Three Streams of Remediation Within Heilkunst : Therapeutic Education (part one)

In this mini blog series, I’ve introduced the concept of the three distinct jurisdictions within Heilkunst : Therapeutic Regimen, Therapeutic Medicine; and Therapeutic Education. Over the past few days, I’ve explored some of the basics of the first two jurisdictions, and today I’ll begin exploring the first instalment of the broadest of all of these jurisdictions – Therapeutic Education.

The sequence of these jurisdictions is important — a sufficient engagement in regimen is required before fully entering into the medical jurisdiction, and both of these are needed to begin to make serious progress within the highest realm of Therapeutic Education. You can think of it sort of like a graduated school system, where the more advanced courses have pre-requisites of previous levels completed before enrolling in the higher level classes.

The third jurisdiction is the most vast, and the most challenging to successfully work through, the further one goes. Few climbers make it to the peak of the highest mountain ranges. While we’ve looked at the idea of treating the sequential time line of shocks and traumas, which is a key category of treatment within the medical realm, there is another aspect to the time line that can be engaged with from this higher level — stepping back from all the particular details of a patient’s time line (the car accident in 1985; quitting smoking in 1987; being laid off from your job in 1991), one can start to discern more general themes in the patient’s life, of which all the time line details are a part.

Entry into Therapeutic Education can begin by drawing the patient’s attention to these larger themes, and encourgaing them to engage in a self-consciousness of these themes, and how they have unconsciously participated in the creation of them. “Looking for love in all the wrong places”, or “Everyone’s out to get me” are a couple of examples of core themes.

Another interesting aspect of this, is the concept of occurents, which is a concept more commonly known as synchronicity. The idea that everything which happens to us, every person we meet, every “accident”, and every apparent “coincidence” is a function of our state of mind, and the receipt of what we need whether we think we want it, or not, and whether we’ve accepted or suppressed it to date. As a patient is going through their sequential timeline, it is quite common for some incredible event to occur for the patient about a week or two after taking the remedy to clear — whether suddenly “running into” an old boyfriend or girlfriend, or an encounter with a situation incredibly similar to the original traumatic event being cleared.

I’ll continue to explore other aspects of this grand realm of Therapeutic Education over the next few posts, and illustrate some of the ways it is engaged in with patients inside the consult room.

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