Agni and Metabolic Interpretation in Kriya Sharir: A Comparative Teaching Model for Physiology Classes

Abstract

This journal-style paper examines agni and metabolism in Kriya Sharir teaching within the theme of Rachna Sharir and Kriya Sharir. The analysis combines classical textual orientation, contemporary educational concerns, and a structured interpretive matrix designed for smaller Ayurveda colleges. Rather than claiming new clinical trial evidence, the paper models how concepts can be taught, documented, and discussed in a way that preserves Sanskrit and Ayurvedic specificity while supporting professional clarity. Findings suggest that layered explanation, bordered comparison tables, and simple visual mapping help students avoid both rote memorization and misleading equivalence with modern categories. The paper concludes that careful pedagogy can strengthen conceptual confidence, patient-safety communication, and responsible interdisciplinary dialogue.

KEYWORDS: Kriya Sharir; agni; metabolism; physiology; teaching model