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Article ID: CBB768324547

Pedagogy, philology, and procedural medical knowledge (2022)

Cerulli, Anthony Michael (Author)

South Asian History and Culture
Volume: 13
Issue: 1
Pages: 135-155
Publication date: 2022
Language: English

URI: https://doi.org/10.1080/19472498.2021.2001201

DOI: 10.1080/19472498.2021.2001201

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Philology Teaching; pedagogy Medicine, ayurvedic Philology Modern Kerala (India)

This article probes the history of education and current pedagogical practices among Malayali physician-teachers, vaidya-gurus, of Ayurveda in central Kerala. Considering the sources vaidya-gurus cite as the bases of their teaching styles, especially a three-part method known as mukhāmukhaṃ (‘face-to-face’ instruction), I discuss the place, production, and practice of texts in the didactic arrangement of the ayurvedic gurukula, ‘teacher’s residence’. Unlike subject-specific textbook learning at ayurvedic colleges, where students attend lectures and take exams in subjects like anatomy, physiology, pharmacology, and so forth, mukhāmukhaṃ education entails a rigorous philological investigation of the Sanskrit medical classics and allied regional sources that, under the guidance and modelling of a vaidya-guru, empowers students to do things with the texts in their own clinical engagements with patients. During mukhāmukhaṃ training, the ayurvedic gurukula becomes a discursive space wherein formal rules concerning the interpretation and transmission of technical healing knowledge in texts are, by design, upended with improvisational inquiry and exploration, inter- and intra-textual referencing, and an ongoing production of new texts to meet the healthcare needs of patients.

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Article Minakshi Menon (2022) Indigenous knowledges and colonial sciences in South Asia. South Asian History and Culture (pp. 1-18). unapi

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