Abstract

PEDAGOGICAL DIMENSIONS OF ASTA PRASHNA IN CHARAKA SAMHITA

Dr. S. J. Monisha*, Dr. Haroon Irshad

ABSTRACT

Ayurveda, one of the world‘s oldest medical traditions, integrates not only therapeutic knowledge but also a highly organized educational system. Within the Charaka Samhita, the Asta Prashna framework represents a unique pedagogical tool, guiding learners from comprehensive understanding to critical inquiry. This study aims to review the eightfold framework of Asta Prashna -Tantra, Tantrartha, Sthana, Sthanartha, Adhyaya, Adhyayartha, Prashna, and Prashnartha in Charaka Samhita (SutraSthana, Chapter 30), and to analyze its relevance as a structured methodology for learning and teaching. A qualitative textual analysis was conducted using primary sources such as the Charaka Samhita and classical commentaries along with secondary scholarly literature. Selected chapters were interpreted through the Asta Prashna framework, and interpretations were cross-verified. The framework demonstrated its effectiveness in systematically organizing knowledge, moving from macro structures (treatises, sections, chapters) to micro-level analysis (questions andmeanings). Applied examples from various Sthanas illustrated how this method enhances clarity, logical reasoning, and clinical applicability. The framework reflects the Guru-Shisya tradition, emphasizing inquiry, reasoning, and dialogical learning, while paralleling modern competency-based and critical thinking approaches. Asta Prashna serves not merely as a classification tool but as a timeless pedagogical model promoting comprehensive understanding, critical analysis, and practical application. Its structured progression bridges theoretical knowledge with clinical practice, maintaining enduring relevance in contemporary medical education.

Keywords: Charaka Samhita, Asta Prashna, pedagogy.