I argue that instead of using such re-interpretation to prove obsolete concepts, they can be dropped altogether from the curricula of Ayurveda programmes. I further explain how this approach made these concepts only verifiable but not refutable, and hence, non-falsifiable. I illustrate why my previous writings were faulty by applying the falsification principle proposed by Karl Popper. I cite examples describing the processes of formation of shukra (semen) and rakta (blood) to show how we often over-interpret Ayurveda concepts to make them sound rational by proposing ad hoc conjectures. Though this approach made the ancient concepts and theories appear modern and relevant, it did not contribute much except for apparently reducing cognitive dissonance among students. In this essay, I narrate my experiences of teaching Ayurveda physiology through an approach that involved laborious reinterpretation of ancient literature using recent advances in the field of medical physiology.
“Instead of teaching obsolete concepts in Ayurveda, our students deserve to be taught in-depth contemporary anatomy and physiology,” he writes.“I realised that all my efforts were directed at making the prescribed curricula look relevant and rational, and forgot that such laboured misinterpretation could lead to clinical misapplication.”.That they use this an excuse to evade scientific scrutiny is what I have gathered.” “Ayurveda clinicians have argued that Ayurveda is a holistic science and the prescriptions they write are individualised.“Simply because the verses are amenable to interpretation, it is not in the true scientific spirit to superimpose modern science over classical references.”.
When Ayurveda professor Kishor Patwardhan introspected on certain aspects of Ayurveda research and teaching, his perspectives changed drastically – to the point of risking his career.Palm leaves of the Sushruta Samhita from Nepal, stored at the Los Angeles County Museum of Art.
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