The first Hindu teacher to actively advocate and disseminate aspects of yoga, not including asanas, to a western audience, Swami Vivekananda, toured Europe and the United States in the 1890s. The reception which Swami Vivekananda received built on the active interest of intellectuals, in particular the New England Transcendentalists, among them Ralph Waldo Emerson (1803–1882), who drew on German Romanticism and philosophers and scholars like G. W. F. Hegel (1770–1831), the brothers August Wilhelm Schlegel (1767–1845) and Karl Wilhelm Friedrich Schlegel (1772–1829), Max Mueller (1823–1900), Arthur Schopenhauer (1788–1860), and others who had (to varying degrees) interests in things Indian.
The chronology of completion of these yoga-related Early Buddhist Texts, however, is unclear, just like ancient Hindu texts. Early known Buddhist sources like the Majjhima Nikāya mention meditation, while the Anguttara Nikāya describes Jhāyins (meditators) that resemble early Hindu descriptions of Muni, Kesins and meditating ascetics, but these meditation-practices are not called yoga in these texts. The earliest known specific discussion of yoga in the Buddhist literature, as understood in modern context are from the later Buddhist Yogācāra and Theravada schools.
^ "Sidang Media – Fatwa Yoga". Islam.gov.my. Archived from the original on 6 January 2009. Retrieved 5 September 2010. Quote: The Fatwas of Religious Council in Islamic affairs on Yoga. After carefully studied various reports and factual data, the Council unanimously agreed that this ancient India religious teachings, which involves physical and mental exercises, are Hinduism in nature known as wahdat al-wujud philosophy (oneness of existence; the realization of identity between the Self in man, Atman; and the Divine, BRAHMAN: ‘Brahman is all, and Atman is Brahman'). It is prohibited (haram) for Muslims to practice it.
Just as there was a shift from viewing disease as a state to thinking of it as a process, the same shift happened in definitions of health. Again, the WHO played a leading role when it fostered the development of the health promotion movement in the 1980s. This brought in a new conception of health, not as a state, but in dynamic terms of resiliency, in other words, as "a resource for living". 1984 WHO revised the definition of health defined it as "the extent to which an individual or group is able to realize aspirations and satisfy needs and to change or cope with the environment. Health is a resource for everyday life, not the objective of living; it is a positive concept, emphasizing social and personal resources, as well as physical capacities". Thus, health referred to the ability to maintain homeostasis and recover from insults. Mental, intellectual, emotional and social health referred to a person's ability to handle stress, to acquire skills, to maintain relationships, all of which form resources for resiliency and independent living. This opens up many possibilities for health to be taught, strengthened and learned.