sanchit misra
Sanchit Misra is a student in Faculty of Ayurveda, Institute of Medical Sciences of Banaras Hindu University in Varanasi, India. He was born on December22, 1993 and has got call from two foreign seminars i.e. The 15th International Congress of the International Society for Ethnopharmacology which is to be held during 5-8, May, 2015 in Petra – Jordan and 2nd Mediterranean Symposium on Medicinal and Aromatic Plants on April, 22-25, 2015 in Antalya – TURKEY for Oral presentation of his paper entitled: “A NEED FOR HAVINGA RE-LOOK AT THE TERMS OF QUALITY ASSESSMENT OF AYURVEDIC MEDICINES.”
He has worked and has clinical experience directly under Dr.Sandeep Madaan MD (Ayurveda), Chief Ayurvedic Consultant in Aastha Ayurvedic Clinic, Delhi since 2004. He has a keen interest in Inter-disciplinary research in and around Ayurveda and has even attended International and National Seminars on Ayurveda as a delegate. He has even worked on his project entitled, “Strengths of Commercial Antacids” under the supervision of Dr.Ahammed Shabeer, Scientist, Division of Soil Science, Indian Agricultural Research Institute (established 1905), Pusa, New Delhi-12 and “A Critical Evaluation of Role of Mammals in present scenario” under Dr.Arun K.Taneja, Veterinarian and Proprietor, Mercy Pet Care Centre, New Delhi.
Mr.Misra had been a National Level Bronze Medalist Martial Artist in Kickboxing, also received Excellence grade in English language from the British Council, United Kingdom's international organization for educational opportunities and cultural relations and has been an scholarship holder for Excellence in Sanskrit language from Delhi Sanskrit Academy, Government of National Capital Territory of Delhi and “Innovation in Science Pursuit for Inspired Research (INSPIRE)” under Ministry of Science and Technology, Government of India in 2010. He was awarded the position of Secretary in his school days (Ramjas International School, Pusa Road, New Delhi) and won innumerous other awards at the Banaras Hindu University, School, Zonal and State level competitions in sports, cultural, dance, music, social awareness campaigns and recognition for social service.
He has worked and has clinical experience directly under Dr.Sandeep Madaan MD (Ayurveda), Chief Ayurvedic Consultant in Aastha Ayurvedic Clinic, Delhi since 2004. He has a keen interest in Inter-disciplinary research in and around Ayurveda and has even attended International and National Seminars on Ayurveda as a delegate. He has even worked on his project entitled, “Strengths of Commercial Antacids” under the supervision of Dr.Ahammed Shabeer, Scientist, Division of Soil Science, Indian Agricultural Research Institute (established 1905), Pusa, New Delhi-12 and “A Critical Evaluation of Role of Mammals in present scenario” under Dr.Arun K.Taneja, Veterinarian and Proprietor, Mercy Pet Care Centre, New Delhi.
Mr.Misra had been a National Level Bronze Medalist Martial Artist in Kickboxing, also received Excellence grade in English language from the British Council, United Kingdom's international organization for educational opportunities and cultural relations and has been an scholarship holder for Excellence in Sanskrit language from Delhi Sanskrit Academy, Government of National Capital Territory of Delhi and “Innovation in Science Pursuit for Inspired Research (INSPIRE)” under Ministry of Science and Technology, Government of India in 2010. He was awarded the position of Secretary in his school days (Ramjas International School, Pusa Road, New Delhi) and won innumerous other awards at the Banaras Hindu University, School, Zonal and State level competitions in sports, cultural, dance, music, social awareness campaigns and recognition for social service.
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philosophy, and culture.[1]
If we go by this definition, we do teach Indian history,
Indian literature and culture to some extent in our schools, but we don’t teach the Indian philosophy (Darśana, as it is exactly called in ancient Indian texts), which is the very basis on which all the Indian knowledge systems are rooted.
I argue that the school going children being brought up in India should be introduced to some salient features and basics of the philosophical thoughts that were used as the major tools to achieve knowledge in the ancient times.
After any great discovery is published in the global context, Indian scholars often start claiming that this knowledge was already there in our ancient scriptures. But this trend of living in the past glory needs to be reversed, which we can do only when we will have brilliant minds that rather contribute and introduce to the world new discoveries from our treasures of ancient scriptures instead of only claiming the discoveries of somebody else as our own.
We need a good work force which can tap, rediscover and unfold our unknown treasures of ancient scriptures and we need the brilliant scholars for that.
Scientific knowledge from the ancient Indian texts
covers information about the solar system, gravity,
and even the unseen particles around the world. The
scientific knowledge base presented by our Ṛṣis[2] covers a wide canvas of subjects such as physics, chemistry, mathematics, astronomy, zoology, botany,[3] agriculture,[4] metallurgy, medicine,[5‑7] psychiatry,[8] veterinary science, architecture, etc.
Evidences from medical and non‑medical Sanskrit
literature are readily available to prove the fact that
concepts of physiology in our ancient Indian manuscripts are time tested.[9] It is noteworthy to observe that in the Vedic and Ayurvedic lore, the phenomenon of circulation of blood has been described.[9] The working of heart as a pump has been recorded and also the importance of such a function of heart through blood vessels has been recognized.[9,10]
We should introduce information on the foundational
contributions of ancient Indian thinkers to the Indian
school going children by incorporating such content in
the curriculum to kindle creativity in their minds that is
inspired by their rich intellectual heritage.
Indology is not a new academic discipline, but is being
effectively taught and researched upon in various
institutions in India and around the world.
The CBSE having introduced KTPI‑ Knowledge Traditions and Practices of India[11] introduced as an Elective subject in Class XI and XII is a good endeavor worth appreciation, but introducing this in younger students would have been better because they tend to be not very encumbered by career concerns. We can also further simplify the content for Primary standards (V‑VII) by teaching only the essential philosophies and in a more interesting manner like in the form of stories and making the teaching interactive. This will go a long way in making the students more interested in opting for the subject.
Indian schools could be partly
to blame for the “copy and paste”
mentality that undermines
the country’s research (see
A. Chaurasia Nature 534, 591;
2016). Instead, children should be
learning the importance of critical
thinking, problem-solving and
real-life application.
Attempts to abolish rote
learning so far extend only to
private schools (see go.nature.
com/2am4jdb). However, many
more children stand to gain from
the innovative non-government
education initiative Ekal
Vidyalaya, which uses a creative
educational approach through
a system of one-teacher schools
in rural areas and tribal villages
(www.ekal.org).
Early results of public
consultations by the government’s
Committee for Evolution of the
New Education Policy and its
Framework for Action promise
other alternatives (see go.nature.
com/2au3pej). And the 13 bold
themes related to school education
that have been identified as areas
for improvement (see go.nature.
com/2aurjby) should enable a
new future.
71st round of the survey conducted by the National
Sample Survey Organization highlighting the Ayurveda,
Yoga and Naturopathy, Unani, Siddha, Homeopathy and
Sowarigpa (AYUSH) use among the Indian citizens. As
soon as these results were released, all the major national
newspapers carried the story emphasizing the fact that 90%
of Indians preferred allopathy over AYUSH.[1,2] Following
this, huge discussions and debates started all around the
nation. For instance, the Times of India carried the “times
view” and “counter view” on the following day, wherein
the future policy decisions that the Government of India
needs to take were suggested on the basis of these results.[3]
In this communication, I argue that one must not read
too much into these results. This survey is not worthy to
be taken note of as far as the policy decisions on AYUSH
sector are concerned.
philosophy, and culture.[1]
If we go by this definition, we do teach Indian history,
Indian literature and culture to some extent in our schools, but we don’t teach the Indian philosophy (Darśana, as it is exactly called in ancient Indian texts), which is the very basis on which all the Indian knowledge systems are rooted.
I argue that the school going children being brought up in India should be introduced to some salient features and basics of the philosophical thoughts that were used as the major tools to achieve knowledge in the ancient times.
After any great discovery is published in the global context, Indian scholars often start claiming that this knowledge was already there in our ancient scriptures. But this trend of living in the past glory needs to be reversed, which we can do only when we will have brilliant minds that rather contribute and introduce to the world new discoveries from our treasures of ancient scriptures instead of only claiming the discoveries of somebody else as our own.
We need a good work force which can tap, rediscover and unfold our unknown treasures of ancient scriptures and we need the brilliant scholars for that.
Scientific knowledge from the ancient Indian texts
covers information about the solar system, gravity,
and even the unseen particles around the world. The
scientific knowledge base presented by our Ṛṣis[2] covers a wide canvas of subjects such as physics, chemistry, mathematics, astronomy, zoology, botany,[3] agriculture,[4] metallurgy, medicine,[5‑7] psychiatry,[8] veterinary science, architecture, etc.
Evidences from medical and non‑medical Sanskrit
literature are readily available to prove the fact that
concepts of physiology in our ancient Indian manuscripts are time tested.[9] It is noteworthy to observe that in the Vedic and Ayurvedic lore, the phenomenon of circulation of blood has been described.[9] The working of heart as a pump has been recorded and also the importance of such a function of heart through blood vessels has been recognized.[9,10]
We should introduce information on the foundational
contributions of ancient Indian thinkers to the Indian
school going children by incorporating such content in
the curriculum to kindle creativity in their minds that is
inspired by their rich intellectual heritage.
Indology is not a new academic discipline, but is being
effectively taught and researched upon in various
institutions in India and around the world.
The CBSE having introduced KTPI‑ Knowledge Traditions and Practices of India[11] introduced as an Elective subject in Class XI and XII is a good endeavor worth appreciation, but introducing this in younger students would have been better because they tend to be not very encumbered by career concerns. We can also further simplify the content for Primary standards (V‑VII) by teaching only the essential philosophies and in a more interesting manner like in the form of stories and making the teaching interactive. This will go a long way in making the students more interested in opting for the subject.
Indian schools could be partly
to blame for the “copy and paste”
mentality that undermines
the country’s research (see
A. Chaurasia Nature 534, 591;
2016). Instead, children should be
learning the importance of critical
thinking, problem-solving and
real-life application.
Attempts to abolish rote
learning so far extend only to
private schools (see go.nature.
com/2am4jdb). However, many
more children stand to gain from
the innovative non-government
education initiative Ekal
Vidyalaya, which uses a creative
educational approach through
a system of one-teacher schools
in rural areas and tribal villages
(www.ekal.org).
Early results of public
consultations by the government’s
Committee for Evolution of the
New Education Policy and its
Framework for Action promise
other alternatives (see go.nature.
com/2au3pej). And the 13 bold
themes related to school education
that have been identified as areas
for improvement (see go.nature.
com/2aurjby) should enable a
new future.
71st round of the survey conducted by the National
Sample Survey Organization highlighting the Ayurveda,
Yoga and Naturopathy, Unani, Siddha, Homeopathy and
Sowarigpa (AYUSH) use among the Indian citizens. As
soon as these results were released, all the major national
newspapers carried the story emphasizing the fact that 90%
of Indians preferred allopathy over AYUSH.[1,2] Following
this, huge discussions and debates started all around the
nation. For instance, the Times of India carried the “times
view” and “counter view” on the following day, wherein
the future policy decisions that the Government of India
needs to take were suggested on the basis of these results.[3]
In this communication, I argue that one must not read
too much into these results. This survey is not worthy to
be taken note of as far as the policy decisions on AYUSH
sector are concerned.