Activity based learning in Ayurveda – Dr. K.S.R. Prasad
China has sought the India’s (Tamil Nadu) support to introduce ABL Methodology being implemented in Government Schools. Their response is proof of effectiveness of ABL at the primary school level for all subjects [The Hindu, 16th Nov, pp12].
As I see the great saga of Ayurveda learning in Indian heritage, it is said as ideal to have 1 teacher teaching Ayurveda for 6 disciples is a common practice seen in Charaka and Susruta Samhita is Activity based learning in Ayurveda.
In between 19th-20th century and past many shapes has taken by the Ayurveda curriculum. As in 20th century the under the influence of Mecale’s educational methods in India, even Ayurveda took its changes and it became puppet in the hands of policy makers.
In early days of 1900’s, Ayurveda Vidwan, Ayurveda Acharya, Ayurveda Vachaspathi, etc., such termed qualifications used to serve the learning community where teachers offered a better understandings of him through available texts. Later the Diploma of Ayurveda is introduced as D.Ay.M. And on the same time it is given as Graduation course in Ayurveda as G.C.A.M. and G.C.I.M.
The quest for the degree and development and demand of equality with the Allopathic Medicine, which was given more wait age by the Govt.’s made to introduce a B.A.M.&S. as degree but not given a status of degree by name. 10th class students are admitted in B.A.M.&S. experimentally and later it turned as B.A.M.S. under the respective university syllabus. The admission is made for the 10+2 students. Neither of any students knows about the Ayurveda before to admission and no much Bio-related subjects are taught except Botany and Zoology. Still the success rate is good and many prove themselves as the best of the faculties.
The entry of the Ayurveda student is also a big question in the process of developing the system. Initially it is with interest and competition eligibility. In due course it became Paid and reserved. Probably it looks the policies of makers making the system weak and trembles in the development of the Ayurveda, which is a major health recovery system in India from the ages. This is not a platform for these issues to speak.
In 1978 CCIM introduced a common syllabus for the entire Indian Ayurveda colleges with a so called best syllabus. Many commented as this syllabus is a Hindi version of the M.B.B.S. No body bothered about it and wishes to fix the standards in Ayurveda since the birth of CCIM, but many factors and corrupted persons could not make this possible.
Almost all the times the syllabus is clumsy and student never felt happy about what he is learning. The Ayurveda is at the cross roads became a common sentence to utter in any gatherings of Ayurveda. Recently people started EBM (A) Mantra – Evidence Based Medicine (Ayurveda).
Many discussions come in across, even I still recollect my student days, and we strongly demand either to keep a Samhita oriented study or Subject oriented study in BAMS curriculum and not mix the both to confuse and burden the student of Ayurveda. The tendencies of the policy makers not changed and even today I see the Astanga Hridaya and Charaka Samhita as Poorvardha and Uttrardha in three phases of BAMS, they have the Samhita study apart from Subjects that are repeated are taught and interpreted in a different way.
Present study is neither subject oriented nor practice oriented, there by the student of Ayurveda is facing lots of problems in his survival, ultimately inclined to the contemporary medical practice to satisfy and withstand as successful medical practitioner, who is jackal of all trades. To stop this many rules and regulations are imposed but not of successful because of the public support to the practitioner. Ultimately, I heard that the Govt. is serious to introduce the “National Medicine Project”, where all the medicines are clubbed together and specialties of these branches are made as “Postgraduate Specialties”. Certainly this is a good thought and invited to stop the trans-migration.
Another pathetic situation is the curriculum is the Year wise study is made as Phase wise study, which doesn’t suite the Ayurveda at all. The burden on the student is more and not justified. Many discussions are gone on this topic by many educationalists and no outcome is brought forward. I feel to put forth few suggestions as I am proposing and strongly recommending the “Activity based learning in Ayurveda”.
- The subjects that are “Non suitable Activity based learning in Ayurveda” are to be removed – as Ayurveda Itihasa and Sanskrit for the Viva especially. History is incorporated as introduction in respective subjects.
- The year wise subject division is done according to the learning skills of student and syllabus reorganized according to the “Activity based learning in Ayurveda”.
- The clinical subjects that are specifically involved with the live subjects of patients are screened carefully to fit in to “Activity based learning in Ayurveda”.
- The student should not be allowed just to copy the Records of past as Journals and regulated him by offering “Activity based learning Points in Ayurveda” for his work done. These points are made as eligible criteria for the appearing the examinations.
Be kind enough to write an opinion on this to enrich the past glory of Ayurveda.
