Eastern v. Western Medicine: 80 min.

University Lesson
Teacher Day Time Branch TA Class

Resources needed: Copies of handouts (below)

Stage: Warm-up Aim: Students will be focused on the ideas of ‘being sick’ and ‘taking medicine’ in
Time: 2-3 mins preparation for the rest of the class
Method: Create Interest
• Teacher begins by answering a student question such as, “How are you?” or
“What did you do this weekend?” with a response of, “Oh, I’m OK… but I’m
sick. I have a cold.”
• Teacher transitions into talking about medicine. Maybe say that you’ve been
taking medicine for your cold and it is/isn’t working.
• Have Students brainstorm anything they know about medicine to judge their
level of vocabulary on the topic.
Comments

Stage: Introduction Aim: Students will have a grasp of what is medicine and that it differs between
Time: 6-10 mins cultures

Method: Reading
• Teacher will break the class into smaller groups and hand out the introduction
(below) to each Student.
• Students will read through the introduction as a group and summarize its
meaning.
• Give Students 3-5 minutes to do this and then each group should report back to
the class their interpretation of the introduction passage
Comments

Stage: Present Aim: Students will be introduced to the concept of Eastern medicine and be able to
Time: 10-15 mins use key terms that relate to the topic
Method: Elicit, define, discuss
• Teacher introduces the concept of Eastern medicine. Write it on the board.
(Perhaps you talk about a personal experience with acupuncture or ask how you
should cure your cold)
• Ask the students what they know about Chinese medical beliefs and practices.
(Could put them in groups to brainstorm and then have one student report back to
the class for larger classes)
• Teacher writes main points made by students on the board
• If Students are struggling to come up with terms, give them some help. Write
your own words on the board and define them for the class. If a Student knows
a Chinese term, allow them to look it up in their dictionary and attempt to
translate it. Your list should look something like this:
Energy (Qi) Pattern of symptoms Many reasons for an illness
Healthy= balance Lifestyle Self-care=prevention
Illness=imbalance Stress Harmony
Mind and Body Herbal medicine Acupuncture
• Ask Students to explain the beliefs behind certain terms. Encourage a good
discussion at this point
(Refer to chart below comparing Eastern and Western medicine. This will give you
a crash course in the two practices and an idea of what you are trying to elicit
 from your students. You can also print this out as a handout for advanced Ss)
Comments

Stage: Practice Aim: Students will be able to equate Eastern Medicine terms with their definition
Time: 5-7 mins
Method: Matching worksheet
• Teacher hands out the matching worksheet (below) so Ss can further learn and
practice the terms from the previous stage
• Go over the worksheet as a class
• Answers: f, b, g, c, a, k, h, d, j, e, i
Comments

Stage: Practice Aim: Students will be able to practice the Eastern medicine terms that they just
Time: 5-7 mins learned

Method: Personal stories

• Teacher polls Students, asking, “Who has had acupuncture? etc.” so that
Students get used to hearing the words
• Teacher asks Students to talk about a time they were sick and used Chinese
medicine for a cure (can be done in groups/pairs for large classes)
Comments

Stage: Practice Aim: Students will be able to make suggestions for medical help
Time: 7-10 mins
Method: Advice column
• Pre-teach the following terms:
Headache, Concentrate, Get rid of, Cure
• Pass out the advice column (below)
• Have Students read the column in groups and then write their own advice for
curing the headache
• Have Students pick their favorite piece of advice and report it to the class.
Comments

Stage: Feedback Aim: Students will be able to express their feelings toward Eastern medicine and will
Time: 5-7 mins also be introduced to the topic of Western medicine

Method: Pre-teach and survey

• Write the following words on the board:
Prescription medicine Herbal medicine Acupuncture
Surgery Let nature take its course
• CCQ the words to check if Students know them. Define the terms that they
don’t already know. Ask Students if they can separate the terms into Eastern
and Western.
• Have the Students take out a piece of paper and rank these terms in order of
effectiveness for curing sickness. Explain that it is based on opinion
• Discuss the results as a class. Perhaps you start with your personal rankings
and then ask the class if they agree.
Comments

Stage: Present Aim: Students will be familiar with Western medical practices and key terms related
Time: 3-5 mins to the topic

Method: Elicit
• Teacher asks Ss what they know about Western medicine
• Write responses on board. Your list should look something like this:
Prescription Medicine Science and technology Surgery
Doctors cure, don’t prevent Mind and body are separate
Something other than self causes illness
Comments

Stage: Practice Aim: Students will be able to recall the concepts learned in previous stages and group
Time: 5-7 mins them into either Eastern or Western medicine

Method: Compare and contrast

• Ask Students to compare and contrast what they know about Eastern and
Western Medicine thus far. Draw a chart on the board
• Ask Students which belief system they think is better. Allow some arguments
to surface and write key points on the board
• Play Devil’s Advocate to ensure both sides are represented
Comments

Stage: Practice Aim: Students will be able to voice their opinions on the two types of medicine
Time: 20-25 mins
Method: Debates
• Teacher splits Students into two sides, one arguing the value of Eastern
Medicine and the other the value of Western Medicine (make small groups for
large classes with teams of 3 on 3 to debate each other)
• Explain that they will debate which type of medicine is better
• Give Students 5 minutes to come up with their arguments, then they must start
debating
• If it is a small class, two students (or two small teams) can debate each other in
front of the whole class; if it is a large class, do this in groups and monitor
• When everyone is done, poll the class to see which side has more votes
Comments

Stage: Follow-up Aim: Students will be able to see the benefits of both styles of medicine while
Time: 12-15 mins reinforcing the information learned in this lesson.

Method:
• Read the following quote out loud and/or write it on the board:
"With Western medicine, we can look at the trees, branches and roots. With
Chinese medicine, we look at the forest.”
• Ask Students what they think it means. If they are having trouble, give them a
few minutes to discuss it in groups and then have each group report back to the
class
• Ask Students if they think a mix between BOTH Eastern and Western
medicine is the best. Play Devil’s Advocate to keep them talking.
• Finish by asking more questions about personal experience: “Do you know
anyone who is going/has gone to medical school?” “In the west or the east?”
“What do your parents think about this subject?” “Your grandparents?”
Comments
 Introduction (passage can be ‘dumbed down’ even more for less advanced students)

The issues of life and death have been the central concern of humans throughout all ages and all cultures.
Diseases, which threaten the lives of humans, have been one of the most important topics within this issue.
Every culture has theories, images and detailed stories concerning life, disease and death, as well as
activities, or methods, by which people try to make their lives better and which can be called "medicine".
These medicines might be used in several cultures or can be specific to one culture. Thus, the issue "life,
disease and death" is certain to be an interesting subject when people from different cultures get together.

The issues of life and death have been the central concern of humans throughout all ages and all cultures.
Diseases, which threaten the lives of humans, have been one of the most important topics within this issue.
Every culture has theories, images and detailed stories concerning life, disease and death, as well as
activities, or methods, by which people try to make their lives better and which can be called "medicine".
These medicines might be used in several cultures or can be specific to one culture. Thus, the issue "life,
disease and death" is certain to be an interesting subject when people from different cultures get together.

The issues of life and death have been the central concern of humans throughout all ages and all cultures.
Diseases, which threaten the lives of humans, have been one of the most important topics within this issue.
Every culture has theories, images and detailed stories concerning life, disease and death, as well as
activities, or methods, by which people try to make their lives better and which can be called "medicine".
These medicines might be used in several cultures or can be specific to one culture. Thus, the issue "life,
disease and death" is certain to be an interesting subject when people from different cultures get together.

The issues of life and death have been the central concern of humans throughout all ages and all cultures.
Diseases, which threaten the lives of humans, have been one of the most important topics within this issue.
Every culture has theories, images and detailed stories concerning life, disease and death, as well as
activities, or methods, by which people try to make their lives better and which can be called "medicine".
These medicines might be used in several cultures or can be specific to one culture. Thus, the issue "life,
disease and death" is certain to be an interesting subject when people from different cultures get together.
Advice Column (Again, this can be changed to include relevant grammar points for specific classes)

Dear Doctor Smith: Dear Doctor Smith:

Lately, I have been getting Lately, I have been getting

terrible headaches. I have terrible headaches. I have
trouble concentrating at work trouble concentrating at work
because it hurts to look at the because it hurts to look at the
computer screen. My boss says computer screen. My boss says
he will fire me if I don’t get he will fire me if I don’t get
more work done. But I can’t more work done. But I can’t
get rid of my headaches. I get rid of my headaches. I
have taken medicine but it have taken medicine but it
hasn’t worked. A friend of hasn’t worked. A friend of
mine mentioned acupuncture. mine mentioned acupuncture.
Do you know what that is? Do you know what that is?
I really need to find a cure for I really need to find a cure for
my headaches. my headaches.
Can you help me? Can you help me?

Sincerely, Sincerely,
Throbbin’ Noggin’ Throbbin’ Noggin’

Dear Doctor Smith: Dear Doctor Smith:

Lately, I have been getting Lately, I have been getting

terrible headaches. I have terrible headaches. I have
trouble concentrating at work trouble concentrating at work
because it hurts to look at the because it hurts to look at the
computer screen. My boss says computer screen. My boss says
he will fire me if I don’t get he will fire me if I don’t get
more work done. But I can’t more work done. But I can’t
get rid of my headaches. I get rid of my headaches. I
have taken medicine but it have taken medicine but it
hasn’t worked. A friend of hasn’t worked. A friend of
mine mentioned acupuncture. mine mentioned acupuncture.
Do you know what that is? Do you know what that is?
I really need to find a cure for I really need to find a cure for
my headaches. my headaches.
Can you help me? Can you help me?

Sincerely, Sincerely,
Throbbin’ Noggin’ Throbbin’ Noggin’
Match the word or phrase on the left with its definition on the right.

a) Energy (Qi) ___ To keep yourself healthy

through a good diet and exercise

b) Symptom ___ A sign of illness, or being sick

___ When the body does not have

c) Illness harmony

___ When the body is unhealthy or

d) Balance not working correctly

___ The “life-force”

e) Lifestyle
___ Treatment of pain or illness
using needles
f) Self-care/ Prevention
___ Physical or mental problem that
causes imbalance
g) Imbalance
___ When the body is healthy and
has harmony
h) Stress
___ A medicine made with plants

i) Harmony ___ The way that someone lives;

includes diet, exercise, and work

j) Herbal medicine ___ When the mind and body work

as one

k) Acupuncture
Eastern versus Western Medicine
http://www.stresssolutions.info/vrs.htm

Key Difference
Awareness and use of bio-energy or Qi (chi, prana, life force) in the East, unawareness of it in the
West. From this flow all the remaining differences: definitions of health, illness, and symptoms,
the model of medicine, methods of diagnosis, role of physician and patient and the patient's
psyche, prevention and responsibility for health, strengths and limitations.

Eastern Medicine Western Medicine

Key Beliefs

Qi is life. Qi is heart of medicine. Life and Humans can control nature. Foreign invader
Medicine are one. causes illness. Control of symptoms » cure of
disease.

Health

A state of well being in which the body is vital, Absence of disease, pain, defect, or symptoms
balanced & adaptive to its environment. of illness (no theory of health).

Illness, Sickness, Disease

• Disharmony/imbalance and loss of • A defect of tissue or structure.

adaptability (a defect of • A destructive process with a specific
function/energy). cause and characteristic symptoms, a
• Any deviation of the body from its particular disorder(2nd dictionary definition).
normal or healthy state (1st dictionary definition).

Symptoms

Manifestation of the body's attempt to heal Manifestation of the disease, therefore, they are
itself, therefore, messages, signals of disagreeable phenomena to be eliminated or
unattended, underlying issues; or signs that suppressed.
something needs balancing.

Patterns Of Symptoms

Symptoms are considered only in terms of their Not addressed.

pattern.

Causes Of Illness

Any action/force which interferes with the A foreign invader, an extraneous force or
balance and movement of bio-energy: one's pathogen: distinct entities with unique causes
constitution, psyche, lifestyle, trauma, originating outside the body for every clinical
environmental stress (nature or human). disorder.

Multiple Causes

Illness is the end result of multiple insults to Singular causes for each disorder/or disease.
the body (Pizzorno, p. 24).

Progression Of Illness

Four stages of illness from 1) energy A progression of a particular disease is noted,

imbalances causing 2) functional changes that but only disorders of form and structure
can initiate 3) a progression of chronic illness (morphology) are recognized, not progression
preceding 4) pathological changes in tissue. of functionality into structure.

Personal Responsibility

Key energetic changes are functions of one's Patient's stories are mistrusted and personal
psyche and lifestyle so preventing serious conditions considered irrelevant.
illness is primarily self care.

Prevention

The major thrust of medicine, so Chinese Not the primary concern, actively discouraged
doctors were only paid if people stayed well. by original insurance plans.

Model Of Medicine

Man as ecosystem, a garden; harmony. Man as machine; conflict.

The Physician

As gardener, assistant: to cultivate life, to help As mechanic: to fix what is broken.

patient get/stay well.

Diagnosis: Understanding Illness

Perceiving the relationships between all the Uncovering a disease entity separate from the
patients signs and symptoms. patient's being.

Treatment

Preventing illness by balancing disharmonious Curing named disease and suppressing

energy and counseling lifestyle management. symptoms through drugs or surgery.

Science

Of observation and experimentation, the Of reduction and induction, analytic and

original science, of anciently understood controlled science, of a mechanical Newtonian
Einsteinian physics and quantum field physics, long ago proved wrong at the cosmic
mechanics where E=MC2. & sub-molecular levels.

Measure For Diagnosis

Human senses: pulse, tongue, eyes, coloring. Laboratory equipment.

Bio-Energy

Must be balanced (rhythmically), free- Not considered.

flowing/circulating, and continually
replenished/of sufficient quantity.

Mind-Body
Mind and body are one, inextricably Mind and body are separate and not necessarily
interconnected. All medicine is connected.
psychosomatics.

Iatrogenic Illness (physician caused)

Virtually non-existent. 4th leading cause of death, harms millions.

Key Limitation

Dependent on harmony with nature, it was not
developed to deal with the worst of Western
life: overwhelming and unprecedented
environmental pollution, iatrogenic (physician-
caused) illness, and consequences of the
Western philosophy of individualism and the
controlling and defeating nature.
Unaware of energy-based physiology (Qi), it
therefore cannot detect, classify, measure or
alter its effects in its beginning stages of
illness. From this flaw stem not only the
remaining differences listed above, but the
worst consequences of western medicine—
regularly and inevitably, it harms people.

Key Strengths

Prevention, handling functional/chronic illness Handling structural defects: trauma and life-
and self-care: Because it recognizes the key threatening illnesses.
role of lifestyle and the psyche in energetic
changes that can progress toward illness.

Summary

Quotes here are from these excellent overviews of Eastern and Western medicine:
Hammer, pp 3-19, 35-45, 51-61, 383-402
Beinfield & Korngold, pp 3-47, 380-386
Elias & Ketcham, pp xi - xxvi
Kaptchuk, pp 1-33