2025, Vol. 11, Issue 6, Part C

Background: Traditional Ayurvedic education often relies on memorization, while Bloom’s Taxonomy emphasizes cognitive skill development. Chaturvidh Pariksha, an ancient diagnostic framework in Ayurveda, offers a structured method of knowledge acquisition and application. This paper investigates the conceptual alignment between Chaturvidh Pariksha and Bloom’s Revised Taxonomy to enhance educational and clinical outcomes.
Objectives: To explore the parallels between the four Pramanas of Chaturvidh Pariksha and the cognitive domains of Bloom’s Revised Taxonomy, and to propose a pedagogical model that integrates these frameworks for improved Ayurvedic education and practice.
Methods: A qualitative, comparative analytical approach was employed. Core concepts of both Chaturvidh Pariksha and Bloom’s Taxonomy were studied through textual analysis and then conceptually mapped to reveal cognitive correspondences and pedagogical implications.
Results: Each Pramana Aptopadesha, Pratyaksha, Anumana, and Yukti corresponds to specific levels of Bloom’s Taxonomy, from Remembering to Creating. This alignment demonstrates the cognitive depth of Ayurvedic diagnostic methods and supports their integration into modern educational models.
Conclusion: The study underscores the cognitive sophistication of traditional Ayurvedic practices and validates them through a modern educational lens. Integrating Bloom’s Taxonomy into Ayurvedic education promotes competency-based learning, clinical reasoning, and innovation, enhancing both teaching and practice.