Traditional versus modern Acupuncture

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AP SYSTEMS

 

Historically AP developed from applications of Tibetan/Chinese thought. Today there are many variants of AP. The two main ones are the Traditional (Classical) school and the Modern (western-oriented school). The latter is based on a limited study of what westerners consider to be the relevant classical principles, combined with Cookbook (prescription) AP and western concepts of physiology and medicine. Both systems demand knowledge of the AP points and Channels.

 

There were/are major differences (cultural, philosophical, political, sociological, economic and environmental) between our world and that of the Chinese, ancient and modern. Difficulties in communication, not least of which are language and conceptual differences between eastern and western minds, can be traced to that fact. Even highly educated Chinese scholars have difficulty in interpreting the meanings hidden in the ancient Chinese texts. The ideograms and their context have subtleties of meaning which can be distorted or lost in "technical" translations.

 

Conceptual differences are also barriers to understanding. Concepts of Yin-Yang, Five Phases, the Emotional Causes of disease, the Six Evils, direction and flow of Qi (life energy), the Qi body clock, pulse diagnosis etc have no parallel in western thought. The closest we can come to them is by analogy and by some specific examples. But, in spite of years of exposure to these concepts, many western students of AP still regard them as "foreign, Chinese or traditional", e.g. "non-self", not part of "our" world-view. But, if we are to improve our clinical results, we must be prepared to learn from other effective medical systems, including TCM.

 

TRADITIONAL AP (TAP)

 

TAP is based on ancient Chinese concepts, which will be discussed:

  • 1. AP Points and Channels
  • 2. Qi and Yin-Yang
  • 3. Change (Transformation, Rhythms, Cycles, Relativity, Balance)
  • 4. Five Phase Theory
  • 5. Concepts of ecology, Syndromes and causes of disease in TCM
  • 6. Diagnosis in TCM
  • 7. Therapy in TCM
  • 8. AP methods
  • 9. Methods of choosing effective AP Points

 

These concepts are discussed in more detail in other papers and in texts on TCM (Austin 1974; Connolly 1979; Kaptchuk 1983; Mann 1973; Porkert 1983; Wu Wei Ping 1973; van Nghi 1971).

 

The western student who wants to make rapid progress in the study of TAP must "forget" western ideas for a time. He or she must approach the study of AP as a child approaches a wise teacher- in a spirit of openness, total ignorance, tranquillity and trust.

 

The teacher is there to teach and the student is there to learn. There is little value in questioning each step of the lessons from a critical, analytical western viewpoint. From western viewpoints there are no satisfactory answers to many valid questions. At best, such questions impede the student's progress and, at worst, may discourage him or her from continuing the study. Because of unsatisfactory answers, many western "scientific" research workers reject the entire system, throwing the baby out with the bath water.