Along with significant advances in technology, information and imaging tools, the resource for teaching anatomy has made a huge leap in education system. In this way, there are a huge number of instruments and methods, ranging from computer, to live body scan, as well as virtual three images, pro-section, plastic models, plastinated, and synthetic simulators that look as good as part of a real human being. These modern educational tools are clean, durable, odorless, hassle-free, and aesthetical in the sense that students do not need training. This is different from the traditional dissection session. This advancement in technology has gained many followers of the therapeutic education community. In the current educational context, anatomy has been polarized into two belief systems. Modernists who regard the separation of the dead as outdated and unnecessary, and traditional theorists believe that anatomy is the key to education. In order to work with the process of training and training future health professionals, this change in perceptions of teachers needs to be analyzed from a larger perspective who will one day face living patients. Although the history of dissection has been well-studied, little attention has been paid to the use of living body in anatomy education. This study briefly reviews the historical perspective living anatomy. In addition, we discuss the value of individual dissection and executive use versus biometric and medical imaging studies. Finally, we consider future prospects: in the use of imaging and simulation techniques, in evaluating the educational method, and the use of art in supporting anatomical understanding (2). Historical perspective of dissection: Cadaveric dissection has been the anatomy education as the Renaissance. Further, the significant experience of medical teaching after 16 th and 17 th centuries. Therefore, cadaveric dissection brings out often in medical education, even though regularly in semi-official and informal manner. The private anatomy schools have been created in conjunction with hospital-based specialized courses in the UK and elsewhere. However, "Royal College of Surgeons" decided not to take summer courses as qualifications for college diplomas in 1822. It began to disrupt the activities of private medical schools as well as the 1832 Anatomy Act strengthened this process. At the hospitalbased Anatomy School, there are strict rules for performing surgery, where the bodies of their deceased patients can be used (as a free treatment for stricter survival). This is a professional training model from an "apprenticeship model" of medical training (often limited to one-on-one instruction) to a large group of students where the primary purpose of teaching has shown a significant shift in education. Along with that, a suitable distinction can be drawn among the observation of dissection (that was the mainstay of Renaissance teaching through the "Anatomy Theatre") as well as active dissection by the student themselves. In the United Kingdom, a method known as the "...