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== Na Prushta Guravo Vadanti Nyaya as an important teaching method ==
<p style="text-align:justify;">The Charak Samhita is the result of the teachings given by the teacher Punarvasu Atreya often involving the resolution of the queries put forth by the disciples at different instances in the text. Thus, the teaching methodology in the ancient period was based on the curiosity of the students and the guidance provided by the teachers. Most of the chapters in Charak Samhita, thus open with questions put forth by Agnivesha to Punarvasu Atreya E.g. Sneha Adhyaya (Cha. Sa. Sutra Sthana 13), Kiyanta Shirashiya Adhyaya (Cha. Sa. Sutra Sthana 17) Katidha Purushiya Adhyaya (Cha. Sa. Shareera Sthana 1) etc. Thus the “Na Prushtva Guravo Vadanti Nyaya” meaning that the Guru won't explain or mention any subject without being asked by the students i.e. students should take initiative in knowing anything. [Chakrapani commentary in Charak Samhita Kasa Chikitsa (Chikitsa Sthana 18/3-4) and Udara Roga Chikitsa (Chikitsa Sthana 13/3)] </p>
== Teaching methodology in Ayurveda ==
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<li style="font-weight:bold">Intellectual types of students (trividha shishya buddhi hitam)<span style="font-weight:normal"><br/>The explanation of the concepts in Ayurveda should be such that they are well received by the students of all types of intellect i.e. students with low intelligence, moderate intelligence and high intelligence (manda, Madhyama and uttam buddhi). The knowledge of any verse should cater to the intellectual needs of all students. (Cha. Sa. Vimana Sthana 8/3) Thus the overtly brief explanation (atisankshepa) and overtly extensive explanation (ativistara) should be avoided. (Cha. Sa. Sutra Sthana 4/26-29). The description of 50 types of group of herbs for decoction (panchashata Kashaya) is an example of the same. (Cha. Sa. Sutra Sthana 4/25) In the current education system, the teachers recognize fast learners and slow learners to teach them and develop an understanding of the subject. </span></li>
<li style="font-weight:bold">Reading and understanding methods of text (vakyashah- vakyarthashah- arthavayavashah)<span style="font-weight:normal"><br/>The teachers shall read quotations (vakyashah), then interpret its meaning (vakyarthashah) . Then it shall be explained to understand the intended meaning and analyze based on grammatical, linguistic, and stylistic aspects (artha-avayavashaha). Deep understanding of concepts and other complexities in the text is possible through this method. These are the three crucial steps in understanding the nuances of the text. (Cha. Sa. Sutra Sthana 30/16-19) In present system, a good teacher explains the text by reading between the lines and illustrating with suitable examples.</span></li>
<li style="font-weight:bold">Prashnashtaka (eight questions) (Cha. Sa. Sutra Sthana 30/30)<span style="font-weight:normal"><br/>This methodology is also necessary to understand the contents of the text, briefly describing the subjects described in different parts and subparts of the text. These include text (tantra), main subject of text (tantartha), sections of text (sthana), (content of sections of text (sthanartha), chapters in texts (adhyaya), content of chapters in text (adhyayartha), topic in the text (prashna), intended meaning of topic in the text (prashnartha). The hierarchy is followed to narrate the topic as per subject syllabus precisely. </span></li>
<li style="font-weight:bold">Vaadamarga <span style="font-weight:normal"><br/>Vaadamarga is also an essential concept needed to completely understand the text. These included 40 concepts which can be explained in detail to highlight the discussion. (Cha. Sa. Vimana Sthana 8/27) A proficient teachers applies this in teaching methods. </span></li>
<li style="font-weight:bold">Pramana <span style="font-weight:normal"><br/>The pramana are tools for analysis and examination of any phenomena mentioned in the text. These include the pratyaksha pramana (direct observation or practical demonstration), anumana pramana especially the parartha anumana (inference done for the purpose of explanation to others), upamana pramana (analogically explaining the facts in the texts), yukti pramana (logical understanding of concepts in the text), aptopadesha pramana (literary or theoretically understanding the matter explained in the text). (Cha. Sa. Sutra Sthana 11) A clinical examination and demonstration can not be completed without explaining Pramana and evidence to the students. A good teacher produces experience-based and research-based evidence to guide students. </span></li>
<li style="font-weight:bold">Smriti karana – ways to enhance the smriti <span style="font-weight:normal"><br/>The ways to enhance the memory (smriti karana) are important in teaching methodology. These methods can be adopted by the teachers to promote better understanding of concepts. The smriti can be acquired by understanding the cause of any phenomena (nimmita ), direct or inferential perception (roopagrahanat), based on the inference of similar things (sadrishyat), based on the inference of contrasting things (viparyayat ), through the concentration of mind (sattvanubandhat), constantly practicing the learnings(abhyasat), attainment of knowledge (dnyanayogat), subsequent repeated visualization and hearing of a thing or an event (drishta , shrita , anubhoota puna shrutat). (Cha. Sa. Shareera Sthana 1/148-149) The mnemonics is used to remember various descriptions, classifications and disease protocols. </span></li>
<li style="font-weight:bold">Tantrayukti <span style="font-weight:normal"><br/>Tantrayukti is, again, an important tool for understanding textual references. It is also necessary for the literary review of various concepts mentioned in the text. Thus, the teacher can explain the various aspects of any principle and its application in practice. (Cha. Sa. Siddhi Sthana 12) A teacher applies tantrayukti to understand and teach the correct meaning of text. </span></li>
<li style="font-weight:bold">Pada- paada- shloka methodology (term, sentence, and complete verse)<span style="font-weight:normal"><br/>The pada – paada and shloka methodology mentioned by Sushruta throws light upon understanding the meaning of different individual terms and group of terms mentioned in the verses. The pada refers to mention of meaning of single word, paada to the meaning of half part of verse and shloka to get the meaning of the concept. This also aids in better recitation and memorization of the verses in Samhita. Every pada- paada and entire sholka should be repeated several times to acquire the intended fruit of learning the text and science. (Su. Sa. Sutra Sthana 3/54)</span></li>
<li style="font-weight:bold">Paatha- avabodha- anushthana methodology<span style="font-weight:normal"><br/>Acharya Vagbhata adopts this method as an effort to learn the entire text. The patha refers to reading and remembering the text in its entirety. Avabodha refers to deep understanding of the concepts mentioned in the text. Anushthana refers to the practical application of the learned concepts. Again, these three kinder the cognitive, behavioral, and psychomotor domains, enhancing the learning experience. (A.H. Uttar Tantra 40/82)</span></li>
<li style="font-weight:bold">Yogya vidhi <span style="font-weight:normal"><br/>The yogya vidhi focuses on the practical training of the students based on different simulation or dummy model like techniques. Different surgical techniques are taught hands on the students using different models like fruits, vegetables etc. This can be used to practically train the students for different surgeries and panchakarma procedures. This is helpful for developing the psychomotor skills and practical approach of students.
Similarly, different concepts like Tacchilya (literary tool denoting similarity or being accustomed to something), Vyakhya (literary tool providing indepth explanation regarding any topic), Arthashraya (literary tool to understand the meaning of any sutra or term), Kalpana (literary tools to understand the text) mentioned by Acharya Vagbhata (Arundatta on A. H. Uttar Tantra 40) are also important in further elaborating the concepts to the students.
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