Changes

=== ''Vidhi Vimarsha'' ===

=== ''Vidhi Vimarsha'' ===

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There are a few compelling similarities between ancient Greek medical literature and [https://en.wikipedia.org/wiki/Ayurveda Ayurveda].  However, ‘which school of medicine borrowed these ideas from whom?' - Has been an unresolved mystery. Some of the ideas that are significantly common to these two systems are humorism, the mechanism of blood formation, breathing, and circulation. One of the points that are widely debated in this context is the supremacy of brain versus the supremacy of heart. It looks like Hippocrates, Aristotle, Erasistratus and Galen had this confusion over the exact functions of the heart and the brain. They ascribed to the heart the functions such as perception of the sensations, motor control, intellect, emotions, etc. The above verse may be read with this background in mind. [1] Another explanation could, however, be that these vital entities are functionally dependent on the heart, though not exactly located there.

There are a few compelling similarities between ancient Greek medical literature and [https://en.wikipedia.org/wiki/Ayurveda Ayurveda].  However, ‘which school of medicine borrowed these ideas from whom?' - Has been an unresolved mystery. Some of the ideas that are significantly common to these two systems are humorism, the mechanism of blood formation, breathing, and circulation. One of the points that are widely debated in this context is the supremacy of brain versus the supremacy of heart. It looks like Hippocrates, Aristotle, Erasistratus and Galen had this confusion over the exact functions of the heart and the brain. They ascribed to the heart the functions such as perception of the sensations, motor control, intellect, emotions, etc. The above verse may be read with this background in mind. <ref name=ref1>Patwardhan K. The history of the discovery of blood circulation: unrecognized contributions of Ayurveda masters. Adv Physiol Educ. 2012 Jun;36(2):77-82. doi: 10.1152/advan.00123.2011.  </ref> Another explanation could, however, be that these vital entities are functionally dependent on the heart, though not exactly located there.

The functions of the brain are in fact well-documented in Ashtaṅga Hṛdaya, in the context of ''prāṇa vāyu'', whose anatomical location is ''mūrdhā'' (head). Vāgbhaṭa in this context explains the functions of ''prāṇa vāyu'' to be the control of higher mental activities, heart, respiration, swallowing, spitting, belching, sneezing and other sensory modalities. Even in Bhela Saṃhitā, the location of mind has been documented to be in the head.  (Verse 3, 4)

The functions of the brain are in fact well-documented in Ashtaṅga Hṛdaya, in the context of ''prāṇa vāyu'', whose anatomical location is ''mūrdhā'' (head). Vāgbhaṭa in this context explains the functions of ''prāṇa vāyu'' to be the control of higher mental activities, heart, respiration, swallowing, spitting, belching, sneezing and other sensory modalities. Even in Bhela Saṃhitā, the location of mind has been documented to be in the head.  (Verse 3, 4)

The detailed information on different kinds of blood vessels, functions of the heart, and physiology of circulation can be found in a published review paper titled “The history of the discovery of blood circulation: unrecognized contributions of [https://en.wikipedia.org/wiki/Ayurveda Ayurveda] masters." ¬¬[1] (Verse 12)

The detailed information on different kinds of blood vessels, functions of the heart, and physiology of circulation can be found in a published review paper titled “The history of the discovery of blood circulation: unrecognized contributions of [https://en.wikipedia.org/wiki/Ayurveda Ayurveda] masters." ¬¬<ref name=ref1/> (Verse 12)

The ideal way of reading, understanding and teaching a good textbook in the manner that is comprehensible for all categories of students has been explained here. Repetition of the concepts that are complex has been further highlighted. The contemporary theories on education to highlight the optimal repetition to enable good comprehension. (Verse 16, 17, 18, 19)

The ideal way of reading, understanding and teaching a good textbook in the manner that is comprehensible for all categories of students has been explained here. Repetition of the concepts that are complex has been further highlighted. The contemporary theories on education to highlight the optimal repetition to enable good comprehension. (Verse 16, 17, 18, 19)