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@article{179619,
        author = {Dr. Vineetha V and Dr Deeja C Rahakrishnan and Dr Ganga R Hadimani and Dr Aarathi Hariharan and Dr Rohith Kumar G},
        title = {Decoding Viruddha Hetvabhasa: A Pedagogical Insight for Ayurveda Education},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {11},
        number = {12},
        pages = {7372-7374},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=179619},
        abstract = {Viruddha Hetvabhasa, one of the key 
fallacies described in Indian logic (Nyaya Shastra), 
holds significant value in cultivating critical reasoning 
skills 
within 
Ayurveda. 
According 
to 
its 
definitionViruddha Hetu is one that establishes a 
relation not with the Sadhya (probandum), but with its 
absence (Sadhya-abhava), thereby contradicting the 
intended conclusion. In the context of Ayurveda 
education, students often encounter confusion due to 
overlapping or misleading reasoning patterns. Hence, 
a sound understanding of proper reasoning (Sad Hetu) 
becomes essential. 
Misinterpretation or superficial learning of such 
concepts 
can hinder accurate analysis and 
application—both in clinical diagnosis, where 
identifying a valid, supportive Hetu is crucial, and in 
research, where establishing valid and logically 
consistent reasoning is fundamental to drawing 
reliable conclusions. This article explores various 
pedagogical strategies to effectively teach Viruddha 
Hetvabhasa to Ayurveda students, presenting relatable 
examples to enhance conceptual clarity, logical 
discrimination, and practical application.},
        keywords = {Teaching  Hetvabhasa,  Viruddha  Hetvabhasa, Fallacies of inference, Pedagogical  strategies},
        month = {May},
        }