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| READERS VIEWPOINT/LETTERS |
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| Year : 2014 | Volume
: 34
| Issue : 2 | Page : 119 |
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Ayurvedic education
Dominik Wujastyk
Department of Sanskrit, Tibetan and Buddhist Studies, University of Vienna, Vienna, Austria
| Date of Web Publication | 18-Mar-2015 |
Correspondence Address:
Dominik Wujastyk
Department of Sanskrit, Tibetan and Buddhist Studies, University of Vienna, 2 Spitalgasse, Entrance 4.1, 1090 Vienna
Austria
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/0257-7941.153481
How to cite this article:
Wujastyk D. Ayurvedic education. Ancient Sci Life 2014;34:119 |
Sir,
We read with interest the editorial titled "Ayurvedic education: Where to go from here" in the January to March 2014 issue[1]. We hope that this article will start a debate, and perhaps lead ultimately to some reform in Ayurvedic education. It would be a great thing if India could lead the world in developing an appropriate training system for traditional medicine that preserved the best features of the tradition.
Incidentally, when I hear about the gurukula system, I often think of the Oxford tutorial system (that I experienced as an undergraduate). The two share some features. For example, there are very small numbers of pupils per teacher-sometimes only one-to-one. There is continuous personal engagement with the teacher, with a lot of conversation. The Oxford system also demands a great deal of essay-writing, with the students expected to write one or sometimes two essays per week.
| References | |  |
| 1. | Manohar P R. Ayurvedic education: Where to go from here? Ancient Sci Life 2014;33:143-5  |
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