1. Encrypted Ayurveda to Decrypted Evidence
Dr. K. Shiva Rama Prasad,
M.D (Ayu), C.O.P.(German), M.A., Ph.D. (Jyotish)
Department of Kayachikitsa (PG), PGARC, DGM AMC, Gadag
Under the blue sky looking at the horizon sun Me, My self and my professional
shadow with optimism thinks it as rising if not fatalistic to setting. Ayurveda in other
words not understood for many whether it is mounting its roots deep in to all over globe
or declining the values loosing its charisma and appealing nature to common man.
Globalisation and liberalisation made the countries and people too close to be. As like
China, the Indian political policy are neither encouraging the Ayurveda market to expand
nor to the Ayurvedic fraternity to establish them selves as eligible physicians. Even
though Ayurveda in many such problems crunched, limping to establish its existence
through Ayurvedic colleges, Pharmacies, Seminars and NGO organisations, etc. Many
times what exactly happening is not justifiable by common man whom ambitiously
looking at the so-called safe, economic and our country medicine, Ayurveda. A big
question for the day is – Whether the conventional Ayurvedic schools are capable of
conveying the protective ideology of Vedic era? Out of the vast information’s (Shastra)
and technologies (Tantra), how much is available right now, and how much is taught to
the student, and what is the amount of knowledge is retained by him? How much student
is given assurances of medicaments and courage of practicing Ayurveda. This all goes
rhythm of implicitly explanations of teachers and also bureaucrats, beating round the
bush. Encrypted Ayurveda for ages has to be decrypted for the need of present
generation is the chore of Ayurvedic fraternity. Let us have an errand around Ayurveda
for gratifying the same.
Ascent to present
Any one does not enlighten the Ayurveda; they are many people’s collective
intellectual information banks of knowledge, streamed from ages. Much of the times the
knowledge is transferred as clinical and practical knowledge to the student. Later in due
course when this information’s are made in black and white available, the shortage of
palm leaves compelled them to abridge the information. India, a country of well to do,
made many people to invade and filch the Indian treasure. From Mahabharata and
Bhagavatam, we observe the references of Mlescha invasions till to the Ghajani, Ghori
of Muslim rulers impeded the glory of Indian wealth. Later many European communities
on the name of trade encroached not only the land but also the intellectual piracy. At this
1

2. juncture the Indian scientists made the science to be encrypted and abridged in want of
protection. As the generations passed, the decryption is not possible for the present.
One such effort is necessary from the Ayurvedic fraternity with the help and supervision
of government.
Nomenclature expansions
Medicines are identified by the name, but the difference of the traditional to the
proprietary is embedded information of medicament pharmacological functional utility.
Here I wish to bring in to notice some observations, for the sake of acquaintance.
Gangadhhara Churna is used in Atisara, etc of diarrhoeal conditions, where
water loss per rectum is visualised. By colloquial meaning Gangadgara is Lord Shiva
and the medicine is told by him, but the embedded information is “Ganga = water”,
“Dhara = holding”, the full meaning as follows is the Udakadhara kala or the water
retaining mucus layer at large intestines for which Ayurveda defines roots as Talu and
Kloma. The water retention and absorption is chiefly from the large intestine mucosa.
The medicine works at this site for retaining or absorbing the water to balance the
internal environment and they’re by restoring to normalcy.
Another example is “Mrutyunjaya Rasa”, even its meaning in general is lord
shiva, who conquered the death, generally is used in fever. The embedded meaning to
understand is the cellular death, which is by the encroachment of the invaded organisms
assassinating target cells of the internal body are protected with the wrap of guard. Thus
the cells fighting against are becoming “Mrutunjaya”, and lives longer time. This could be
applicable even for the diseases in which the cell fester or decomposition is occurring.
Thus probably it could be understood as antibiotic for the present treads.
This sort of thinking is possible with the proper knowledge of Sanskrit because
much of the Indian Ayurvedic medical assets are in Sanskrit. Here one point to clarify is
an Ayurvedic student is required with not just Sanskrit but a medical Sanskrit.
Medical Sanskrit
Is it is possible to differentiate a language in to segmental or sectional? Yes,
certainly. The Sanskrit, as like the other got a very long history behind. Initially learned
language is only Sanskrit in India. Ages back “Veda” – “Apourusheya” are scripted in
Sanskrit today referred as “Vedic Sanskrit”. Later, the “Kavya Sanskrit”, i.e. poetic
Sanskrit is developed. To day the Sanskrit is getting extinct and no measures are at the
compensative because of global language, English. The Ayurveda, an ancient medical
branch and Yoga – a traditional ph ilosophical division has much relation of ecstasy with
2

3. Sanskrit. At this point in time, it is necessary to discriminate the medical Sanskrit and
taught to the initial stage of Ayurveda learning along with the Vedic philosophy related to
life existence and survival, i.e. physics and chemistry in terms of “Padartha Vijnana”, in
detail.
Vedic Physics and Chemistry
Fundamentally, present Ayurveda student comes from 10+2 level of Meacale’s
educational methods. At this level student learns the language of regional, national and
global along with Physics, Chemistry and Mathematics. The three-phase pattern of
B.A.M.S education at the length of one and half year with one year of house surgeon
functioning is good as per the educationalists, as fundamental pre clinical, Para clinical
and clinical groups of studies.
The fundamentals of any science lies on the physics and chemistry, these two
subjects in relation to medial as Biophysics and Biochemistry were not taught along with
medical biology for the Ayurvedic students but unnecessary History is given prime place
which could be studied with individual subjects as History of Rasashastra etc.
Ayurveda has to decide whether it wants to follow the traditional Samhita
oriented study or a subject oriented study, which suits the present day needs.
Unnecessary Astanga Sangraha, Charaka Samhita are omitted and in their place utility
subjects are added. Thus the curriculum has to take a specified diversion either Samhita
oriented or subject oriented, if not this makes confusion to student to stand at cross
roads.
Reforms at Graduation (BAMS)
At the pre clinical area, the student is burdened with many subjects of relevancy
and unnecessary. These subjects could be reorganised as –
• The oriental language and the authorised scientific language Sanskrit is not
taught for the needs of the student as medical Sanskrit. Medical Sanskrit and
Itihasa in Sanskrit as Samskruta-Itihasa can be taught with part A & B of each 50
marks, where the student gets the knowledge of history and also Sanskrit
simultaneously. Other wise the student is not able to understand the Ayurveda
because of conflictive, confusing, non-communicative language and unnecessary
Sanskrit implications along with unworthy English translations.
• Shareera Rachana is fundamental subject of knowing the human anatomy may
not require any reforms but the unnecessary Sanskrit terminologies are to be
3

4. alternated with the day-to-day usage terminologies of upcoming link subject
surgery and unnecessary conflict has to be taken out.
• Shareera Kriya is the basis of entire philosophy of the Ayurveda. A clear practical
approaches of Ayurveda kriya principles are to be highlighted than to have a
translations of contemporary medical branches, on the other hand they could be
studied to enrich the practicality of Ayurvedic principles.
• From the fundamentals of Ayurveda, there is no more requirement of Astanga
Sangraha, but the principles for the initial level students are separated and taught
as the fundamentals of Ayurveda. Study of many Samhita makes one to develop
confusion at graduation level, thus the clear ideologies of the Ayurveda authors
are introduced and conflicts are entrusted to the PG level study.
• The Padartha Vijnana, it on one of the fabulous subject perhaps the least interest
is shown by the student, just because of one reason – not able to follow it and
not told this subject in the patterns their previous study. The principles are taught
with relevance to the physics and chemistry as Vedic Physic, Vedic Chemistry
and Vedic Biology to utilise them in Nidana Practice, Rasashastra and
Dravyaguna respectively. The syllabus has to be framed in this concern.
• Dravyaguna is a fantasised branch of Ayurveda, in which many herbs – (no herb
is useless) are identified by their morphology and utilised with pharmacological
knowledge. Out of many (around 300) herbs many are either extinct or banned
by the Government. Various authors by virtue of their understanding make the
groups. The limited listing is not sufficient to served the needs of ailed humanity.
The new herb introduction in to Ayurveda glossary is the need of the hour along
with study of pinpoint level. At present the phyto-chemistry and paramagnetic
values are brought forward in herbal medicine. Thus this information is taught to
the student along with the practical principles.
• Rasashastra is a subject of Pharmacy, where the student is taught preparations
of medicines independently, not to depend on mushrooming proprietary
pharmacies. In this area he should be given knowledge of practical practice
oriented medicinal preparatory knowledge, by which the student him self prepare
and practice at his minimal furnished pharmacy not in to the crutches of
government with GMP practice.
• The Nidana is a practical oriented study where more patients are required. As the
corporate style of hospitals raised and the input is minimised, the student may be
4

5. taught with media cantered education to fill the gap of practicality, which would
help him to diagnose individually in due course. This is one more area of
innovative, where the principles of the Ayurveda has to be examines through the
machines or the new prototype machines are to be invented to facilitate the
consultant for the enormous ailment awareness in turn.
• “Agada tantra & Vyavahara Ayurveda” is one more branch with much
background of Excellency but no significance at present. Toxins are the best
medicines in small doses, community medicine and toxic interferences with
judicial proceedings are taught here. But government doesn’t allow Ayurvedic
physician to the post-mortems. The encrypted technology of the Agada Tantra
has to bring out and many chronic incurable diseases such as Cancer, etc, could
be treated well under the silhouette of gada (Toxins).
• Swastavrutta & Yoga are to maintain the health in normal. The various areas of
Samhita told are mounted here and utilised. The Yoga branch also contributed
philosophy to Ayurveda. These principles of happy healthy living are to be taken
in to the mass stating that the Ayurveda is not just a medicine for disease it is an
approach of living means.
• The clinical subjects Kayachikitsa, Shalya Tantra, Shalakya Tantra, Prasooti
Tantra, Stree Roga, Koumarabhrtya Tantra, etc. are already well furnished with
the subject strategies. But as the clinical practice is concern almost all institutions
are facing a big problem. It is necessary to find out how the interest and
inclination of the patients drags towards Ayurveda.
PG curriculum restructuring
It is glad that the multi faculty management systems are introduced even at
Ayurveda. But the rolls back to UG studies are not up that level. 2005 recommendations
of the CCIM made enormous modifications expanding the branches. Every time it is a
big fight between the faculties at the clinical level. The paramedical group of the
Dravyaguna and Rasashastra fellows intrude to the clinical and “Arshas” goes to Shalya
tantra and “Pradara” to that of stree roga. A clinical medicine or General practice
referred “Kayachikitsa” is at the stake after the introduction of Manasa roga and also
Panchakarma. More branches like Rasayana and Vajikarana also anticipated soon. At
this moment of development it is absurd to fight against one each other. The limitations
of the individual branches are well told but why the Kayachikitsa i.e. universal clinical
(general) medicine is interrupted and punished not known.
5

6. CCIM recently revised the syllabus. Many recommendations are made to flourish
the Ayurvedic glory. Simultaneously many new problems also rose. For example, Third
paper of Kayachikitsa PG formerly having Manasa roga, Rasayana and Vajikarana
replaced with Charaka Samhita Uttarartha. The contents of the third paper are covered
in Nidana and Samanya Chikitsa. 4th paper formerly Panchakarma, and as the
Panchakarma made another super speciality recommendatory committee felt that there
is no much Panchakarma required any more to Kayachikitsa and condensed to half and
further added Rasayana and Vajikarana there. This becomes clumsy and student feels a
lot. Simultaneously the purpose of introducing these subjects doesn’t justify.
A recent controversy came in to lime light. A Kayachikitsa teacher recommended
“Pradara” as a topic of dissertation to the scholar. It has been refused that as a topic of
Prasooti. But the topic is in Charaka Uttarartha, which is studied and examined in
Kayachikitsa curriculum. Such complications and controversies are many in curriculum.
Rajiv Gandhi University of Health Sciences, Bangalore is the first university to implement
the latest recommendations of CCIM. RGUHS provide a checklist for the teacher as well
as to the scholar. Many institutions at full length do not properly encourage the ideology,
because of not having any significance at examinations. Neither the scholar nor the
teachers any interest about these life-moulding protocols. Marks or merits as followed by
the western universities are introduced for the events of the three years work under
taken by the scholar and awarded for the doctorate. Probably exam less merit points
oriented PG curriculum may solve the problem, of course even at the researches.
Revelation starting but not conclusion
A long time observational knowledge of ancient Indian scientists contribution
expanded as Ayurveda, treasures of Indians with eight branches of healing nature.
Presently losing its glaze under lack of student teacher communication and insufficient
no-confidence promoting curriculum. The influence of the infection managements and
inclination towards “fast relief” drags ones to the contemporary medical branches. This is
happening most of the time because of not understanding real Ayurveda. At least if we
are not rectifying and regulating the Ayurveda faculty with proper reforms, the future of
Ayurveda continues in the psuedo-shine and terminate at one day by loosing its glory.
After so much of me, my-self, my professional shadow interactions even though
no specific concrete critical faculty rationalistic attitudes are brought out, one thing is
certain, if we do not wakeup at this moment, the world will move front, leaving us behind.
6

7. Here I put forth few of the subjects which are interfering the scientific attitudes of
the Ayurveda.
1. Lack of interest at Ayurveda faculty or thinking Ayurveda as back door
entry to become doctor to practice medicine
2. Not able to understand the Ayurveda because of conflictive, confusing,
non-communicative language and unnecessary Sanskrit implications
along with unworthy English translations
3. The oriental language and the authorized scientific language Sanskrit is
not taught for the needs of the student as medical Sanskrit
4. The fundamentals of any science lies on the physics and chemistry,
these two subjects in relation to medial as Biophysics and Biochemistry
were not taught along with medical biology for the Ayurvedic students
but unnecessary History is given prime place which could be studied
with individual subjects as History of Rasashastra etc.
5. The curriculum has to take a specified diversion either Samhita
oriented or subject oriented, if not this makes confusion to student to
stand at cross roads
At this juncture a full-length understanding of Ayurveda is necessary to shine and
propagate with true scientific values. If not tomorrow’s India praise, honor and recognize
the foreign studied Ayurveda specialist as Herbalist.
7