An influential text which teaches yoga from an Advaita perspective of nondualistic idealism is the Yoga-Vāsiṣṭha. This work uses numerous short stories and anecdotes to illustrate its main ideas. It teaches seven stages or bhumis of yogic practice. It was a major reference for medieval Advaita Vedanta yoga scholars and before the 12th century, it was one of the most popular texts on Hindu yoga.
The Bhagavad Gita ('Song of the Lord') is part of the Mahabharata and also contains extensive teachings on Yoga. According to According to Mallinson and Singleton, the Gita "seeks to appropriate yoga from the renunciate milieu in which it originated, teaching that it is compatible with worldly activity carried out according to one's caste and life stage; it is only the fruits of one's actions that are to be renounced." In addition to an entire chapter (ch. 6) dedicated to traditional yoga practice, including meditation, it introduces three prominent types of yoga:
The origins of yoga have been speculated to date back to pre-Vedic Indian traditions; it is mentioned in the Rigveda,[note 1] but most likely developed around the sixth and fifth centuries BCE, in ancient India's ascetic and śramaṇa movements.[note 2] The chronology of earliest texts describing yoga-practices is unclear, varyingly credited to Upanishads. The Yoga Sutras of Patanjali date from the first half of the 1st millennium CE, and gained prominence in the West in the 20th century. Hatha yoga texts emerged sometimes between the 9th and 11th century with origins in tantra.
Genetics, or inherited traits from parents, also play a role in determining the health status of individuals and populations. This can encompass both the predisposition to certain diseases and health conditions, as well as the habits and behaviors individuals develop through the lifestyle of their families. For example, genetics may play a role in the manner in which people cope with stress, either mental, emotional or physical. For example, obesity is a significant problem in the United States that contributes to bad mental health and causes stress in the lives of great numbers of people. (One difficulty is the issue raised by the debate over the relative strengths of genetics and other factors; interactions between genetics and environment may be of particular importance.)
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.