This blog is part of a series; its original title was Heilkunst Basics : University, 3rd Year (Medical Orgonomy, Introduction)
So far in the Heilkunst university curriculum, I’ve been presenting issues of the ontic (sense of self), as seen more from the psychological side of health. Issues of the false ego, and general considerations about cognitive blockages due to belief structures and myths have filled out some of the content here. In this third year curriculum, I’ll shift to some of the more biological aspects of these same issues, particularly as they were most astutely illustrated by Dr. Wilhelm Reich.
Reich’s career began as a student of Sigmund Freud in the 1920s, as he was pursuing his interest in a medical curriculum which explored the subject of sexuality. Without going into a full historical account of their relationship, and ultimately what led to their divergent paths of thought and practice, I’ll mention that Reich far surpassed Freud’s work, and brought some of Freud’s initial insights into a very grounded and practical approach to therapy, which provides part of the ultimate framework of Heilkunst, and its definitions of health.
As I outline the 3rd year curriculum of Heilkunst university in the upcoming blog posts, I’ll spell out some of the specific details which Reich brought into therapeutics, and how we use them within a treatment context. We’ll be surveying some of the key Reichian concepts, such as “character armor”, the meaning of “neurosis” and “psychosis”, as well as the seven segments which form the insights and therapeutic orientation for every body-centred therapy since.
Through all of this, we’ll begin to see how everything we’ve examined previously from the Junior Kindergarten level all the way up through high school graduation, starts to come together and appear as a coherent whole, when seen through some of these higher-level lenses.