable since these evidences have definite

or decided dates. The excavations as Lothal and other places apart from those in Mohenjodaro

and Harappa throw light on the highly developed system-of public health.in ancient India'

Among the archaeolog[cal finds onl] 3 or 4 rulptures of Lord Dhanwantari could be traced

so far."This is to be c6rrelated with the uppeura.ce of Dhanvantari as God of medicine since

72

it is known that Dhanvantari was not a Vedic God. A sculpture in Amaravati is described bythe-archaeologists as ihat of Jivaka & Afatasatru in conveisation. So far we do not have anysculpture or painting of a physician in India except th.e fanrous sloka describing Vagbhata, thlauthenticity of which is doubtful. Thus this sculpture appears to be the earliest iicture availableof a physician in India. Similarly sculptures of Gods & Goddessees like Sun God, Saptamatrakas,Hariti, Putana associated with cure of diseases are found and their place in the medic{ reliefand cure of diseases is to be found out.

In the recent excavations at Narhan in Uttar Pradesh the remains of amalaki, draksa, NuxVomica andother dating back to about 1000 B.C. and remains of wood, charcoal of sandal viewedas first evidence of cultrrral interaction between North & South India during the fifth centurybefore christ, were unearthed. In India the archaeological remains like skeletons, and utensilswere not studied bv Awrvedic experts.

- Several scllptuies depicting Iatika stories have scences like fainting, cutting the flesh fromthe arm of Sibi ancl painting of intestines useful for our study.

Inscriptions also reveal valuable information. T'he famous iock edict of Asoka refers notonly to the establishle,nt of hospitals for animals apart from human beings brrt also to thecultivation of medicinal herbs which arc not readily aviilable in certain regionslsome inscriptionsrcfer to famous physicians and surgeons who were highly placed in the society. One mi.,isterSuryamantri is not only mentioned as a learned physiiian but also as ?arahiti paratantra. T1|efrequent occurence of the word Parahita as a title to the physicians in the inscriptions in SouthIndia, and the availability of a book called Parahita Samtrita have led me to conjecture thata school or tradition by name parahita sampradaya flourished during the medieval period inAndhra region. We have epigraphs referring in detail to the existence of hoipitals in medievil period.

The K.B- Muscum inscription of 12-13th c. records one physician named. Bhima asVaidyavidyadhara. The_Saidapur inscription of 1034 A.D. refers to the greatness of the surgeonnamed Aggalayya who flourishcd under the patronage of Chalukya king |iisimha. This inscrip'tionis of immense value to the history of Ayurveda. It iJ well known fact tf,at the practice of srrrgery,which was in it high position in ancient times gradually diminished during the later p".ioi.The mention of Aggalayya in this inscription as a sn.geon physician is very iiportant. It showntf."t tllq practice of surgery w.Ls ryt:gmpletcly given up. Aglgalayyais compared with ChalukyaKing Jaisimha. Comparison with the king, under i'nosc pat.oiuge it* u.g"o.,'-physician flourished,bestows 3 very high status on him. This fact, conjoined with the faci tfrai Aggalayya built atemple of Jina, which was named after his title Vaidyaratnakara, with an attached bisadi showsthe high stutus of physicians and surgeons in the society. There is an opinion among scholarsthat the advent and popularity of Buddhism and |ainiim, which pr"u"n"d non-violence andpractised it with utmost devotion were, to some extent, responsible fbr the neglect and downfallfor the branch of surgery in Ayrrveda. Aggalayya was a Jaina and his being a great surgeonis also important and interesting as it shows that Jainas not only etr"ot ."g*Jrrrilury but"alsopractised it. Three titles are mentioned of Aggalayya, namely Vtidyaratnaiara, pri.ricarya andNaravaidya. The first two are common. Naravaidya might have been used to distinguisir fromveterinary physicians.

Like manuscripts, other sources are also to be studied by Ayurvedic scholars for gettingcotrect and authentic information. An example is qrroted. The K.B. Musuem inscription is puftisnedby the Archaeology department. it states that ihe physician referred to in the record was anexpert in treating 'maternity cases' on the basis of the letters 'suti'. On the detail examination,I was not satisfied with the statement and it was refuted.

Ardrives & Travelogues:

In ancient India, Chinese travellers came to^India and studied in Universities and travelled/ J

throughout the country and recorded their experiences. We are aware of the reference by ltsing

to an*Ayurvedic compendium comprising of eight branches. These travelogues shed light on

several ispects which are of intereit to medical history. In the late medieval period several

European travellers visited India and their detailed accounts furnish valuable information on

the pieservation of health and medical relief and physicians drugs and diseases. All these accounts

are to be comparatively studied with concepts and methods mentioned in Ayurvedic works

and gradual development or decline or modification are to be brought to light. The record offices

or archives in different parts of the country are also required to be studied for information

on physicians, surgeons and hospitals and particularly the activities of the government for medical

and health promotion and cure of diseases including epidemics.

Oral History:

lmportance is being given now to the current history of medicine which covers the period

about fiom the early paitind middle of this century to the present day. Apart from the available

records of different nature, oral evidences are also given due recognition and importance. This

source has an important role to play in reconstructing and preserving the activities of individuals,

institutions and the state in different parts of our country. There are several old physicians,

scholars, or dignitaries who are associated with various activities of the medical field. They

can be interviewed and their experiences and information which they know may be recorded

and used for history of medicine. Considerable information which is not recorded may not be

otherwise available and may be very useful,'can be collected from such Persons.

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PRINCIPLES OF EDUCATION AND THEIRIMPLEMENTATION IN AYURVEDA

ByProf . V.V. Upasini

Head of the Deptt. of Rog Vijruna & Vikruti Vijnana & Superintendent, Arogyashala HospitalAyunted Mahaaidyalnya, Ganeshwadi, Pancla oati, N asik

Respected Chairman, Co-Chairman and the professors and research scholars of variousinstitutions, first I express my greatful to the organisers for having given me a chance to participatein this seminar.

I try to putforth before you all, a few ideas of teaching methods which will be useful andbeneficial for Teaching of Ayurved especially Basic Subjects.

Now a days education in any field is concerned with the objectives. The process of educationis objective oriented, where (i) knowledge, (ii) understanding, (iii) application, (iv) recapitulationand (v) evaluation are the stages which in the end aim at the 'personaiity development'in generaland in case of Ayurvedic teachers and students it should aim at positive health to all.

The students and the lecturers in the Ayurved College are expected to participate activelyin this pr<xess of education.

While teaching in the class various methods are followed.

(i) The most common is the lecture methoC.(ii) Demonstration method.

(iii) Experimentation method.(iv) Excursion method.(v) Historical method.

(vi) Project method.(vii) Programrning - This is new method where the subject to be taught is divided into small

prograrunes with the help of the computer.

All the above mentioned methods should be employed for the teaching in our colleges. Theteaching should be based on scientific methods.

The steps to be included in this method are'-

(1) Observation.(2) Data Collection.(3) Analysis of the collected data.(4) Synthesis according to the corrunon principle found in that particular analysis.(5) Conclusion.

Institutional teaching only can stimulate new inventions and discoveries in the material cultureand new inventions in the social and non-material life of men. Education can achieve the objectiveby ministering to the needs of students which go on changing and expanding as a result of inventionsand discoveries.

The education now a days supposed to be a tri-polar process involving the educand, theeducator and the social forces. These all, should keep in mind with the changing needs of the society,

/ J

an(l the education which is being imparted should ultimately beneficial to common rl€I1. r orexirmple the new electronic era has given many things to the society such as T.V., computers andso on.

Method of teaching should consist of following points:-1. Proceed from known to unknown.2. Proceed from easy to difficult.3. Concrete to abstract.4. Indefinite to definite.5. The method of teaching should proceed from impirical to rational.It witl be observed that only these methods are being followed in our Smhita Granthas. For

example $etrq eilr:T( {qt{ {q is the example of known to unknown. To explain the needs ofconception the example is being given that of tU-ta-sig-'frC is the example of easy todif ficult. While describing the mode of action of Basti Kanna it is said that 'I(ha-Stho-Bhoo-Rasaneev.

This is the way of teaching from conceret to abstract.Method of teaching should never be either teacher centred or technology centred, it should

be always student centred and teacher should be oriented accordingly.As also the method of teaching shouldbe 'Inducting' instead of 'Inducting', for exannple, when

wr. want to teach some diseas€, sy Jwara'the title of the lecture should not be lwara and itssynptoms, patholcgy,itreatment etc. but one should proceed by describing what is srotorodha?what is Aam? \ /hat is Pitta? what are the frrnction of Pitta? what will happen if Pitta is being increased,decreased or vitiated? what are the symptoms of Pittavruddhi, Pittprakopa and of Aam? and atlast it should be disclosed that these are the factors whiih are involved in pathogenesis of ]wara.

As also teaching should be from 'Analytical' to 'Synthetical' method for example when wewarnt to teach the properties, Rasa, Veerya etc. of Guduchi, one should proceed from how to identi$thr: plant? and not by stating directly that so and so are the Rasa-Veerya etc. It is the best methodto teach properties through its synonyrns:Rathachakra Ammta, Chhinnodbhava, Vayastha,lwarai,Sa'rmya, etc.

It is also necesmry to teach the 'IGran-Karya Bhav' while teaching. The rationable of trainingis ,-'ssential, suppose one has to teach the 'Aam Dosh laksiranani'. Then one should not go aheadby only stating "srotorodha Balabhrsha Gaurav, Anil-Moodhata" etc.. Inspite of this proceed byexplains what is Aam? the nature of Aam, and how it causes Srotorodha? What is the meaningof Balabhransh and why it is so? What is Gaurav? Why it is so, this should be explained and thatalso not with traditional examples, but with day to day examples. For example it is being taughtthirt there is Vruchikdanshavat Vedana in Aamavat. No body has experience of it even thoughit s taught.

Application of Basic principles should be made clinically at the bed side teaching by the teacher.In our teaching audio-visual aids must be employeed for effective teaching and demonstration,

it rierves as condiments in food which helps the palatibility of the food. Similarly the audio-visualteaching aid will make the teaching palatable, digestable, observable and assimilable to the students.Arrd students vvill be attracted.

Ayurvedic colleges require reiunivation. All the departments must be updated. Libraries andthr: laboratories need prompt attention. Especially museurns and models are required in DravyaGtma, Vishtantra, Rasashastra, Samprapi Departments. Charts and visual aids are helpful in Chikitsa,Netra-Roga, Sautika etc;

Training workshops for teachers are very important. Teachers must be encouraged to attendserrinars, conference etc. All the Ayurvedic colleges in the state and all over India must have acorunon get together to discuss the teaching methods at least twice in a year. The thesis and theM D. dissertations must be exchanged and disseminated.

76

Exchange of good and experienced teachers on loan basis should be encouraged. Visitingprofessorship should be encouraged.

Research Programmes on Basic Ayurvedic principles shouid be initiated and the teachers whoare willing to devote to this cause for lifetime must receive enough remuneration, adequate facilitiesof library, laboratories and travel forthvrith without inhibition and with ease.

I conclude herewittu by quclting the quotation of great scientist Maxwell, that"In science it iswhen we begin to trace the development of ideas that it becomes fascinating'. In Ayurveda thereis large scope for development of ideas the only neecl is to guide, to execute and lastly the desireof an Ayurvedic Academician.

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TEACHER CENTERED TEACHING

ByVd. V.B. Mhaiskar,

Ex. Pincipal, Goot. Ayuntedic College, Baroda.

According to some authorities the primary duty of most Unviersity staff is to 'Teach & toteach well". This is more so of teaching staff connected with the under graduate teaching of anyscit:nce.

Teaching is not easily, & exactly definable. Teaching ranges from the most elementary to themost complex & subtile forms of Instructions. Fundamentally teaching is the communication offads, & the ensuring that these facts have been grasped & with in limits perhaps retained by thestu,lent. Therefore, in teaching of any subject it is obviously important that the student shouldacguire controle over the basic facts without which no significient operation can be undertaken.In other words for the learning to become more effective or productive it must provide grasp ofbasic acts.

Three components are at work in the process of Teaching or Learniong or Education. (1) Guruor 'feacher (2) Vidya or the Science or subject and (3) Shishya or the Student. Knowledge is theresrrltant of the unification of these three factors or components. Great care has been taken whiledexribing the requisites of these three components in the Ayurvedic texts. Mainly to assure thatthe "Adhyana" ultimately proves useful. In modem terms effective and productive or creative.Shastra, Guru and Shishya all three are to be critically examined. Even today all attempts are aimedto this end, be they in the form of optimum marks gained, an aptitude test or any other scmtini.The'y appear to be effective in certain cases and totally otherwise in other instances. Reasons maybe rnany and complex. Once admitted to a faculty the student and the society in general expectstha: he or she gets an assured quota of knowledge adequate for all practical purposes, if not alsoadequate for further independent study or research. A teacher should aim at persuadingenccuraging or insisting that his students acquire by practice and repitation a persistant commandof basic facts in a given subject. The maior responsibility of a professor or a teacher therefored,is to see to it that the students grasp and retain the essential information regarding any subject.It nray be History, Basic Principles, Shareer Rachana and Kriya Swastha Vritta or Nidan Chikitsaand the like.

It seems that the concem is age old. It is reflected in the scrupulus examination of the Shastrathe Guru afid the Shishya. So also at many other instances.

I shall lay a stress on the part played by the Teacher in the process of Education "Teachercentered Teaching Method". Introduction of some of these could be of great help in bringing aboutsonre good change in the leaming process. Each one requires elaboration, Teache/s orientationand combined effort by all members of a department<ollege-institution (other colleges) and byUniversitv.

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PRACTICAL OBSERVATIONS TO CONFIRM 24+1. PRINCIPLESIN THE EVOLVEMENT OF INDIVIDUAL

ByProf. B.V. Sathaye

Principal, Goot. Ayunted College, Nagpur.

Many of the teachers even though teaching for years to-gether sincerely, respect Ayurvedicprinciples as Abstract only. At no stage, these abstract entities canbe objectified according to them.This very firrn, staunclu misbelief of them inspires the taught to nothing but passive cramminggrabbing of words without any understanding about the facts observed by authors.

The total lack of confidence in fundamental principles makes the crammer ayurvedically usefulfor nothing. This plight of practical, clinical and therapeutic science of life is due to lack of associatingnatural observation. It is also due to expecting elaboration to be done by some one-else.

Lack of basic confidence averts the cramming scholars to make any applied innovative thrustin the field.

Ayrrvedic seers by making all pervadive non-exceptional observations in the nature, proclaimedthat evolvemenr of each and every individual is by following a sequence. This sequence starts fromnon-manifest and by certain modifications reaches to the manifest stage. Many scholars havecrannmed the 24 principles like there are number of things getting evolved all around all the seconds.One has to associate the factual data with suggested principles.

Non-Manifest

Intellect

Individual specification

Cognition Mind 5

5 1

TamasPartial - Dominant

II

Tanmatra Body limitedMahabhutas

The beginning of each and every evolvement is obscure. If one sees at a field and some plantlife is coming up, the initial observation is for non-specific existance. "Something is growin('.lfyou look at the plant for a period and by intellect associate the single leaf or two leaves together,then the initial distinction starts. This is due to usage of intelligence and association of apparentcharacter of plant with previous association. The obscrrneness in the beginning is some what defrayedby knowing the distinction between Monocot or diacot. The more and more specific qualities will

r-Satvlc

Main PartialContribution

I

{Organs of Sense,

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be known only when days progress. Thus the evolvement in the beginning restricts the detailsand therefore, it is upto group identity.

The evolvement of life species starts by expanding the preexistant "seed" material, unlessthe paternal, maternal material gets expanded the new sprout can not come out. This initialrarefication can be verified by examining the easily pressed material without resistance. The Akasaas it contributes makes the previously compact material rare and easily compressible.

This first essential phase fcr all evolvements is the contribution frorn Akasa. As the rareficationis sufficient a sprout appears in one single direction. This spells that the propagation of materialfor evolvement is in one direclion. The material in the sprout is essentially converted by changein pH and temperature. The propagation is by Vayu. The action of 'Ieias converts, till initiaiiy theconverted material is in flux till it achieves its specific shape. It is the sequential contribution by

fala & Prithvi.Thus for average evolvement of any life"species rareficatiory propagatiory convertion,

liquification & solidification are the non-exceptional sequences. May it be a seed sown, or fertilizedegg in place or spore form of bacteria or virus.

Natural observation in embryology are intricate for species. But the above five are omnipreseniThis compelted the oriental seers to emphasize five primordial substances.

Compared to the body the material required for rgans of conation and cognition is substantiallyless. Therefore, they are ascribed to be evolved by dominance of Satva. The other organs and systemsrequire bulk of tissues and therefore the body limited Mahabhutas are formed by Tamas dominanceand a very little contribution from Satva. Rajas help either to mobilise requisite material.

When the process of rarefication starts in the seed material, the sound is produced. Unlesssound is there, there cannot be rarefication or expansion of compact material. Here the sound isTan-matra sound. Like that with propagation touch is there, with conversion by change of temp.With the appearance gets modified. The material in flux is having primordial taste and as it setsin shape it has the smell specific of its own.

This appearance of sound, touch, appearance taste and smeil is essentially there before thebody specific mahabhautic modifications appear. For this reasory the Tan-matras are supposed tobe responsible for body limited mahabhutas.

The sense c?jgans are representative of contributing mahabhutas. They start the functiorungin a seqjene. Ears get commissioned in the 7th month of intraterine life. They can listen. The skingets commissioned for touch sensation instantaneously as extrauterine phase starts. The externalenvironmentd tough initiates the first cry. Eyes start functioning still later. Discrimination rvithtaste and smell, is still later. This is so trecause in formation of new body Akasa, Vayu, Teja,lala,Prihvi have contributed in that s€quence. Ihese observations show the practical of principlessuggested.

The architecture of ear, skin, eyes, tongue, and nose is to be observed for comparison. Theear harbours on bellow structure (midear) where no substance is stored, processed or propagated.It has a link with external atmosphere. Skin is the outer dry most layer compared to other tissuesof the body. It is not a single point as the organ of sensation of touch. lt isspread allover. Eyespossess sornething that shines it-self. It has colour changing material,tongue is moist-most amongstthe watery secretions. Nose is thick and its secretions are also solid, comparatively.

These observafions'can tell the reader that24 principles are not as abstract as they are supposed.They have been established after non-exceptional observations done on in-numberable species forcenturies together. These can be observed in nurnber of evolvements in the same pattern.

The seasonls tastes, or dosas are based on observafion/comparison of plant kingdom and animalkingdom in various divisions of year. A teacher should prepare the student to observe environmentalphenomena and derive from them. The principles that appear abstract most will prove to be

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confid :ntly objectifiable.

INNOVATED APPROACH IN TEACHING OFBASIC PRINCIPLES OF AYURVEDA

ByProf. lyotir Mitra

Hend, Deptt. of Basic Pincipla,lnstitute of Medical Sciances,Bannras Hindu Unioersifu, Varanasi

Ayurv'eda is the name which the ancient Indians gave to their science of Medicine.Ayus meanslife and veda to know or attain. It is the only applied rience which is still in practice having unbrokencontinui$r. The three ancient compendia of Ayurveda unanimously own their allegiance to theAtharvaveda. (Charak, .30.21; Sushruta, 1 / 1.6 and Kashyapa Sambita, III.I) but the Chiranavyudha(36.4) of Atharva Parishistha and Nilakantha (the celebrated commentator of Mahabharatawhilecommenting on Sabha, XI.33) differe and according to them, it is Upaveda of the Rigveda. TheKashyapa Samhita (vim. I, 76th palmJeaf) and the Brahmavaivarta Purana (1.16.9 & 10) regardAyurveda as a separate fifth Veda. Thus, it is utterly explicit that the science possesses a greatantiquity.

It is a matter of great suqpirse that the term Ayurveda dose not occur at all in any work ofVedic literature. Perhaps, the Ashtadhyayi of panini (a well known Sanskrit Grammerianof Sialkotof modern Pakistan flourished in 7th Cent. B.C.) is the oldest work where the word has been citedtwice under the Ganapathas (IV. 2.60;|Y.4.1.02). Besides, the Mahabharata (II.5.6.11; II.2.25) putsforth,the term Ayurveda along with its eightfold divisions. It is surprising to note that Buddhistlite^rature, belonging to Tripitaka, does not mention the word Ayurveda. Although the Dghanikayaof Suttapitaka mentions almost every branch of Ayurveda by names. The old Indian Medical Scienieis come across by the name of 'titichha'. The king Milinda (Menauder of Bactria in c. 150 B.C.) issaid to have been versed in Medical Science with other eighteen learnings (Milindapanho, I.9). Thetikiccha alongwith aforesaid sciences was taught at Tixilla University. Jivaka, the celebratedphysician and skilled surgeon contemporary to Lord Buddha, had also iearnt the tikichha in thevery University (Mahavagga, VItr.I). The fain cannons mention the tgerm ,Ayubbeda, for Ayurvedaalong with eight branches (Thananga, g; Vivagasuya,T; &vavahara6hassa). Hence, we can assumethat the science could not get a sound footing inspite of possessing the rudimentary knowledgeof the above branches during the Vedic period upto 1OOO B.C. A scientific shape was given IoAyrrrveda in the Sutra period when the Ayurveda was compiled systemwise and krdian Philosophypaved the path. The main theme of Ayurveda can be well understood if its fundamentals areannotated' The term 'ayus'or life is considered as union of body, senses, mind and soul. The purposeof this science is to preserve the normal health and treat the ailments.

- The Basic Principles of Ayurveda are based on the universal theory of Panchamahabhuta. Thetheory of Panchamahavbhuta is an undisputed and unanimously accepted doctrine of Indianphilosophiles, propounded after prolong and critical observation of the charicteristics and behaviourof the gross bhutas, the properties of the physical objects and the correlation of the senses withthe matter of the environment. It also stands for a classification of the substances on the basis oftheir generic Propefties. It forms an axis about which the Ayurvedic concepts like Tridosha.embryonic development, body constitution and compositiory restricted response of the se.,* org€rns,

81

compos and action of drugs, seasonal variations and their effect and five fold classification of matteretc. revolve. It is based on the hypothesis that there are only five sense organs so far dcvelopedin man and that each sense organ has been designed in such a way that it embodies one particularbhuta in excess of other. That is why, it responds to only one particular type of stimulus like shaMa(sound), sprasha (touch), rupa (form or colour), rasa (taste) or gandha (smell) Hence, there shouldbe only five respective source matter to impart these distinct stimuli and these very matters typesare known as bhutas. In this way, all matter in this phenomenal universe can be classified in nomore or no less than five kinds because there are only five senses developed with which the externalworld man's environment can be contacted.

The universal theory of Panchamahabhuta was reduced to Tridosha theory by the Ayurvedistsin order to study the whole phenomena of this gross body. The Akasha bhuta is pervadive andhas no form. That is why it was left put and was not included in Tridosha. Vayu was acceptedas ohe of the entities and its vigorous role was observed. Tejas was also taken as Pitta and thelast member Kapha or Slesman was considered to be the product of two bhutas, i.e. Apah or Waterand Prithvi (earth). The same theory was borrows by the Unani System of Medicine and these threedoshas are identical Sauda, Safra and Balgam respectively. The whole body was considered to beformed of three doshas, seven dhatus (rasa, rakta, mamsa, medas, asthi, majja and shukra) andtheir respective malas (waste products) including Urine and faeces. If there is an equiiibrium amongthe above three factors, the body remains healthy, otherwise disequilibrium (vaisamya) leads todisorder. Since, life (ayus) is composed of body, senses, mind and soul, except the soul, all thethree become the subject of disease Asatmyendri yartha samyoga (unwholesome contracts of thesense organs with their objects), prajnaparadha (intellectual blasphemy) and parinama (seasonalvagaries) are the causative factors. The structure of the body and its functions were studied byAnatomy and Physiology but the Pathology was detectcd by means of knowledge. Ayurvcda hasincorporated important and main features of Indian Pfiilosophy. Nyaya philosophy is one of theforemost and fundamental bases and recorded by Ayurveda and it was Pramana or means ofknowledge by which the patient an drug can be examined and for this purpose, perception(pratyaksha), Inference (anumana), verbal testmony (aptopadesha) and analogy (upamana) withreasoning (yukti) were applied. This methodology is known as Epistemology (Pramanyavada). Thescience of debate is another feature which is developed now as seminar and symposium in themodern era. Maxim (tantrayukti) was also recognised to understand the scientific clue. Criticalexamination and research methodology are outcome of Nyaya philosophy and these factors canbe easily demonstrated to the students. The sixteen categories of Nyaya are well defined underBhisagvada margapadas mentioned in Vimanasthana of Charak. Paramanuvada (Theory of atoms)was main theme of the Vaisesikas accepted by Ayurveda and it was applied to understand thebody cells. Transformatiory metabolism, chemical change and otherbio-chemical phenomena werestudied by the Vaisesika school of thought. According to them, the whole Universe was categoriesedas Generic concomitance (samanya), Variant factor (visesa), property (guna), substance (dravya),action (karma) and inseparable concomitance (samavaya) and under these groups, all the thingswere analysed. Verily, it paved the path for better understanding the role of enzymes, hormones,circulation, digestion, metabolism and conduction. It also helped to understand the properties ofthe drugs. Genetics and embryology were developed on the sound footing of the SamkhyaPhilosophy and its main law-thmry of causation (satkaryavada) helped to understand the originof the disease and the psychosomatic approach was evolved out of it. The pathology of diseaseswas also established through its principles. The samkhya system of philosophy itself is responsiblefor the birth of modern statistics. The ancients had realised the role of mind in every walk of lifeand that is why the Yoga Philosophy contributed a lot to psychosomatic Medicine to come intobeing now due to its philosophical basis. This is short account of the contributions of IndianPhilosophy to Ayurveda.

Q '

Now, we turn to another important factor of Ayurveda as a combined philosophy of humanbeings. Being a theistic philosophy, it emphasizes the thmry of rebirth by which some peculiardiseases like leprosy and alike can be understood and scientifically diagnosed. Preservation ofhealth and its maintenance are the main aim of Ayurveda. Its attainment is due to personal, socialand moral hygiene which is very sophisticated and higNy developed. The regimens of day, nightand seasons, if observed properly, lead to positive health. Man can get rid of social and mentalworries, if he follows the laws propagated by the ancestors in this regard. Charaka (1V.LL.46,47)observe the factors responsible for keeping a person free from diseases. According to him, onewho resorts to wholesome diet and regimens who enters into action after proper observation, whois unattached to the pleasure drawn from satisfaction of sensory objects, who is given to charity,impartiality, truthfulness and forgiveness and who is at the service of learned people, seldom getsafflicted with disease. Diseases do not afflict an individual who is endowed with excellence ofthought, speech and acts which are ultimately blissful, independent thinking, clear understandingknowledge, observance of spiritual prescriptions and love of meditation. Thus, diet along withother factors, becomes quite essential for consideration in view of health. An observance of properfood (ahara) and regimens (vihara makes man healthy, both physically and mentally. A detaileddietetics is advocated in the compendium of Charaka (III.I 21-25).

The disease is manifested when the bodily doshas get provoked by extrinsic factors alreadyindicated and this provocation is the stage preceeded by aciumulation(samchaya) and followedby passification (prashamana) and the provoked doshas are eliminatedjn fixed particular seasonsby emetic, purgative and enematic drugs. This application prohibits a'roccurrence of diseases. Ifthis therapy known as Panchakarma is ignored, diseases develop systemwise. According to theview of the rhool of internal medicine, Ama is responsible for producing the disease Ama is nothingbut an unassimilated foodstuff or chyle which creates obstruction in the channels (srotas) whenthe circulation of neutrient fluid ceases. Provocation of channels (srotodusti) results in manifestationof disorder. Excessive flow, obstruction, regurgitation and stenosis are the four cardinal featuresof srotodusti. Sushruta (1.1.24) has classified the diseases into four and they are accidental (agantuka),mental or psychic (manasa) and natural (svabhavika). The first one is caused by Trauma and thesecond one is due to the disequilibrium of Vata, Pitta and Slesma. The third psychic one is causedby anger,worry, fear, pleasure, passion, infatuation etc. while the last, the natural one, is due tohunger, thirst, senility, sleep, death etc.

Philosophy is a way of thinking and according to Ayurveda, it aims at creation and functionof body with proper me;u$ to keep the persons health. It discussed the origin of disease on a scientificbasis, exploring the drug usefull in the ailments. The ultimate goal of Ayurveda and philosophyis to attain happiness and to extinguish sorrow. It is summum bonu for all mankind.

Methodology to be adopted in teachingBasic Principles of Ayurveda are not properly taught in ayurvedic colleges. We know that

it is foundation. It comprises many diriplines. In the beginning, the entrants are taught Sanskrit.Teaching of Sanskrit is carried on haditional system. Students should remember Ayurvedic wordsin all the three genders. For instance, the masculine word Rama, feminine word Rama and wordPustaka in neuter gender should be replaced by the words of Ayulveda-Vata, Pitta and Vasarespectively and similar Ayurvedic terms in all the genders should be provided by the teacher andin grammer, all the examples of Sandhi, Samasa, Taddhita and Kridanta should be compiled fromthe compendia of Ayurveda. An application of prefix (upsarga) should be shown from thenomenclature of diseases, e.g. Atisara, Pravahika, Unmada, Apasmara etc. A number of roots(dhatus) related to physiology and pathology should be on the disposal of the students. Foridentification of meters (chanda), the verses should be taken from the compendia of Charaka,

83

Sushruta and Vagbhata. While teaching Antohology, teachers should compile the verses related

to Ayurveda from medical and non-rnedical source. Every student should remember hundred

shlokas atleast and Antyakshari competition should be arranged atleast once a month so that they

could remcmbcr rclevant vcrses of Ayurveda by heart. Thus, the new entrant u'ouid realisc an

impcrtance of Sanskrit knowledge. Afier attaining the Basic knowledge of Sa_nsk1f, students will

fecl easincs to understand the teit of Ayurvcdic Samhita. While teaching the Samhita text, teacher

should cxplicitly recite the shloka o. pior" stanza and the students should repeat them. Students

should have to evolve his ability,.upuilty ancl knowledge in splitting the coniugation of joint words'

Shrdents should gct home task for getting such type of work done. Cut of six days, one day should

be fixed for intciogating the questlons fiom the teacher. For such type of teaching, audio-visual

aid is quite essentiJ, Coiputeican bc used while tcaching Sanskrit. The ratio of teacher and students

should be 1:20. Tutorial classes should also bc arrangcd.Bcfore the teaching of History of Ayurveda, students should be taught str.rctural and cultural

History of India. Excavitions of Medicai imprortance shoulci be visited by the students. Heriodwise

and subjcctwise History of Ayurvcda should be introduced. Every ayurvedic college must have

a good ,r,.rr.,r-. Teachers teaching History of Ayurveda should refresh their basic knowledge

atiending the Summer School or workshop bcing organised by Indian Institute- of History of

MedicinJ run by our Ayurvcdic Council. documentary films can be prepared while tcaching the

luminaries and iheir skili as depicted in literature or elsewhere. For teaching of History of Ayurveda,

Epidiascope and proiector are quite esscntial. An attention should be paidtowards-internal evidence

rather than cxternal. Lcarning of text of the Ayurvedic compcndia will ccrtainly provide useful

information. History of post-indcpendent era with succcssive achievement in the field of Ayurveda

must be initiatcd.Padartha Vijnana is taught now in every Ayrrrvedic colleges of India. A basic and working

knowledge of Indian Philosophy is needed in every teacher of Padartha Viinana. Thmry of

Panchamahabhuta, Tridosha, Theory of Rasa, Guna, Veerya, Vipaka and Prabhave, Evolution and

dissolution of Universe, origin of discase and maintenance of positive health are the important

topic under the Ayurvedic Siddhanta and Philosophy. The Nyaya philosophy provides insight for

investigation, experimentation and research methodology. An apptication of Nyaya is mainly meant

for eximination of disease, patient and drug. The thcory of analysis and synthcsis can be

demonstrated through the Vaisesikha Philosophy. Prakriti Pareeksha, Doshic and Manasik, both

arc to be conductedlnd it will crcate clinical taste in stuclents. Various classification of Dravya

should be demonstrated and applied aspects of six padarths are to be displayed. Property of any

drug can be ascertained through this knowledge. Utilitv of the original concept,s of Samkhayaphil"osophy applied in Ayurvedi should be emphasized. Now, philosophy of Yoga, is very popular

onc under this, the role of Manas can be explained.

Suggestions:-ln the end of my keynote, I would like to submit that the text books should be critically edited.

It is lacking in our field. Banaras, Jamnagar and jaipur should come forward for sharing this great

task. We need vehementiy the preparat]on of Woid-Indcx and Word concordance of Ayurvedic

compendia. Ayurveda "u.r

b" e"iitypropugated in abroad through this vcnture. We donot possess

uny io-p."hensivc Ayurvedic te*iiot . Iiis to be done very shortly. It can be completed by the

band of scholars under any project. It is a duty of CCIM [o get prepared text Eokt and make

it available in cheap rate so that every student can purchase the requircd books. Documentation

Centre should function wcll and it should circulatc latest development to each and every institution

of Ayurveda, Study of ancient commcntaries on Ayurvedic compendia is quite essential.

3ince, Ayurveda is an applied medical science, its teaching should be demonstrable. All the

modern tooli and equipments should be used in teaching of Basic Principles.

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LABORATORY AND INSTRUMENTAL AIDSIN TEACHING SHAREER

ByProt'. D.G. Thatte

Add' Director (Edu), Ayuraeda g r.lrani services, r.l.p. Lucknow.

There is an increasing awarcness, that Ayurvedic education in itsclf is only a mean and not'rn end forr achieving health objectives. The prescnt day Ayurvedic cducation has not resultcd:n parallel achievemcnts of the modcrn rnedical education impartcd in medical colleges both intluantity and quality. Vast potential of students and tcachers both still remains to bc harnessedihrough thc new laboratory and tcchnological educational stratcgies.'ltre

major problem in the ficld of Ayurvcclic education needJcurriculam rcforms. Inspite of: everal seminars and workshops organised in the past, thc leaming processcs in ayurvedic

"oll"g",temain only theory oriented and not practical and applicd oriented, whercas, ii should be moreI rractical, clinical and applied oricntcd. Today's ma;oi iisuc rclates with the remedial action in thisregard, because the ayurvedic physician of today or tommorrow has to rcspond to thc nceds oft're prcsent clay community. thcreforcm themaximum part of the lcarning and tcaching proccsseslas to be improved. In order to achicve this objcctive we have to procecd with utmbst balancetctwcen tcrhnological and humanistic approach. Wh".r I use thc word iechnology, it mcan laboratorya nd instrumental aids in tcaching proccss. The tcacher of the prescnt day ayuicdic collcges shoulclte a combination of acadcmic merit and dcmonstreative capability. Oniy then the students willbe exposcd to adjust themsclves with the basic principles of Ayrrvedic Shareer and rcccnt laboratory"irrstrumental and technological aic!s. For achieving inis goat, f irst of all a teacher of Sharecr shouldatso be exposed to all such advanccs in thc knowledge of their respective fields of Rachna andk riya, so as to enable thcm to work in a cohcsive *a.r.,ei with a scnsc of conficlencc and competencyitr thcir own individual rolcs. This I say rr"rt only for the undergraduatc teachers but also to thetr,achers of post graduate ayurvcdic education.

. . Ng* the qucstion arises how these issues can be resolved? This is only possible by a well

d--fined trio of plannin& managemcn-t and production in the national education ptti.y of Ayrrveda.It is in this context, gentlcmcn, I am presenting few plans as how a teachcr of Shareer should

p an/ manage and produce a quality scholar from his department.The fundamental principles of shareer require objective presentation only then the rcal truth

arrd the utility of basic sciences of Rachna and kriya Shareer shall become evident. The theoreticalctrnsiderations about these subjects ncecl reduction to a minimum ancl simultaneously emphasisbc.p-laced on practical aspects with all clarity at your command. An attempt should Le made toe>:hibit the physical and chemical forces of Tridosh i.e. Vata, Pitta and Kappha in the scientificlaboratories, so that, they may bccome unclcrstandable and acceptable to thc fresent day studentswho take admission with scientif ic background in thcir mind.

All the laboratories like expcrimcntal, Bio-Cl'remical, Bio-physical, Histological or Microanatomy,D ssection hall and Muscumsm"st be equaipped fully with ihe latest apparatuses and applicances.

Let me talk first about thc Rachna Shireer scction.The primary need for any Rachna Shareer department is that of:

85

1. Dissection hall2. Body preservation Chamber3. Miseum4. Important aids or instruments

1. Dissection Hall

Susruta, the great Indian anatomist has said about the importance of dissection and observationof the body parts:

dwrh. . .ilqffii{ g. w su+z-+a)

This means, the anatomist, who wishes to possess the exact knowledge of the science ofanatomy, should thoroughly examine all parts of the dead body after its proper preparation. r

Susruta has also described the criteria of a good cadaver which should be selected for dissectionpurposes. Even today when we have learned advance methods of preparing a dead body, no stressis given for the selection of a good cadaver in the following c.rptet,

iTFlFHr{. . . . ft'gera 5ftsi Fage 15 (. slT 5/47)

This means, a cadaver which has all parts of the body present, who had not died due topoisoning had not suffered from a chronic illness, had lived for full hundred years of age, andfrom which the full fecal contents of the intestines have been removed, should be selected fordissection purpose.

Therefore, study of anatomy should be done only in the dissection hall.The criterias of an ideal dissection hall are:1. Separate building or an appartment within college premises.2. Should have accomodation of atleast twenty candavers at a distance of six feet-supine

position.3. at stainless steel or marble top tables-7 feet length, 3 feet width and 3 feet high.4. Rotating stainless steel or wooden stools.5. Mosaic or fixed marble slab floor with proper drainage.6. Proper light arrangement to have clear view of minute structures.7. High Roof.8. Exhaust fans to emmit foul and formaline vapour.9. Doors and windows having fly proof wire knitting.

10. Air Collers to avoid climatic discomfort.

Must for students

1. Knee-long washed aprons, masks, socks and shoes to put on.2. Equippled with dissecting instruments and dissecting guide-books.

Chemicalas and lnstruments

(a) Chemicals

(1) 40E" FormaldehYde Lottion.

iii CatUoti" acid solutions for immediately'

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carbolising the cuts and injuries inflictedaccidently on thc dissectors'hand while doing dissection.

(b) Instruments

(1) Hammer Steel-Skull cutting(2) Hammer Ordinary-Bone cutting(3) Chisel Small-Fine Skull cutting(4) Chisel T shape-Skull cutting(5) Long Chisel C Head(6) Amputation saw C Steel handle-skull and long bones cuttings.!f] Amputation saw ordinary_Bone cutting.(8) Amputation knife small-limbs amputaiion and for musde cutting.(9) Hook and Chain_s-for_ dissecti.,g skit and holding skin flap.

(10) Metal Catheters-Used as pointers and also ror stiayng the curvatures of urethra.(11) Listers urethral sound-Used as pointers and also ro. st.riyi.rg the curvatures of urethra.(12) Dissecting scissors-For skin "rr[ti.,g

!]S] forceps smal-For holding of skinlnd facial layers.(14) Bone cutter-For cutting oi bones(15) ftalpel-For incising skin(16) Ribs mear-Cutting of ribs(17) Spatual-For dispressing structure of tonguet19l lB.p"ning stone-For sharpening the eJges of chiser and knife.(19) B.P. Handle(20) Magnifying glass-To magnify structures(21) Reti-For sharpening the edges of saw.(22) Retractor double combined with double thumb(23) Artery forceps straight-F-or holding the tongue(24) Tongue forceps-For holding the tongue(25) Instrument Cabinet-For keeping insfruments.As ideal dissection !{all should ilto ha'oe a dissection instrument kit for fetel dissection.

lI. Body Preservation Chamber

Dead body preservation is an important technique, the knowledge of which is essential for; teacher of Rachana Shareer.Susruta has also suggested the selection and preservation of a cadaver. But, with the advancet f technical knowledge- body preservation methods have been revolutionised. Latest method is1' -Pick up a dead body within few hours of death, without any sign of decomposition.2' Introduction of about 5 litre preservation fluid by high "anema,,'metiod or high compressor

machine through femoral artery in the body.3' If preserved cadaver is not to be dissected roon, tu"p it in a dead body preservation chamber

install€d with cooling plant machine. (At what temperature to be noted).

I[I. Museum

All the professional institutions imparting knowledge in objective sciences maintain a museum.The Rachana Shareer museum shouldnot b"e regardei "r

to'uirit number of ayurvedic collegesa'td Shareer department. old and unuseful rpuli-"rl, were housed in dark rooms. A Rachana

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Sharcer museum should be a living museum. Every anatomical specimen preserved should have

all anterior, posterior, lateral and medial views. The dissected specimens should bc placed within

ground glass or watch glass jars. The iars should be of such a size rn'hich may not press the spccimen.

A museum should be lodged in a big hall allowing sufficient light to come from all sides.

The quality of the chemicals (formaldehyde) and water shoul<lbe clean. For procuring good

specimens six monthly or yearly dissection competition is advisable. The show cases should be

placed on open stands, carpented in the form of reading desks. Each stand shotlld face both ways.

Description cards by the side of every specimen should be kept in the sockets. It should have

inscription of the spccimcn.

X-Ray view Boxes

Every muscum should be installed with large and fixed X-Ray boxes to study X-ray plates

and photomicro graphs.The Rachana Shareer museum should have the following sections.

(1) Embryology Section

(a) Dcpicting general embryological specimens(b) Systcmatic development(c) Tcratological spccimens.

(2) Genetic Section

(a) Charts showing principles of Cenetics(b) Hcrcditary Mal formations (Anuvan-Shiki Rachnatmaka Vikritiyan)

(3) Osteology and Anthropology Section

Osteology Section

(a) Human skclctons of various age groups of male and female.(b) Articulatcd hones and joints.(c) Separate bones of body parts.

Anthropology Section

(a) Bony skelcton of various zoological spccies of mammalian gtoup i.e. monkey, dogs etc'(b) History of human anatomy depicting names of Indian and foreign anatomists with their

photographs and literary contributions.

(4) General Anatomy Section

Specimens should be arranged systemawise and partwise.

(5) Applied Anatomy Section

In this section the following specimens should be placcd:(a) The bones exhibiting common sites of anatomical fracturs.(b) Anatorny of dislocated joints.(c) Hernias:

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(i) Drect and(ii) Indirect

(d) Enlarged-hearts, liver and spleen etc.

(5) Deha pralciti Section

(a) Full size human body models of seven types of prakrities(b) Charts showing signs and symptoms of ihe human body in various Deha prakrities.

Surface and Radiological Anatomy Section

Knowledge of anatomy in a living subject was initially introduced by Susruta in variety ofways under the common heading of lv{arma Shareer. The anatomical locilisation of a particularMarma is of great surgical irnportance becaause a surgeon can safely put his knife on the bodysurface when he knows that opcrative measures in a paiticular area shail not damagc the patientsvital anatomy Susruta has classified these Marmas on structural, anatomical and prognostic basis.

_ Charaka has suggested ten methods of physical examination, out of which Aiguly-pramanytelhod helps in iudging the proportionate relations, the measurerrcnts, size,length and. breudth ii tie dit'ferentbody orgarc and parts.

rqrurf,ynft. sffi{qr-oqq g. E. ezrrz)Similar ways for the .assasment of general body parts, natural postures, surface clntours, aptend

aWearances of superficial blood oessels etc. haoe been adaised by modirners by inspection, palpation andmeasurement methods. For this purpose.

1' Height mensuring xale for anthropromatory and other instruments like opthalmoscope, Gastroscope,Proctoscope, Aurscope of Aural Spectrum, Oesophagoscope, laingosr:ope, Sigmoid.oscope, shouldbe kept.

Radiological Anatomy

Diffcrence in the gcneral built of the body or Dehaprakriti have bcen attributed to certain factorslike Jati, Kula, Desh, Kala, Vaya and Pratyamtmawiyata. These variations can be strrdied underthe headings:

(1) Outer variations with the help of inspection palpation ancl Anyuli praman pareeksha ofa Measuring tape.

(2) Internal variations can be studied with the help of X-ray machines.Thus an X-ray machine in Rachana Shareer_department along with the knowledge of radiology

can prove as valuable aid in assessing the detailed molphology o1a living subject and determiniighis Deha Prakriti.

Laboratories and Instrumental Aid for Kriya Shareer

The normal and abnormal functions of the various body systems and their quantitativeestimations have been described in Ayurvedic literature with"the help of Guna.

The present day ayurvedic rholar who takes entry with the scie;tific background expectsto study lhese signs and symptoms not merely in subjective form, but, more inibjective ibrm.

To achieve this obicrctive an ideal Kriya Shareer department should have following experimentallaboratories i

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(i) Tissue culture and micro-anatomy laboratory.(ii) Experimental laboratory(iii) Histology laboratory(iv) Bio-Chemisttry laboratory(v) Bio-physics laboratory

(i) Tissue culture and micro-antomy laboratory is needed for cytological studies' There is

i rtimate organisation of the life process and their ultimate structural fate, that they can be studiedcnly by various special means. The bio<hemical and molecular concept of various dhatus cante studied under the microscope. Therefore, this laboratory sh-ould have the following instruments:

1. Microtome-For cutting sections2. Imbedding bath For preserving the tissues3. Staining traps.4. Incubator-For fixing tissues at certain temperature.5. Microscopes6. Centigrade and Farenlite thermometers.

Iixperimental Laboratory

The principle of Pancha Bhautik composition is applicable in all the living species. Therefore,

f cr demonstrating physiological activities and affects in aa living body, animals like frog, rabbit

and mice can be used. The fundamental principles of Ayurveda, that all the active and passivernovements whether they are governed by the central, pcripheral on autonomus nervous systcmr re performed by Vayu dosha, whereas, Pitta and Kapha are lament or Pangu in the abscnce of\/ayu dosha. Therefore, the neuro muscular activities, murle fatigue or cardiac muscle activity

1,r drug effects, can be traced by taking various pattems of curve or graphs with help of instrumcntslike Kymographs and Rotating drums with battery cells, Key and stimulating electrodes.

The other important instruments needed in an experimental lab is blood pressure instrument.'-tris instrument can be used not only to evaluate the state of circulatory system but also torrnderstand the functional state of Dosh, Dhatu, Angi and Mal along with the stated Man and Indriya.

l{istology Laboratory

In this laboratory prepared tissue slides are examined under the microscope.The Histologicalritudy of tissue is done to aiquaint a student regarding the normal outline of a Dhatu and its cellularr:omponents. It will also help to understand how a normal Dhatu Passes into Dhatu-Vaish Maya

l;tage and then its conversion into the Dooshit stage.

llio-Chemistry Laboratory

In this laboratory, we can study the biological reactions going on within the body system atthe molecular level. The chemical composition of the Dhatus and the material of which the Dhatus

irre made up of, along with the condition of the cell membrane can also be studied. The processes

9f Grahan, Pachan, Vibnaiar, and Manchaan of the intaken food material or Aahaar along withrhe three stages of Paaka Awasth i.e. Madhrrr Paka-Avastha, Amla Paka Avastha and Katu-Paka

.\vastha can also be studied. The metabolic process of Nishta-Pak i.e. Rasantara and Gunantararran also be studied.

The essential instruments of a Bio-Chemistry lab are:PH MeterIncubators

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RefrigeratorsCalorie meters andFlame photo meters.

Bio-Physics Laboratory

- The concept of Indriya Panchaka such as Shabda, (sound and acoustics), Sparsha (touc6, painand temperature), RuPa (OPtics), Rasa (taste) and Gandha (smell)

""r, "tro b"'u*ptainea witli thehelp of various instruments like tuning fork, Hammer, Opthalmoscope and perimeter for takingfield of vision.

Other than the above said list of instruments an ideal Shareer department should also haveelectronic calculators, B.M.R machine, E.E.G. rnachine and E.C.G. ,r,achi.,".

E.E.G. Machine

As you know the lormal resjing peripheral nerve tissue, as activated only upon demand. Brain

in contract to above statement is continuously energised and active mass of neural network. Itis presumed that the _basic Processes are ilectro--chemical in nature. Therefore, an electroencephalographic recordings can help us in determining the theories of Manasa praakriti and thementral abnormalities of Dhee. Dhriti and Smriti. It may Jso help in differentiating between diseaseslike Apasmar and Mada. Differentation and determination b"tr"""n individu"al type of mentalconstitution i.e. satvika, Rajsika and Tamsika shall become a scientific subject Uy inu use of thisinstrument.

. E'E'G' recordings shall also help in the electrical behaviour of sadchakras and the electricalvariations in the nadis like Ida and pingla described in Tantrika Literature.

Acc_ording to Ayurveda there are four stages of mana _(1) fagrata (awaken)(2) Nidra (sleep)(3) Swapna (dream)(4) Turiya (semi-awaken)

. ]1":: stages of mana are identical with the physiological conditions of the brain. Therefore,the E'E'G' recording shall provide, an opportunity-for de"tailed study of brain in general.

E.C.G. Machine

Similarly, electro cardiographic machine can be used in determining the organic heart diseaseor even in normal healthy Persons in the absence of organic heart diseise. All-the changes in thechemistry or Rakta and Rasa can be reflected in the E.Ck. Even the normal electro cardiographictracings can be found extremely variable depending upon the gpe of Deha prakriti. It is thereforeimportant that the normal.varialions be properly"unierstood'6y the post graduate students ofAyurveda, so that they could easily intelpretihe"r.c.c. tracings as an idditional information, forthe determination of Deha-prakriii.

According to Charaka the persons belonging to the Shleshmanl or Kaphaj prakriti are Balvaan,Gunvaan, Vidyavaan, Qasvi gd Ayushm""i. tf,,rs a-Kaphaj Prakriti person should have a healthyheart andcirculatory system. On the other side, according to Sn"tdon tire Viscerotonic persons havea weaker heart' virerotonics can be gompared with sthilata and such persons have been labelledas Nindi Purusha. Similarily, a Pittaj Prakriti person is usually loose tempered and hot. Their heart5t lupposed to be weak. Vataj Prakriti persons are usually weaker and viitim of diseases. Therfore,E.C.G. tracings can help in verifying there statements.

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T,hese are the few norrns of appratusses and instruments by which a Shareer department orit; laboratories should be equipped. These norrns are applicable for both theundergraduate andP,)st graduate departments.

The basic difference between a graduate and post graduate Shareer department is that, at anu rder graduate level we specifically prepare a student for easy walk on the pavements of clinicalr('ads, whereas, at the post graduate level we make him spccialist and a researcher.

Research promotes the culture of science, the spirit of enquiry and determination to learn thetruth. It also raises the standard of subject concerned and improves the quality of teaching.

Therefore I would like to suggest that a teacher of Shareer must carry out one or two researchprogrammeswhich are operational, applied, clinical and basic.

For implernenting all these prograrrunes and improvement, I feel, the faculty members, thestatutory academic bodies or the persons who claim to be the custodians of Ayurvedic educational national level are responsible. They are equally responsible for all that is good and bad in oure<lucational system.

Dear frieirds teaching is a full time commitment, teachers have moral, ethical and personalre sponsibility for training their students in the best possible manner.

I would like to summarise my lecture in one sentence, that is'The lalest rientific inventions are pushing the work in two important directions (a) Technology

fcr war and death, (b) Technology for peace and life."You as an ideal teacher have to select the process of technology for peace and life.Thank you, gentlemen, for grving me patient hearing. I will like to extend my thanks to the

Hon'ble Vice{hancellor of this University and also to Professor M.S. Shastri and Dr. H.M. Chandola,Org. Sacretary for inviting me in this seminar.

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92

USE OF COMPUTERS IN EDUCATION

BuBipin V. Mehta l*n.E. AMIE, MBA,.+

**co*p,ify'#;;:;Tr*:"i,':;::yr,"t'^i;i[#H,:y:#;H,t,arr,,aouoaThe use of computers- has expanded so rapidly that their presence can not be ignored. Everyone need to feel comfortable witir this machine in order to function in a modern tciety. To bea computer literate person one need to understand its capabiliq,, limitation and need to know howto work with such a fast and accurate electronic system.The computer is one of the most powerful forces in the society today. It is being put to useeverywhere in homes and in organisations of every tir" cot"p"t"1_using organisation are generallyin one or more of the following fields like Government, ii*, u"ulth care, Educatiory science,Engineering and Business.Computers ot"t:"_lT educational Process.an untrifg patience and round the clock availability.The growth of the software industry and there by prolife"rition of software packcges has increasedthe use of personnel computers in education. rneii use can lead to improved student performancein thinking logically, formulating problem solving p"o""a.rr", and understanding relationships.Computer programme allows stulent to improve their skill by participating in class room exercisesthat close in simulate real world experiences.Persorurel computers became the iatest too.l f9r Computer Aided Education (CAE), cwering tuchingstudent how to use computewrs, diII, tutoial and simulafion. cAE i the eaucatnn methodology of future.The student must know the computer concept including Hardwaie-ind software. This will help him touse computer effectively u: u teaching aid. Drill i-s a set of questions and their answers on thecomputer' The computer asks the stud-ent questions at random and if answer is wrong, computergives the correct answer' This is very useful for revision. In tutorial computer actually impartsknowledge' The simulatiolTd modetiing is an advance techniques which allow students to practicein a frce environment and thus learn fiom mistakes.

. The computer is a patient teacher. CAE can improve the overall standard of education sincethe courseware can be produced centrally by-experti. with the spread of computer education andusage' availability of ready to use softwaie tia arop i" .o;il;;;i.i."r, the utiiisation of computerwill be definitely more in the field of education.

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93

TEACHING OF VARIOUS CCONCEPTS OFKAUMARABHRITYA IN PRESENT PERSPECTIVES

ByDr. C.H.S. Sastry, Deputy Adviset (Ay),

Ministry of Health & Family Welfare, New Delhi

The advances made in sciences revolutiouised industrialisation and all these have their impect

on present civilisation. Falling in line with our day to day living with regard to our environment'

tood and behaviourial aspecti etc. a number of modifications have taken place in cl_iycal Plcturysef different diseases in contrast to those described in the legends 500 years age. No doubt, the

.A,vurvedic principles as enumerated by the sages have have perfect standing for all time to come'

{owever, tb suit the present needs and condiiions, certain minor changes are to-be made while,eaching the subjects bf eyurveaa. The principles of Ayurveda described need elaboration with

r)ur pres€nt day advancement in the sciences.i present herewith a few ideas about the teaching of Kauma abhritya under different headings

rhictr may help the teachers further in preparing their lectures so that the teaching of

Kaumarabhritya shall become meaningful and purposeful.The clinical examination of a child differs from that of the adults, as one has to rely more on

the signs elicited rather than the symptoms which we shall not be able to exPress. The nervous

;ystef, matures from lower centres tothe higher centres a and hence elicition of various reflexes

rn a new born and observation for their persistance or absence in a growing child is very important'

Ihe grasp, the moros, the rooting and itepping reflexes are known to Indian medicines. The folk

fore 6f Telgu advise to regard unlockingof fGts in a growing infant as a sign of progress. The

advice to riake sounds with two stones near the new born's ear is nothing but eliciting the moro's

reflex. Astanga Samgraha advises application of Hareetaki and Dhaatri with honey 1nd ghee to

stimulate the*rooting reflex. Life history of Lord Buddha reveals the stepping reflex or-Siddhardha.

Aayu pareekfra in a-new bonr is a speciality in Ayurveda where one tries to elicit all features of

fuli maturiqv. The examination includes from seeing the nails_and soles of the body for creases

to the examination of Cranium for its size etc. These signs of full maturity are ill formed in a

premature child.The status of humours in the body can be understood by examination of the eyes. The

Skulamandalam or ttre Sclera is said to arise from Krpha and the iris from Vaata. Thus character of

sclera and the condition of the pupil including its response of accommodation reflex indicate the

general status of the nutritive eie*et ts (fapld and ,the Vaata in the body respectively. Bluish or

iruddy sclera indicate defective nutrients of the body while prominent blood vessels (excepting

local pathology) and iteric tint in it suggest vitiation of Pittain the body. {T.Hi-tu Samhita advises

exa#nation"of B."g-" where pulsation indicates the Praann Gati in a child. The warm sensation

over the vault is said to indicate the vitation of Pitta in the body. Intra-Cranial tension including

some pathology is advised to be suspected in cases of convulsions, Paraly-sis: vertigo, headache

or fainting attlcrc (Bhaisajya Ratnavali). Ingeneral examination the typical facial character is said

to reveal ones character ani conduct; the eyes indicate the mental thoughts, the voice indicate the

Saara of the body and the Roopam (ccnfiguration of the body) reveal ones qualities.

94

Palpation of the abdomen when revealsgurgling, suggests the incoming attack of Anmaatisaar(Charaka)' when free fluid gets accumulated ii p*'rito"""ativity it gves rise to the typical sensationon palpation and movement as though a btg is filleil;ith';;ter. various conditions giving rise

[ :ililff|t veins over abdominal wall, and il-pu in abdomei have to be discussed and explained

Auscultation or the examination with sraoanendiya of the chest, when reveals variousadventetious sounds the vitation of praana Vaha Srctas (Charaka) os sis/ected and prolongedexpiration or shallow respirations are considered "

gt;;;g". ri".i H"ru saamhta Described sounds

:1fiffir-A*tJ|* in swasnala lwara; and'so,rids ."r""*bii.,g -stling of hairs in inframmatory

Variations in electro-magnetic potential released from the conductive system of the heart whenget transmitted through fingers give rise to the sound ot'ohuiohur wr,JnnearJiy heping tlrclilfi:r:1'.*i,"i.'J;I$nlr:rffn or E.c.G. where i.,,t"uJoi,*o';G,il;.ii* on a paper

various laboratory methods of examination of breast milk for its vitiatiory stools for its Aamaaand Pakwa stage; the ^u:"" j:t finding the vitiation or rromours or for the evidenc e of pramelaRogaa are further to be taught under ihe chapter or crir,icai methods.

Therapeutics

Though medicine in administered for two. fold purposes; the Rogaghnia (Ianghan) and theCoriaslara (Bimhana) p.topetty, in paediatric practice- any medicine administered to the child shouldnot hamper the normal gro*itt ut d development or tn"Lay u.,J *,,r, the Raasyzana and vaajeekaradrugs should invariably be given to tne ctiita ro. p--oti"i ,nl st ut ro Dhaniand for preservingthe vitality of tissues in aaaiti-on to other drugs. T.ir.ol"q?&i.rg.ur, be continued in any diseasedstate' Even in Rogaghua chikilsaa orny shamanaprincipies snoutJue followed in a child as his tissuesare very delicate' immature in natuie and cannot stand to the drastic Iine of principles. His volumeof body fluids are very less and hence in diarrhoea or,u ,r,orriJnot await till Ahna paachan as heruns the risk of dehydration and any such eviden"" rh;;iJ it"-ediately be managed with theadministration of fluids' In a breast iea L,rant administration-of medicine to mothei can help inbringing the drug metabolities (active principles)

lhrough r,iit "ia the imperfect liver in such childcan be spared from the labour of meiaboliiing the a,irg- .{;hiia *no takes solids

"u. u" gi,,r"r,medicine as his liver acquirescertain degree of maturity. The medicine is administered to a childusually with the mixture- of honey anighee which il vi*ai)to substance; and probably this

ff*::;:f.action of the drug 6v mob"ilising the defence io,.", rike omnidyn i,i-,rromy"i.

However, when the humours are highly vitated, there is no contra-indication for inductionof vomitting or the pYtSt"s'Thus vomittfi',g -uy be induced to a kheerapaby applying the pasteof the Raatha Pushpa tolhJ-nipples *r,icr, irru "[,ita

i, -uJ" to ,rr.r.. snehan and swedancan bepractised liberallv in a child right from birth. Different aores or drug at different periods arecerribed in Avurved-a though fi.a"tt i"aicine advise, tn"!o*g" to be carculated on the basisrf weight of the bodv' Kaashaia's J"; tiTn vaorgn pni uaoi* at bith increasing by orc vidangaphah eachmonth tiil tne aosag",b""";" tr p.aamata:kiri- is uus"a on the age of the chld insteadrf weight' Even the young's iule in moaJm medicine is based on the age of the child only.l\iew Born

The principles of cleaning the throaf indirect stimulation of the respiratory centre by sprinklingtvater over face or by making less vibrating dull sounds ""*

itr" "u.s;

and fanning air with Krishru

95

lapaatikaa soorpa (colour as light absorbent) for reviving new barn are in no way different from

modern methods; but with the advancement of sophisticated machinery the fanning of air may

be substituted by the use of boils apparatus in allowing artifi-cial respiration. Stimulation of labrynth

helps in elicting'moro's reflex. the itais-HechaninBatnaTftail described for a sluggisNy active child

galgrahn) pro6ably help in relieving pains and stimulating muscular activity blt "oJ

in effecting

resplration. Thus the u.iiuity of a chi*ld together with the colonr of tl'.e body (Pink or Syaaaa-Bhela)

puise and respiration constiiutes the Apgir score. Keeping of water pots ne1 the child s head and

near the doors in laatakarma help in -aintuit it g humidity in air with wide evaporating surface

area. Applying the child to breasts irnmediately after birth inlaataknrma helps in eliciting the rooting

reflex,'rirfpfiEr colustrum to the child with a great arnount of antibodies in it, and stimulates

involution of uterus as well. However, feeding ii advised to be started from 4th day in Ayurveda

while modern medicine advocates breast feeding as early as G12 hours after birth. Te principles

of advising to manage the child like a wounded person suggests the importance oj nursing care

and avoidince of further infection with the child kept under aseptic conditions and with the fire,

fumigation and, Rakhoghrw drugs etc. A wide list of protective measures and nursing care are

described in Ayurveda.Tlte Aayu"Pareekha not only helps in finding the signs of full maturity but also helps in

identifying ihe congenital malformations and gives a rough sketch of the future status of the new

bom. The-children born under evil constillations are said to be or poor risk for themselves and

to the nearrelatives. Though the child becomes viable at 28 weeks, attains full maturity at 40 weeks

capable of leading Swataitra Vithi a premature child needs greatest care and runs a risk as he

stil remains dependent and incapable of leading Swatantra Vithi'The birth inluries in the neonate are described in Ayurveda to arise from Akaaln Praaaahan

and from Vitom; Apwza during natal time. The diseases of post natai origin are again described

as intections of the cord and aitack by the neonatal Baala Grahaas. Most of these Grahaas aPPear

to give rise some sort of convulsions and, Rodini (on 10th day) described by Agnt Puraana resembles

*ilu .ot g"nital heart disease with right to left shunt and the Hukuta (on 2nd month) described

by Vaidya-Kalyaana and Varanaada Kumaara resembles iaundice in the infant from infection or

from obiiteration of bile duct. Tlne laata Harant (Kaashyapa) during first fifteen days are often fatal

and hence are considered. Yaapya. The mode of spread of infection (from the pierce of ear lobes)

the local, the lymphatic and involving the nervous system are discribed under the name of local

Siraas.Ancient authors knew about congenital malformations and attributed the causes to

chromosomes and genes (the Beeja and Biejaaayaoa); the environmental or teratological abnormal

conditions and to ones own past deeds. Turrers syndrome is described to arise from chromosomal

alteration and is described -as

Vatrtaa. Even the Antma is believed to carry forward the genetic

information and a person died of Kustha is said to be born again with the same disease' Though

the modern medicine has come to understand the teratogenic efftrts of various drugs after

thalidomide diseaster, Kaashyapa advised not to use any medicine during the first four months

of pregnancy.

Growth and DeveloPment

The period of growth and development has been classified into Pelod: of Gar-bha, Baalya,

Knumaari and, Yauaina. T\e Garbha forms from the union of Shukra and Shonita in which Antman

takes possession. The spermatozoa are motile for the time being and their motility is due to the

Oius cbntained in them; but the Chetanatwam in the foetus in further taken up and continued by

the Aatmnawhich enters in unseery at the time of cohabitation. Thus the four elements of Pithui'

Apas, and. Vayu for the formation of foetus are derived from the sources, (while Aa'knash)

is omnipres"r,i). ttu Shukra, the Shonita, the Aatmaa and mothers Aahaara Rasa. These together

96

with Satwa Saatmya form the basic genetic naterial under the guidance of which the foetus acquiresvarious Bhaaoanaas, Constitutionatset up and grows with oiganogenesis to become viable at 2gweeks and nature by 40 weeks when becomesiapable of leaiing Swatantra vitti. Anydefect inthis genetic naterial brings various disturbances in ihe person. Emergence of the five sen$ry organsfollow the order of srisi Krama. The foetalnutriuoniakls pl*" Fo- a pool of fine net work ofblood vessel s inAPara lh*9 tyPical action of Hrifuya_1ut"s pr'"L uy way of upsrcha and tJpasweila.Instead of following the ordeibf Dhaatu

!":yil yo*|ioiioin foetus is'said to arise in tayersfo.1 the-saarg Blnga ot Kapha Rakta and. Mahmsa. Th" ;;;;;g"nesis of different organs revealRnkta as their basis to get differentiated into various.o..g"tg:o"p"nding on the period of optimumformation of various tssues like Manmsa and ,Asthi fii *r"-g;r"ing fmtus antenatal care withSwayonifurilratu drugs and diets are prescribed.

The child is called as Sishu Till sotids are introduced and later Baah till 3 years with thedeveloping coordination of locomotion and speech activities-vaious smskaaraas areordered toT

p"f"ry"a i" u gtgyi"q child with religious'sanctity. The Samstcaraasrefer to various mile stonesof refined taalent which the child acquirls during r,i,r g.;ih

"nd should be done as and whenhe is found fit to receive it' some of them perrornied toi nnr*awhile a few are done as religiousrites' Thus a child at,latlarmais qrven Ghriti anit Madhu which is continued for three days to initiatethe process of viruddhabhi samsknti.This is again repeat d at Annryraasharu samsluara.when thechild is found c"pa!]: of sitti:rg with.suppolt up*taaru Samslcaarais performed and he is dailytrained to sit for some time. Kanuaedlaia^ smslrnara"ff;;Jr ;;;iection by wayof stimulating thedeftnsive process from the wound and servesthe ornamental purpose as well. Eruption of teethindicate the flow of digestive juices caapable of digesti"g -*L'"o*plex substances and warrantsfor Annapra'stu Samsknara' Nishleranuru fumstnoraferps ifr rtuayi"g the social reactivity of the childwho by that time shall be able to make some soundr itta hrrghl;r imile. The folk lore Llk of relguspeaking area correctly mentions of various reflexes and mile"stones in a growing child which whenattined makes the mothor feel happy. Thus the unlocking

"f ;istl, saayrng ,oh-oh, turning to pronefrom supine po'sitiory sTilip titd;qr crawling, crossin[ ir,"

-tiuerrrolds, speaking parrot,s words,walking mischievious deedi etc., aii are regirded as iifferent mile stones to &'achieved by agrowing infant' swarnn Praaslntuetc. for Met-hya Vrdhana ir oia"r"a to be performed right fromthe birth and has its maximum offecton the biain whch is said to grow very rapidly during firstyear' Ayrrveda does not describe various anthropomet ic"i *uas,rrements at diffe;ent stages ofgrowtl! but describes various rnasurements of body in one's own Angutiwhether an infant or anadult' These shourd,ue

$ecka periodica'y at wir Lauy"lil;r.clnoilaa Karma samskaara is ordered to ue qe*.o"-9a as a protecuve meassure during Ist or3.1d,yfl: Face grows with widening- of jaws during Knumaara Aaastlna to receive more teeth.Alcslurlclcun for wrotten speech is oriereil at 5th year and efforts are made to teach him Dlwnnaand Vinaya.Professional course usually starts at gth year_ (after 3 years of language study) with theperformance of Llpannyana; and Godaa* furyit t5th.ye"" ti"ip" i" finding the development ofsecondary sexual characters. But, howeve{,lhe gro**, and Jeletopment ultimately dpends onthe genetic potentiality, the environmental factolrs and the

"uuituuitity of proper nourishment.The gror+'th disturbances

fj"ljpg r"om.c_ranig ryrrorG, Jtt in"r""*a intra-cranial pressureis often referred to as Mas.thishlu chfiaand the degenerativ" *iaitiorrs of the brain as MastishlcaApclnya' Both these conditions ate oiserio,rs nature and are difficult to correct. Bhela very rightlydescribed the picture of precocious puberty.which usuaily;;;;lit from some tumours involvingthe pituitary gland or thehypothatamus; *i',iI" ch"."k" giu";;i;ar picture of rurner,s syndromein the name of vaartaa witir-failure of socondary *r"ifirruiu.t"rs. The Nasya of pancha BhautiknY!,fflfPi ryg"- 18s1 I,s.said to bJit opumum develop-Lit of n the flve sense organs andrs satd to cure various eye diseaases.

Teeth eruption in a child is said to bring various constitutional disturbances in the child from

disturbed metabolism and these subside by [hemselves ones the tooth cuts. However, sympomatic

treatment is ordered for such disturbances. local functional disturbanceslike Danta l&ndu and

Dantn Sabdamake the child bring various articles within his reach for oral exploration just to alleviate

the itch-called as oral phase."The lQrmmdiyaas give rise to oral Plrase,-a1d-Pha:er PttT 9flocomotion and phase of se*ual indulgence in tfreii order. Eruption of teeth before 8th month is

not considered arrrpicior.rr; *d a child 6rn with teeth is considered Raalallosa.These people together

with those in whom tlte l-lttaraDantnasempt first are considered to bring menac€ to the near reLatives'

The RAz4/A Dantaas are considered auspicious without which one becomes unfit to perform a

Shraddla lcnrna.Ayurvedic people described deposition of pigment in a tooth in the name of ViVartu

Dantaa (like tetracycline).Speech dvelopment is a complex machanism involving organs of reception, oqganisation of the

sense received in; cenhe of the brain and activation of lQrmenilriya through the motor path way'

kaashyapa described the speech centre to be located in the brain which organises the auditary speech

to vocal'speech. He further says that a deaf person usually becornes dumb alsofrom involvement

of this cer,tre. Written speech *ticf, needs mbre coordinated activity is usually started at 5th year'

A child pre.occupied *ith loco*otor activity during second year fails to give muchattention for

speech tirough he is able to understand many words and their meanings. The child can make

combinations of words, their number being in pioportion to the age of the child in years.,The vitiation

of Vaata from humiliation of the child's ena6wment together with the effect of the deeds of past

birth is said to bring speech defects. Satmnrdharu Ghita is said to activate the motor pathways

including that of rpue.li and Iocomotion. It has Khadim, Prisniparnt, Balaa etc. as main ingredients

The"characters of ones previous birth are said to be carried forward in the endowment, which

together with the onvironm-rt.:! re-ctors during antinatal andpost-natal'poriods contribute to the

pu"y.tri. "o*truction.

Various udyes that arise iomPajasget solved by:9"*iul: TFt- by Tanas

ind mate their oxpression by Satwa.The unorganised drives in a child are called ID which when

get organised ttre ctrita either shall become able to utilise his energy for tlre LIBIDO in suitable

Iondid'ons or gets consumed the mental enerry in overcoming obstacles in the form of aggression

Though little imount of aggression in the form bf stimulus is essentil for better psychic construction,

a child with more "gg*Hort

fails to utilise his energy for normal growth and,development and

experiences failure ulirrery stage irrcluding education. Ayurvedic books exactly describe the picture

of inis situation and tell ifrat inormalylrowing child though should express satisfaction, show

frustration now and then; so that he sfrail Ue able to master the situation; PostPone the needs or

tries to solve by other means. Number of psychic pattems (1G1E) in the name of Wa or -Satwaare described in Ayurveda. The threTaaiasicvari-eties resemble the states of Idiot, Imbecile and

Moran. The child witf, naias dominetic a ttains Vaata Prakiti and in uncontrolled state of aggression

exhibits periods of Insomnia, with ill temperament and undesired acts like excess cqnng melslng

with food etc. and has iealousy with a tendency to steal. To control the aggression he adoptseither

nail biting tooth gnndir,g ot ih" alike like thumb sucking. These when become exaggerated form

a group i? -ir,or"prychi"c disturbances. children of Paiihic and Krphaiconstitutions are usually

intAngant with the $wer of iudgement and so easily do not become victims of psychic disturbances'

tn peiods of breai down, it a;or psychic disturbances arise either in the form of depression or

excitement. The state of undufy pissirr"tesr is called as Aclwla Vunta, the obsessive comprrlsive

neurosis as Arydaardha Gada, perioas of amnesia aS Aoasnaara and states of neoativism as

Atatwaabhinioah. Excrted boistorous movements result in Unmilaada.

Nutrition

the wholosome diet should consist of all six Rasas and beltghu,lJshtu, Snigdla and Saatmya'

The,dietatic requirement in Ayurveda is usually advised on ones saticty and on individuals, capacityof the stomach. Various rules advised to be followed while eating include the mental tranquility,the stimulation of appetite, the evacuation of bowels etc.; and Jhould be followed ,ror..rauy.

-

- Infant feeding is a technique by itself and needs patience, affection and close contact betweenthe mother and child. T9"gt colustrum is f&td to a iruta on first day of birth, the child is mainlykept on the mixhrre of ghry and honey during first three days. This not only helps in initiatingthe immunilogical process; but also helps in clJaning the intestinal tract of the meconium as ghg;is not digested in the now born. Breast feedir-rg is given at libidum from 4th day onwards. reeiingis-advised to be given with the mother not having the impetus of any of the Dosha, Aushadha ifMala or other reflexes and in a sitting posture ful.g easi after *""hir,g the nipple each time.

- {hgnrycessity arises for artificial ieeaing, eithei the milk of a goat"or of th! cow is advisedto be fed after dilution and addition of sugar p-robably to bring its coirstituents on par with breastmilk' The milk is advised to be based on stomaih capacity suffi&ent enough to produce satisfaction.SuppJemental foods likekhyaaadvised to a child wtro iaits to satisfy wi"th th; normal milk feeds.

- Kaashyapa advises fruit iuices to be introduced from 5th month while modern medicineadvocate them to be started from end month. Extracts of the dried gapes and dates offer the ironiuq:itgd for the body and act as Pitta Hara. oranga juice etc. snpfly uitamin-C required for thebody' Semisolid substances in the form of gruels ire advised to be introduced from 10th monthafter erupbon of teeth, the nature of such substanges selected from a wide vanety of diets to suitthe indivitlull requrrernent. The child who receives solids late is said to suft'er frorn manv nutntionaldisorders. vanous mgfhnds of weaning are described to be followed. H.;;";;;#lk forms anintlxrrtarrt source of diet dlttg 2nd year in a Ksheeraaanada ar!i_ from 3rd year, the milk or itsproducts attain a partial value in the diet.

ln a breast fed infant, the qualitative or quantitative changes brought by the vitiatecl miikcroduce vanous disorders and the child suffers from nufitionafdisturbaices with the symptoms:ased on the vitiafion of the humours. When the child is continued to be fed on the same milk,re suft'ers from certain slmdromes like Daurba-lya, Pasntaadija, Soshaetc. The period of wearungrs very ntuch a critical period when the child undergoes humiliation from defective supply o*f;rutrients like protein at a period when their requireirent in the body is high. Thus ttre-Caioricrnainutrition in Ayurveda is described as Paala isha and the protein malnutrition disrurbancesihat anse frorrt deficiet q of any of the factors of wholesome diet, is described finaily. ExcessiveIrse ot ny singie.Rasa lead to the particular nutritional disorder e.g. the obesity by Madhurn Rasa,the stonutitrs by Katu Rasa,.the gref$ of hair or discolouratioriby Itoana'no*

"t". Rookha ti

iiheetha Ahaara brings defective nor.rhstirrer,t in bones.

99

TEACHING METHODOLOGY OF NORMAL& ABNORMAL LABOUR

ByVd. (Mrs.) S.S. Kopikar

Mr. Chairman Sir, and Friends,It is a great privilege to be here taking part in this workshop on teaching methodology in

Ayurved with special ,eJut"tce to Stree Roga and Prasuti Tantra.I am happy to be amongst you

in tf,is great Kashi Hindu vidyapeeth-started by Mahamane Malviyaji with thesole idea of imparting

best oflducation specially medicial education. So it is not unbecoming of the Shrre Roga and Prasuti

Tantra departmeni to take an initiative in arranging this workshop. This department under the

guidance of Or. (Viss.) P.V. Tewari is a source of encouragemelt to us. The enter-prising Dr. Tewari '

i"ittr t"r glorious record has been a source of inspiration with her zeal of working and bringing

this depaitment uptodate. Here I would like to express my gratitude and sinceare thanks for

bestowing upon mi this honour of speaking to you, the subiect being teaching methodology, in

Normal and Abnormal labour. Before we go to the subject proper I would like to draw your attent

ion to the history of Ayurvedic Teaching in this country. If one looks at the history one can see

the following land marks.Early Girushiehya Parampa.'a which was seem from the time of great Acharyas Charak,

Sushruti and Kashyap. This method waas followed till about the start to Twentieth Century' In

between you heardabout the vidyapeethas like Takshsheela but the method in those days is not

trceable.Next the formal education came up in stages. Some Ayurvedic colleges were established like

in Mysore, Madras, Calcutta, Varanasi. Rt ttre same time some sabhas conducted examinations-

like Nikhil Bharatiya Vidyapeeth, Hindu Sahitya Sammelan. The state Board of faculties were

constituted.But in all these courses the entry requirements, the period of study, the physical facilities and

teachers qualification were variable. There was not pority and so the standard of education also

had vast disparity.Then the ayurvedic faculties in Universities were established Establishment of post graduate

institutions took place in fammagar in 1956. Varanasi in 1963. At the same time some shuddha

courses were going on the this thle disparity condinued. Lastly in 1970 Central council of Indian

Medicine *aJesta-blished and with iti uniform courses in Ayurved were enforced.

Inspite of this till today the standard of education varies from institute to institute the problem

being.(1) Mostly text book teaching is imparted.(2) Many colleges do not give practical training.(3) In rnany ins=titutes trosfitat beds are not provides. And even if they are provided due to

lack of efficiency an the part of establishment they are not in use'(4) Teachers of other specialitia-are appointed to teach the subject e.g. in a College^a demonstrator

who was appoinied in Sharir (riya vidyan vibhag first was shifted to Ras Shashtra Vibhag

and ultimit-ely became a lecturers and Readers Kayachikitisa vibhag.

100

{5f Very few teachers- practic in their own speciality and hence the teaching is of a poor standard.(6) There is no specifications for use of modern technology or concepts necessary for teachingcertain subject. For example certain conditions iile ffi qmGl

' lr"ry grurr"

conditions. If the teachers is well versed with the subject he will be able to establish theimportance of ectopic.prequnry anq its fatal emergencies. Thus making a the student awareof the alertmess required for early diagnosis and tleatment. But if he is"gooa only in theory,this will not signify as emergency conditions. This-aspect. I am s,rre-*ill be consideredduring the workshop.

Now we will see_ the expectaation of competency of the under graduate.(1) They should have a thorough knowledge of normal and ab-normal labour discribed in

Ayurvedic texts.(2) They will be able to treat the causes of normal & abnormal labour by ayurvedic methods

complied with modern technology whereever necessary.{|J ft"y should be able_recognise t[e condition needing surgical intervention.(4) Perform minor opertive procedures like suturing afier teirs or appliction of obstetrical

forceps.(5) Recogruse emergencies needing surgical intervention by emplolng life saving measures

and supportive measures to improve the conditiot und refer ineltient to appopriatecentres.

(6) To be competent to participate in the national scheme of mother and child health care.The expectation from a post graduate are,1. ft,"y should be-capable of performing-operations in abnormal labour.2' Formulate reasearch, projects like using some mediame that are mentioned for qTfldg;and see if they can minimise operative in-tenvention.3. Handle regular emergencies minimise operations.4' Be capable in interpreting explaining a.ri practising the surgical concepts of Ayqrvedic

texts.When we know the expectations of a students we will have to think of the methodology for

achieving this goal.The present course of BA MS which is of a duration of 4tnyears after 12th std. is a good

course,' As far as the part of normal and abnormal labour is concemed the syllabus seems to beexplicit' As far as normal labour is concerned, the derription and treatment of normal labouraccording to Ayurvedic texts are quite sufficient.

The normal labour should be considered in the light of antenatal rvrnagement, preparing theworun for normal delivery. The antenatal treatrnent as described in Ayurvedic texts is very elaborateand complete in itself. It considers all the aspects of normal delivery. Thus it pays attention tonormal growth of the foetus like.-

qahrrfr {flr+lq{q: qqfr orfuqi q-+dt qrhq{ ot. {. m. zzsg- yq gtr cB ftmqfrT{ t<kerrerRh qfuqftrfr Tdrcqq qfu 1r3T. ri. fi. 2/33By dgsclbing the development of Dhatu and describing the treatrnent for development of these

Dhatus the health of the foetus ensured also the different"medicines described in different month'rf pregnancy, the use of Bastis in the 8th month, the use of sneha pichy in 9th month the use ofrlastor oil \,Trc dE chanknaman the use of oil massage to abdomen,lack, things in. Rajayani:A--TIF are good examples.of ensuring grgwih of a heali-hy foetus and mainiainini ttre maternal]rcalth by ensuring the supplimentation oJ food and medicines to combat the loss of Dhatus whenthey are nourishing the foetus, by - preparing a smooth maternal pessage'fhis management will bring down the rate of uterine *6rtia delayed labour not dueio physical(tauses, celampsia prematurity and low birth rate problems.

101

The different stages of normal labour are well described in Ayurveda. But the normal duration

of these stages, the cf,anges occuring in thematernalpassage,-the differentpositions of-foetal parts

during the iescent. Theiegular -ai"ge-ettt of expulsion_of foehrs and the signs and symptoms

of seplaration of placent" i'ill h"n" tJbe in corporated along with this knowledge.

ior leaming Normal labour, the students should have the thorough knowledge of:

(1) The anatomy of maternal passage.(2) The anatomy of foetal head. t

(3) The stages of normal labour their normal duration(4) The chinges occuring in different parts like maternal Passage. In the foetal body and the

force of labour.For knowing the anatomy it will have to be taught again_before taking normll labour. Once

the anatomy is e]tablished the different stages, their duration the changes occuring in the maternal

passage during different stages the changesihat the foehrs abnormalities undergoes during different

ituguJor a"*e"nt can be expliined and uiderstood well. This will be not only useful inunderstanding

the normal labour brrt witt be a background and for knowing the abnormalities occuring in different

stages. This should be done by giving lectures with aid of models' Skeltons dummies and model'

By"showing slides and e*ptainiig thE bony and anatomical material passage along with the soft

tissues.-- fn" $ -q;{ and q5q6{r{ and the management of labour should be taught with

the aid of slidm and vidmfilm, Alonlryittr this the students should be shown some normal deliveries'

After gaining this knowledge they"should be made to conduct 20 normal deliveries. The student

who conducts at least 20 normal deliveries will have the judgement of the normality and abnormality

of the labour.Also there should be sufficient beds available for giving this knowledge. If sufficient material

is not available help should be sought from neighbouring institutions like primary health centre

or some public hosPitals.The abnormal labour could be of

I. Position and Presentation

different type. Thus there will be abnormalities of :

Occiputo posterior position of vertexFace and BrowBreachShoulderTwinProlapse of cord and limbs

II. Abnormal conditions of matemal Pasage(a) BonY Pelvis

Pelvic ftntractionTumours of pelvic bones

(b) The soft PartsOverian tumoursUterine tumoursRigidity of the cervixRigidity of the pelvic floor.

lII. - Abtro" ulities in the Action of uterus. Precipitate labour.

Uterine inertia and incoordinate actionCervical dystocia rigiditY of exTonic uterine contractionAntepartum rupture of the membrane.

702

ry. Obstructed labourMatemal injuries in Parturation.

V. Reputre of Uterus,Cervical tearRapture of perinium and vulva.HaematomaInversion of the uterus.

VI. Antepartum haemonhageVII. Retention of Placenta

Vm. Post partum haemorhageOut of these if you see the syllabus you c.une across t6q{ abnormalities of position and

presentation. *fidEoT abnormal condition of maternal passge. This may be true of pelviccontraction or rigidty of pelvic floor and cervix.

IFiq Ttriil Ante partem hoemorhage, (Retention of Placenta) 31g11{g: are mentionedalongwith

- {ff5l TifF6 apart of post partum haemontage.

But the obstructton caused by tumours of pelvic bones, uterine tumours and ovarian tumoursare not specified because there is no mention of ffiC CfR and its caused.

Uterine inertia, cervical dystocia, tonic uterine ccintractiory anteparturn neptune of membranesobstracted labour, contraction ring formation, Impacted breectU locked twins, gipntism, abdominaltumours and ascitos of babies. Rupture of the uterus, ex. vagina, perinium, inversion of uteruswill have to be mentioned in the regular syllabus specilically. If these are to be taught to the studentsto give them a clear cut idea, the teacher will have to be sure of his footdings Even if I have triedto synomimise certain conditions here I do not know how many of the teachers sitting here agreewith this nomenclature. For that purpose we in this workshop must come to some conclusion aboutthese words and try to make them unadibiguous and clear to the students.

These conditions are grave and can be harmful to the mother or child. Even if they are notdescribed in Ayurvedic text in details they must be incorporated in the syllabus. These conditionsall of us know are very important and can make unimpressive change in increasing the successrate of maternity depatient by avoiding foetal and maternal deaths.

These conditions can lead to considerable harm to mother and foetus if inervention is not doneat propertime. they will have to be explained again by illustrations, slides etc and a clearunderstanding will have to be developed in the students mind, for this part which forms animportant part of healthy mother and child we will have to take the help of modern obstetricalbooks and the teachers will have to take complete knowledge of these conditiot s their signs andsymptoms, their diagnosis, their management.

Also all the material units of the teaching colleges will have to get self sufficienry in managerrcntof abnormal labour. For this the units should have the facilities to diagnose these conditions.

(1) Like Xray unit, sonography units and other latest investigation to know the conditions likethe abnormalities of positions or extended breech, contracted pelvi+ which necessarily need surgicalintervention.

(2) Also they should have the facilities for supportive heaEnent like blood hansfusion facilities.And lastly but not least the teachers should by to have the capability of doing operative

procedures in these emergencies with these facilities if the student in made to observe, takes noteand helps in emergencies he will be able to diagnose emergency conditions and given them thebest possible aid or refer them to appropriate centres for further treatment.

I sm sure this will be like a talk order to take of these ideal facilities for the students. Butif we want to make a student competent we will have to insist on those facilities.'Alongwith

these the drugs that are prescribed for inyftig: and other which would beuseful in uterine inertia and such condition will have to be exptored.

103

Also I foel that the study of qt and their use in anaethesia purposes will have to be taken

up for research. fu that there could be a contribution of Ayurved to anaesthesia' The art are version

which is described in the treatment of ndTftt should be also levised and studied and taught

to students which wili help in as first aid in the remote areas for conducting abnormal deliveries'

So now with suggestion of some moilifions I complete my talkes curiculum

(1) (a) be made explicit and unatribigious(b) Modern subiect should be included as necessary'(c) Practical training be ensured'

(2) Teaching facultY.Only post graduates be aPPointedRefesher courses be conducted for the teachers'Physical facilities should be provided.Adequate class room and laboratories.Hospital services be ensured.Students hospital bed ratio be maintained'Students sepirate ayurvedic college admission tests should be conducted'

Social & legal suppbrt to the graduates should be ensured'

With these shlokan great Shushucharya, I take your leave'

qg d-{6ynw{1 6{gftffi1-a r t3p1s131 qIeI slq ffi4154q ;1a611

W o.{9 FrEardI qrqqfu RqBqft | fficgg-qnie}ft sd qfrR rtq;I: | 148 | |

wti-dq fiSunqwil woqtft r lniffio ${qrkq ft;il l+s I t

qKqq-fr qrRqF 'flsRqlir rffi I qr&qil tq-qt{ frFrfr' HqiI qrlT | 142 | |

A person who knows only theory (shastras) but docs not have practical knowledge he whenapproaches the patient he becomes perplexed like a coward in a battle field.

A person because of its over confidence tries to do practical work without a knowledge oftheory. He is not respected by the Vaidyas and desires death penalty by the king.

A person who is efficient only in either theory or practical is like a bird with only one wing.But an intelligent person who studies both the shastras and practical, gains all the wordlypossessions. As a charriot with two wheels comes useful in a battle.

F cdi {r5gflqt * otrwiftr{t1qrqw oqiqi qE q{ qfrFwrf{ql{ GFq-sO 3. eIFT 40

May God help all those who are ethical in behaviour, ripe in knowledge, rich in experiencewho think good of others.

(a)(b)

(3)(a)(b)(c)

(,4)(s)

a a a

104

AYURVEDIC CONCEPTS ONINFLAMMATIO N.ALLERGY-IMMUNITY

ByDr. C.H.S. Sastry, Dy. Adaiser (Ay),

Mlo Health & Family Welfare, New Delhi

T\e Ahita or the Viruddfta substances fail to get transformed in the body into its own; but remainas foreign bodies (Ayadaarthaa) either provoking the vitiation of any of tlne Doshnas (with ViruddhaBhaaa - allergy) or the formation of anti-bodies (Pratyaaneekataya)-. Thus administration of equalquantities of Ghrita and Madhu to a neonate for three days without any breast feeds right fromlaata Karma; administration of medicines with Ghita and Madhuprobably Ly its antigenic piopertiesstimulate the body for the mobilisation of defence forces. Poilen of flowers are k-nown allergensand the honey collected from various flowers of different Rasa Guna,Veerya and Praabhaaaaproblablyacquire antigenic property when mixed with Ghita. Thus in a growing child, the airuddhas,rbstatrcesa,re said to modify the differentiating tissues (Abhi Samskaran-active immunisation) so as to mitigatethe evil effects of such of them or its related antigens in future life. In a grown up body alternatiielyViriddhn Saaatmya can be practised (desensitization) to avoid the bid effecis of the Virucldhasubstance.

Oius of the body is otherwise known as Balam which help in reducing the virility of the disease;and even the humours in absolute equalibrium fail to bear the body devoid of Ojus. ihuk aVaardhakadrugs indirectly promote Ojus and thus help in reducing the virility of the disease by improvingthe natural resistance. Similarly Rnsayanaa drugs by preserving the deay of the tissues teep.tfthe body's vigour so as to withstand or fight the disease proceis. Thus ihis Oorjaslara treatmenthelps in all disease conditions ad adjuvants and more gr in diseases like larwpad.od.hwamsa Rogaasby toning up the body. Making the soil of the body unsuitable to any given disease condition abortsthe disease production (like Prakriti Vighaata Chikitsa in Kimi Rogd which together with Oorjaskaaratreatment constitute the different process of kha-Mataa in the body.

Apart from the constitutional disorders, Ayurveda described at least three groups of infectivediseases arising either from a common source of polluted air, water, land etc. th6 larnpadodhwamsaRogaas; or from direct-spreag flg- one person to another, the Sanlenamika Rogaas. Not only thediseases like lwara and Netrabhis_hyanda spread from one person to the other; but also a group ofdiseases inllicted by demons or Grahaas get attached to the persons coming in contact withlnfectedpersons. Though the Sankranmika Rogaas need appropriate treatment, thilannpadodhwamsa Rogaasand advised to be treated-by improving the natural resistance by Rasaayana andVaajeekaran drigs.

The morpiology and other properties of various Grahaas capable of tiving on flesh, blood andOius; their residence near cow sheds, water tanks, abandoned hbuses and roots of trees protectedfrom Sun light; their infective nature in the wounded or of vitiating milk or the lata Harany withits contagious proQertyl and the advtse to trursethe rresr hcrrljrs\ec(ed.(rsrr.,tKessdsssrisrs\5means of fire etc. together with the symptoms of their attack of an evil moto producing fever, loosemotions, vomitings, cough or other constitutional disorders of infective nature siggest theseorganisms to be some microbes. The principles of management described for these Grahaiiincluding

105

the protection of the Physician or the attendants; the isolation of the patient with fumigation and

disinfection of surroundings and the praise of Agni capable of destroying them; together with the

use of drugs like Saroagandha Drauyaas for their antitoxic property,theBhotaVaata Ghita etc. suPPorts

the idea of the Graha Rogaa.s to be arising from some infective microbes.The peculiar infective syndromes of children like the polio myelitis, the meningitis, the febrile

convulsions, the states of gastro enteritis, the abdominal tuberculosis and the imPetigo etc. are

all described under different names of the twelve Baaln Grahaas. The neonat ed Banla Grahaas attacking

during the first ten days of birttu show excitement with lJdaeg andaPpear to be producing convulsive

state.lhe Grahaas described to attack each moth during first year resemble some sort of infection

either of the respiratory tract or of the gastro intestinal system; while those derribed to attack

each year during the sixteen years of Kaumaara period appear to arise with some neurological

involvement also. The Grahaas derribed by Raaaana show fever in all of them with excited states

and appear to be the states of febrile convulsions.Similarly certain diseases peculiar to infants like Ahipmtana, Parsuka Rog etc. and the systemic

disorders like lwara, Atisanraeti. which are equally seen in adults. Shall also be taught to Students

of Avureda.

106

ROLE OF PANCH KARMA AYURVEDIC TREATMENTSCOORDINATION WITH YOGA ON VARIOUS NEUROLOGICAL

AND SPINAY DISEASES

By Dr. Sunil V. loshi, M.D. (Auu) €t Dr. Shalmali S. loshi, B.A.M.S.Cohtlpeth,NagpurNagpur Uniaersita,

It is indeed my fortune that the Honble Chairman of the organisors of the Third world congresson Yoga & Ayurveda & Traditional Medicines held at Como] Itali has permitted me to put myfew experience before this august _body about the approach-of Ayurvei "r,a

iog; towards thevarious neurological problems and spinal disorders. '

I come to the diasas a.fYurvedic professional from lndia. tn lndia though dwindling the practiseof Ideginous systems is still in invogul for management of many diseases.ls a scientific practionerof Ayurvedaa 1 found it repeatedly that the iisease ""titi"J

as discribed in other systems ofmedicines and Ayurv.eda-a1e basicilly different by their difference in approaches.At present majority of the medicai riences ir11ls1o1 puttiig in some medicament by the routof choice' Ayurveda however is the only science which allowes tlie body to eleminate the unwantedsubstances as a Part of_therapy. Here the drug is

"*p""t"Jio enhance the natural secretions invarious zones of the body so that the disease polentiating material is got rid of. This is based uponthe natural tendency of the body to eleminate first the su"bstances that are hetrogenous to the totaltissue structure by the wages that a suitable for elemination. Take for exampl6 aCcidental ingestionof an organo phosphatase the body tries to eleminate it ly j"rtiJ-i"testinal trict secretionls as brisklyas it can be managed.

The advantage of this very.tendency of the body what is unwanted by the body is taken ofin.whlt are popularly names as "Eleminaiive Theraplor( i.e. induced vometting (Vamana Karma),selective purgation (Virechan Karma), errhines (Nasya) or blooJ letting (Raktamokshana Karma).These processed allow the body to eleminate the substances after the preparative procedures thatare ment for protection of desire tissue. This is about the main difference or *urilg"*"nt of thediseases compared with modern science.The overall understanding-of progress of the disease by Ayurved has another distinct leature.

l":.h "ld -every disease evet iho.rghlanifasted g"rtto-#t"#nal tract or the p"or,"r"r sinuses.Collectively one can say that the hollow structures"of the body have the trigerring focii rather thanthe relatively comPact and solid tissues in the body. In the ""r".,t

or long standing diseases manyat times the pthologyapPearance is at comparatively compact and solid tissues. This deviates theaverage physician to start arnanagement foibenefit or that &ssue alone. But u."oraiilio Ayurvedicunderstanding the initial focus is not essentially there.Take for example disease enti$r that are tau.ettea 1) Epilepsy or lumbar-cervical spondylosisor spondylysthosis, locations a.e.compact or solid tissuei res'pJctively brain matter and spines.The management i'e' popular aims it acting.upon these bi availaure therapeutic measures.Ayurvedic understanding of the disease makJ it

'outigutory ,rior, ttr" professional to stress backthe initial trigerring focus in hollow structures. And by ttis uppto'u"t, it is my experience of 4/5 yearsthat the entities that are unmanageable come under the perview of manageable entities.

1,07

In while taking history of the patients of entity called 'Epilepsy', I specifically interogated for

congestion, hyperfunctions, derrangements in zones around paranasal sinuses, hyperfunction of

g;asiio-inestinai track secretions a.d de..a.rgement at proper elemination of the excreta (Malasa's).

i'o the surprise of the popular medical clinicianes and to the reason of Ayurvedic professionals

c,ut of 5 pitients, 3 were having all three facil rigerring the pathology as cited above.

In grbup of entity called as lumber-cervical spondylosis out of 56 patients 5 patients were having

I,aranalal congestion (Sinusitis, Allergic rrhinitis, D.N.S.). Out of 56 patients of above group 51

ivere having dirrangement of proper elemination of excreeta (Hard stools-schibalous stools), sticky

stools, irregular bowel functions and tenasumus sensation. 41 patients out of the group were having

|yperfunction of gastro-Intenstinal secretions (popularly known as avoid peptic non activeulcer,

f :rmentative dyspesia, hyperacidity syndrome, colitis).From this it will be noted that going for trigering focus can substantially modify the very line

c,f management. Instead of paying attention to brain matter and spinal management I decided

according to guidelines of Ayurvedic texts to remedity the above three things by Nasal drop

treatment (Errhtns-Nasya treatment) oleation and sudation (Snehan-Swedan Karma) treatment,

rnedicated oil enemata (can be compared to enema oil combination). No soaP as an oxillary the

rnanagement necessary for invoguration of digestlve capacity was annext according to necessity.

l'o save time I will skip the technical details. One who interested can discuss with me later on.

The audience is scientifically interested in overall resuits. Therefore I narrate them in short.()ut of 6 epileptic patients two patients partially. It was known through pathological investigation

that development of brain matter by itself was insufficient for the age. And four patients progressed

to alrtness, increased span of time between attacks and carrying usual daily obligations, substantial

reduction in long continued anti epeleptic drugs. It may be noted even though the patients have

progressed to alertncss, instead of progressive depression. The low dosages of anti epeleptic drugs

rvas not completely discontinued.It will be useful to switch on to a case study of six number of cases on epilepsy in which after

ljving aid of necessary karmas from out of the 'panch karma' (Ayurvedic system of treatment)

r nd after the cure has progressed to a certain extent to switch on to the medhya resayandi chikitsa

rvith praanayam and Yogasan treatment showed a very reasonable result.I have specifically marked certain common aetiology and effort to treat them where ryade by

rne through the various panchakarmadi treatments. It was very clearly found that the srotasa of

lvlajjavaha, Pranavaha, Annavaha and Purishavaha were commonly affected along with depiction

of the Epileptic symptoms and the cycle of "Prana-Apana" was tried to be regulated by the

"Panchakarmadi Shodhan Chikitsa". As soon as "Prana-Apana" coordination was established, the

lvledhya Rasayanadi Chikitsa show the maximum effects which normally converts into mere

r,edation after administration of such drugs. The crux of this paper threfore is not the Medya

){asayanadi Chikitsa. For Epilepsy because it amounts to superficial suppression of the disease.

,\yurveda proclaims and advises its followers too the roots and not the symptoms rvhich often

rnislead the vaidya's,Alongwith the different investigations, I have stress upon the '?urisha-Parikshana" wherein

rrll the six patients do not rate satisfactory i.e., Niram-Purisha'and this has given me an indications

to established '?ran-Apana" coordiation first. My specific attempt was to bring about a total

rquilibrium. (Sammyaki-karan) of these emissaries of Prana and of this'?rana-Apana" coordination'vas aimed at on the priority.

Out of 55 patients of Lumber-Cervical Spondylosis 31 patients responded upto 40% in which

rhey are able to perform 'Uttan Padasan, Sarwangasan' very easily and without pain and stiffness,

lrut after efforts pain is increases.In 25 cases responded more than 80Vo in which 'Uttan Padasan and Sarwangasan' very easily

1;erform without pain and stiffness, also bowel movements are regular and non hyperfunction of

108

gastro-Intestinal secretionsand non relapse observed in six months period. out of 56 ,,Katigraha-Manyagraha" patients (Spondylosis) 32 are female patients unizqmale patients taking treatment.In these cases mainly Anna-Vaha, Pran-Vaha, Mamsa-Vaha, Asthi-vaha, Majja-Vaha, purisha-Vaha srotasa's (Systems) affected. In all cases Purish-Vaha and Anna-Vaha are commonly affected.So '?rana-Apana"

was tried to be regulated by the '?anchakarmadi Shodhan Chikitsa,,. As soonas this coordination established swiich on to the Yoga Thera py for maintenance of the properfunction's of spinal column.

From this a strange fact comes to the fore to this scientific gathering, payingattention totrignerring focii instead of apparent pathological locations on one hani and "rilpi.,"Ji,

o-n eleminativeAyurvedic Shodhan therapy on the other h*and has given reliei ot the entities that were otherwisehelpless' Here it is not ihe substitute of drugs" opting ayurvedic combination instead ofpharmacological preparation, but change in understinali.g afrp.6"ch to the diseases and consequentayurvedic management has proved fruitfut.To give the hint for ayurvedic rationale 'Pran-Apan'coordination

is the key behind the totalclinical results' It will be not improper to suggest in hcre that for total management for entiticstike 'epilepsy' mere contimation of sedatirri"drugs reduces total alertness of the patient. A:ombination of suggested-treatment progressively increases the alcrtness and awareness of thecatient, so that he can perform nis daity"obligation with confidence. lnstead of taking efforts for-ehabilitation the management itself can mafe thc patient socially viable in many respects.Another aspects for the attention of thc scientist r.om vola is that number of patient were

:iM:d,Yy otngr ntry111-"_t.,o l:tfo":

yogic proced"."r. rnur.-procedures even though folowedlor good long time did nmot achie'ue ttre aisirea bcnefits. It is splcifically reported by the pateintsirnd observed by me that after eleminative therapy .o..,po.,".,iii *y -unugement the previouslyirdvise yogic procedures colld reap benefit. Ayurvedic appropriate eleminative proccdures arepre-condition for achieving benefitiout of yogic procedu."rlvoiu has advise selfjcpendcnt suchltrocedures in the name of 'six Kriyas' namely Neti, Dhouti, Nauri, Basti, etc.so all that I want to communicaie is, that to congnise and appry the whoristic distinct approachc'f .understanding disease is much more significani'than ri"aiii pu*,ywise substitutc for diseasee ntities.

I once more sincerely express my gratitude and thanks to the Hon,ble Chairman of the()rganisers symposium for granting -L t"nir audience and expcci that this will prove to be a sortcf contribution to the discusiion thXt we propose to initiate in tnis conference. Iiefore completingt ris paper I am thankful to Prof' B.V- satirve, who is Ph.D. in yoga for herping me to coordinatet)re yogic comPonents in the management oispondylosis patie.rts also sincere thinks to my patientsfll:

tl": sincere cooperations fo.r laking the tieatment. Again thank you very much to everybodyt,r giving patient listening and raisin[ the status of the discussion.

109

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ACKNOWLEDGEMENT

The Ministry of Health & Family welfare ows the successful organisation of these workshopsto the interest evinced by the o.gur,ire.f6g:.: "iih;

MF,tl}_ and experts engaged in the fierd.I am grateful to all concerned ind participants in particutar #ho came from various fields andcontributed their best for the cause or-tlnaian systems oi vr"ai.i"e & Homoeopathy. I arsofflllffft"H,f,n'i:i||to worra ne"rin o.guii*ii"" *ni.i. provided rinanciaj support ror

/ue(Dr. C.H.S. Sastrv)Programme Officlr

Dy. Advisor (Ayurveda)

a report on theprocesdings of _ quality control drugs of ayurveda

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