Advanced Time Line Treatment

This blog is part of a series; its original title was Heilkunst Basics : University, 1st Year (Advanced Time Line Treatment)

First year of the Heilkunst university curriculum is about picking up on some of the content already mastered in high school, but taking it to a higher level of implementation. One example we can explore is of the concept of the advanced time line — where I previously explained what is involved in the basic (high school level) treatment of the time line of shocks and traumas, now we can dig in even further, and bring the process of healing to a higher form.

One aspect of this involves going beyond the individual events of a patient’s time line, and “connecting the dots” to determine what the general themes and patterns are behind them. This involves digging into the core unconscious themes which plague a patient’s life, until they actively make effective changes to their underlying causations. A book such as “The Healing Power of Illness” does an excellent job in providing the keys of interpretation for understanding our symptoms and illnesses in terms of their deeper meaning, and likewise, the same mode of thinking can be applied to the “story” behind the shocks and traumas populating our time line.

A corresponding concept in treatment is that of “revision”. Alongside the use of the specific curative remedies as are applied for each time line event, there are any number of adjunct healative modalities which are useful to help us complete the the full action of the heilen (curing and healing) process. A simple example of revision would be the prescribing a physical modality to a patient in conjunction with their taking of time line remedies for a physical trauma, such as sending a patient for cranio-sacral therapy at the same time that they are taking remedies for when they had dental work on their time line.

The higher form of ‘revision’ involves an activation of the patient’s creative imagination in order to fulfill the healative function around a given issue. The idea here can involve the patient actively going back in their imagination to a certain time in their life, and completely re-writing the event to flow in a positive way, with a happy ending. This is akin to how therapy is done on the TV show “Being Erica”.

A very powerful application of this concept comes in the form of a patient’s revision of their sexual time line. The key relationships (or even instances of unrequited or otherwise impossible love) can be re-written within the patient’s own imagination, thus triggering a healative function in terms of their sexual and emotional capacities and sense of self.

The power to move forward in a healthy way in the future is dependent on clearing out any weeds from the past through such exercises. A healthy dose of medicine is often needed during the course of this work, as the patient pushes up residual emotional themes and issues to the surface, such as grief, fear, anger, or jealousy. This university level of the Heilkunst curriculum illustrates more and more how the patient takes over the reigns of their own healing and curing, and become less and less reliant on the “external” means such as we apply in the realms of medicine and regimen.

The Highest Goals of Health

This blog is part of a series; its original title was Heilkunst Basics : University Orientation (The Highest Goals of Health)

While “frosh week” represents the fun side of the first week at university, the true purpose of the education is revealed in the formal orientation sessions. Not only are logistical issues addressed, such as how to navigate around campus, as well as its various resources such as the student centre and the library, but the specific policies and curriculum for each of your classes are spelled out as well.

In terms of our Heilkunst curriculum, this is the time where the specific and objective goals of health are spelled out, particularly how they play out at the highest levels of healthcare. The dual nature of treatment, as you’ve experienced in terms of the difference between Regimen and Medicine, are now brought to their highest forms in terms of the dual role of the true Physician married with the true Medician.

It goes without saying that for any student (ie patient) to do well at this level, they are dependent on the solid foundation which they laid during their previous levels of schooling (ie treatment). The ultimate expression of health, which includes a full expression of the patient’s individuality and purpose, will be built on what we explored previously in terms of the concept of resonance. This principle needs to be expanded to its fullest expression, now, while systematically removing or destroying any of the issues which are getting in the patient’s way of this goal. Engagement with the four beat life cycle at every level will be the most important vehicle here. We’ll see, as I present the following blogs on the different facets of the university-level of the Heilkunst curriculum, that various issues relating to the false ego, residual belief structures, as well as the sexual health and integrity of the patient’s bio-energetic structure all need to be correctly addressed on the way to achieving this primary goal. The difference between climax and orgasm, for example represents health not only at the physical/biological level, but also transforms up through the different members of our being.

In terms of the dynamic physiology of the four bodies which I previously presented, you can start to see that the overall Heilkunst curriculum is a progressive working up through the physical body, into the etheric and astral bodies, and ultimately (at this university level), into the ontic organization, which we can relate to in terms of our sense of self, or experience of “I am”.

Some of the highest goals of health expressed at this level include a strong and balanced expression of our 3-fold functions of healthy:

  • Thinking
  • Feeling
  • Willing

So, throw this orientation guide into your knapsack, and be sure to keep it with you as we work through the various courses you’ll be going through in your university-level program of health.

How MY desire function was activated in Grade Twelve

I wasn’t consciously making this connection when I wrote yesterday’s blog on the grade twelve curriculum of Heilkunst, but in my own personal life, a very formative event happened to me in my grade twelve English class, related to eventually connecting with my true life’s work. I had been a quintessential math and science geek in high school, until the moment my grade twelve English teacher introduced us to the basic concepts of Jungian psychology, in order to contextualize the book we were about to read, Fifth Business, by Robertson Davies. Jung’s concepts of anima and animus, individuation, synchronicity, the collective unconscious, amongst others, were unlike anything I’d ever encountered. This opening into an entirely different world lit up a core element of my desire function, which involved my need to connect to a knowledge base that illuminated the inner workings of the mind and consciousness. It also matched the other side of my desire function involving healthcare and therapeutics.

I did complete my high school curriculum more weighted in the maths and sciences, but in university I enrolled in a four year Bachelor of Arts in Psychology program, which was to be the germination of this seed planted in grade twelve. What had been awoken within me in that English class was almost completely put back to sleep by the dry, mechanistic approach to psychology which is dominated by the inert sciences of brain chemistry rather than the rich, living world of the mind, myths, and understanding of different states of consciousness.

Through my whole four year program, there were only two classes which were of any true interest to my core desire function. One which included a historical look at Freud, Jung, and the others of the Psychoanalytic school (mind you, Reich was completely absent from the curriculum, even though he was another prominent follower of Freud), and the other which took an “outside the box” approach, and focussed on various esoteric and non-Western approaches to Psychology.

Having nearly died of thirst through the desert of this curriculum, I plunged into a restorative phase of studying music very intensively for a few years, as an instinctual gesture to connect myself back to a field which contained life. This was a necessary moment of rest and restoration, and a stepping stone towards finding the true oasis of my discovery and study of medical Heilkunst, which represented the true embodiment of my desire function within a single field of study. It is the point where a true life science, including both mind and body, brings together both a dynamic philosophy with a very practical and effective approach to therapeutics. It is neither idealistic, nor materialistic.

Know Thyself

This blog is part of a series; its original title was Heilkunst Basics : Grade Twelve (“Know Thyself”)

I have previously described the homeopathic constitutional types (6 genotypes, and 6 phenotypes), and at this point, I want to further contextualize them within our ongoing exploration of the Heilkunst curriculum of health. From a practical point of view, prescribing for the patient’s genotype and/or phenotype is one of the first therapeutic acts I take inside the consult room. The larger question, though, is to figure out exactly where they fit into Heilkunst in terms of its structure of three primary jurisdictions (Regimen, Medicine, and Education).

At first glance, it would seem obvious that the prescription of a specific homeopathic remedy for the genotype falls within the realm of ‘medicine’, since a medicinal substance (ie a so-called ‘homeopathic remedy’) is being applied to make a specific change in the patient. This assumption is wrong, as you’ll see once you realize that the realm of Medicine involves the application of a medicine to cure a specific disease. The application of the constitutional remedy, on the other hand, is not being applied to cure any state of disease, but rather as a means to balance the underlying state of health. This falls, then, into the realm of Regimen, which has the job of dealing with imbalances.

The story doesn’t end there, though! Aside from using the constitutional remedy in this Regimenal application, leveraging your own self-knowledge through knowing your genotype opens into the beginnings of the third jurisdiction (Education). While our whole identity contains much more than just our genotype, it does provide a kind of stepping stone into the larger imperative of “know thyself!”. While identifying someone’s genotype may sometimes be a very entertaining party trick, the exercise of knowing yourself is much more in-depth and multi-dimensional. These unfold along the pathway of our in-built desire program and resonance function.

These questions of “who am I?” and “what do I want to do with my life?” are perfectly placed at the end of our high school curriculum, when the patient is now properly prepared to enter the highest jurisdiction of Therapeutic Education.

The Real Meaning of “Diagnosis”

Sooner or later, the question of “what is diagnosis?” must be addressed, within a scientific mindset. We think that we know what that term means, until we really stop and think about it. The system of conventional medicine seems to do a whole lot of it, yet once the number of “incurable” conditions, and serious drug side effects are tallied up, one begins to question how much “diagnosis” is actually taking place. To be a lot more truthful, that system should probably call what they do “labelling,” rather than “diagnosis”. It reminds me quite a bit of the world of politics, where a whole lot of hot air is exchanged, but anything of any true value is rarely delivered.

The question of diagnosis, then, must address the deeper issue of what our capacity is to connect with the reality or essence of something, and to then know how to affect it in a definite way. If a doctor pronounces that you have ‘rheumatoid arthritis’, but that “you’ll just have to learn to live with it”, then this so-called ‘diagnosis’ hasn’t truly connected to anything real in terms of an actual state of disease. This gets to the heart of the issue of the difference between a ‘condition’ and a ‘disease’ — the former being an abstract label for a group of symptoms, while the latter is a much more concrete phenomenon which can be actual cured by a correctly prescribed remedy.

This is one of the most interesting points, is that when there is a true capacity for diagnosis, as in Heilkunst, the name of the disease is the same as the name of the curative remedy. Since the law of cure in nature is based on the law of similars, recognizing a given state of disease provides the diagnosis and the remedy all at once — to recognize, for example, that someone is suffering a “belladonna-like disease” (meaning that it is a state and symptom picture very close to the known picture of belladonna), means, by definition, that the correct diagnosis already guarantees that the given named remedy will work.

What’s at issue here is the capacity of the human mind to know anything in an objective sense, rather than our presumed entrapment within an endless subjectivity. The word itself — ‘dia-gnosis’ — literally means “to see through knowing”. This implies an access to our deeper, or ‘holistic’ gut mind, rather than our typical, everyday, and superficial mind which can only perceive the outer shell of a phenomenon, and not penetrate into its centre or essence.

It is the difference, by analogy, between “knowing” a particular house from having walked by it, and guessing about what the inner dimensions and layout might be like, versus actually spending time inside the house, walking through all the rooms, and getting to actually know it through a concrete, living experience. This is the same difference between labelling (the condition) versus diagnosing (the disease) of a patient. The former is akin to walking by the house, and estimating what the inside may be like, versus the latter experience of getting right inside, and actually feeling what it is like to live inside of it.

The Heilkunst term of “to participate the patient” means this exactly — to have the capacity to penetrate your living energy inside the living energy of the patient, and in the process actually coming to know something concrete about them and their disease. This is another reason that the degree of health of the practitioner is a necessary condition for how deeply and accurately this participative / diagnostic process can go.

The Chronic Miasms

This blog is part of a series; its original title was Heilkunst Basics : Grade Eleven (The Chronic Miasms)

Treatment of the chronic miasms is the next logical step after clearing a patient’s time line of shocks and traumas. This is the reason, by the way, that I ask a patient about their family’s health history, so that we can have a clear picture of what the genetic tendencies towards illness are in the family, and therefore which of the chronic miasms are likely to require more attention. This includes what any blood relatives have died from, as well as the details about any chronic illness currently suffered by any living relatives. This information is often sketchy and incomplete, but I am still able to proceed with this level of treatment, regardless of how much of the family health history is known. A patient who is adopted and has no knowledge of their family history actually ends up learning something about their family of origin, at least in terms of the diseases which plagued their ancestors.


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Just like the sequence which was followed in the treatment of the patient’s time line (from most recent to oldest in time), the chronic miasms are treated in a certain order, as well. A closer study of the characteristics of each miasm reveals a correspondence between each of the miasms, and one of the seasons in nature. There are two miasms which appear in each season, making for a total of eight. Starting with the first autumn miams (Psora), the sequence through the year flows like this:

  1. Psora — keynotes : dryness; deficiency; lack; mild functional disturbances; a feeling of poverty consciousness; skin and lungs.
  2. Malaria — keynotes : agitation; fatigue; feeling victimized; stomach flu.
  3. Tuberculosis — keynotes : restless; vindictive; feeling trapped; bronchitis; digestive issues; allergies.
  4. Ringworm — keynotes : fungal rashes; recurrent issues; deep fatigue, ’S.A.D.’; feeling persecuted.
  5. Sycosis — keynotes : growths; bi-polar or extremes of energy patterns; feeling guilty (in a moralistic sense); warts; asthma.
  6. Cancer — keynotes : depleted immune function; headaches; feeling of resignation – ‘there’s no point in trying any more’; extreme sugar cravings, especially chocolate.
  7. Syphilis — keynotes : destruction; deformity; feeling of revulsion or disgust; ulceration; bone diseases, such as cancer; fear of insanity.
  8. Lyme Disease — keynotes : retreat; auto-immune diseases; feeling of deepest despair; skin rash; joint pains.13015476_1726615200948472_2338235339935369254_n

As you can see, the progression of these diseases has a general tendency from the most superficial organs and functions, down into the deepest ones. Clearing all of these miasms gives everyone a tremendous increase in their total state of health, and really gets at one of the primary goals of the “high school” level of the Heilkunst curriculum, namely to fully restore the function of the etheric body, and to restore its full capacity for pulsation and ultimately in “digesting life”.

All Heilkunst physicians must complete their own treatment, at least through a significant depth of their own miasms, before they are able to graduate and start their practice. This is so that they have a sufficient degree of health themselves in order to be able to handle the charge of taking a patient through this process, and potentially some of the more explosive healing reactions. Also, the expanded clarity of mind which comes from clearing your miasms is quite notable.

How We Approach Healthy Hormone Functions

This blog is part of a series; its original title was Heilkunst Basics : Grade Ten (How We Approach Healthy Hormone Functions)

The further we travel along a path of increasing health, the sooner we need to properly address the needs of our hormonal system — I’m talking to men as well as women, here. Many of the factors I’ve already presented in the early grades of Heilkunst, as well as a number of factors I’ve yet to present all have a bearing or influence on how our hormonal system is function. This includes many of the nutritional considerations I’ve presented, as well as the need to address the impact of shocks and traumas, including of an emotional nature.

There are any number of specific hormone-based medical conditions which patients wish to correct, such as menstrual or fertility issues in women, or functional issues such as sleep or mood fluctuations in men, and these may take up some of the main focus at the beginning of these patients treatment plans. Aside from any of these overt hormone imbalance symptoms, the underlying health and rhythm of this system are usually suffering to some degree in most people.

When I presented the topics around sleep rhythms (day light versus night time), as well as the impact which sugar has, I made reference to the hormone researcher, T.S. Wiley. She also has extensively used a natural hormone replacement therapy system, as was popularized by Suzanne Somers. We have adapted her concepts into Heilkunst protocols, which have worked very well, particularly with women going through menopause. In conjunction with the other aspects of our treatments, the effect is often quite good.

To better understand how hormones function, from a Heilkunst point-of-view, consider that a “hormone problem” is almost never directly caused at the hormone level, but from something else which has a bearing on them. To put this into the most general context, the timing and rhythm of how all of our hormones are produced and released occurs at the meeting point between our astral and etheric bodies. In other words, hormones function in a healthy way, or not, on the basis of how our inner animal nature interfaces with our inner plant nature. “Fixing” a hormone problem, then, generally means that specific therapeutic attention is needed in terms of an astral body function, and/or an etheric body function.

In my clinical experience, this level of treatment is almost universally needed, at least to some degree, due to the level of stress we experience from different sources (lifestyle, diet, etc.). All of the adjunct therapeutics that we introduce at this stage, to complement the work we do through the patient’s sequential time line, help to rebalance the hormonal system, too.

Eggs – Another Minefield of a Myth

This blog is part of a series; its original title was Heilkunst Basics: Grade Eight; Pop Quiz!

I guess it shouldn’t surprise me, but it did — just a couple of days after I warned you about the minefield of myths you need to carefully navigate on your way to health, The Atlantic published an article about a very poorly run study which came to the faulty conclusion that eating eggs is bad for you, in the name of the cholesterol myth. Do you remember the warning I gave you about agents of the pharmaceutical industry trying to sell you the need for drugs, on the basis of the cholesterol myth?

The study quoted in this article is a terrific example of the concept of “believing is seeing” — the researchers began with the presumption of the cholesterol myth, namely, that:

  1. Cholesterol is “bad” for us, and
  2. Consumption of cholesterol-rich foods (such as eggs) raise our cholesterol levels, and are therefore “bad” for us.

Both of these presumptions are false, but once a ‘scientist’ has firmly grabbed hold of a belief, it’s almost impossible to get them to drop it.

As you can see at the bottom of this article online, almost 100% of the commentators (at least at the time I read the article) were very unimpressed with this, and some good points were made there, including:

  • This was merely an observational study, without any proper controls as part of the design.
  • The research begin with a presumption, which automatically makes for a bad research design. One key example : the presumption that consumption of dietary cholesterol increases our cholesterol levels.
  • The study relied on a very poor sample (already sick people in the hospital), and a very weak data collection method relying on recall of past behaviour.

I know that you know better, but it angers me to think of how many people will read this headline, and how it will reinforce the myth that’s already been drilled into their head by the media.

Save an artery today! Feed your friend an egg! Let’s make sure that the yolk is on the pharmaceutical industry, whose sale of Statin drugs dries up along with the rest of their health and nutrition myths.

Three Primary Categories of Time Line Events We Address Are …

This blog is part of a series; its original title was Heilkunst Basics : Grade Nine (High School)

No more kids stuff – this is high school now! While the Junior High level of Heilkunst introduced some basic application of medicine through pathic and first aid prescribing, now we get into the heart of the jurisdiction of medicine, addressing the deeper ‘tonic’ diseases, which are at the root of all present and potential future symptoms. When I’m treating patients with any form of complex chronic illness, the modality of the “sequential time line” is applied. Patients will construct a chronological account of all of the major shocks and traumas they’ve experienced, both at the physical, as well as the mental and emotional levels.

The sequence of treatment flows from the most recent shock and goes back in time all the way to the patient’s birth event. The three primary categories of time line events addressed are:

  1. Pathogenic — Diseases of infectious origin, and generally more of a primary nature, such as chicken pox, or measles. While most infections are relatively short-lived experiences, their bio-energetic impact can remain indefinitely, which is why we include these in the treatment of the sequential time line. In addition to the typical childhood infections, other key pathogens to consider are : Mononucleosis, STDs, and any travel infections such as malaria or cholera.
  2. Homogenic — we’ve already encountered this category of tonic disease when we looked at first aid prescribing. The basic principle of the homogenic dimension of disease involves correlating a specific remedy with a specific “disease irritant”, of the nature of a physical or emotional shock, such as a head trauma, or an emotional shock involving grief, for example. While the range of first aid remedies can be very effectively used at the time of the trauma, they will otherwise need to be cleared as part of the time line, if they weren’t addressed at the time they originally occurred.
  3. Iatrogenic — This has unfortunately become one of the largest categories of disease, and in fact is now the leading cause of death, even more than natural disease such as heart disease or cancer. The iatrogenic dimension of disease is one which is caused by an unlawful application of medicine to a given disease or condition. Antibiotics are suppressive rather than curative when prescribed for an infection, for example. The result is that the original natural disease remains AND a new antibiotics-disease has been added on top. The number of non-curative prescription drugs which people are on has created this vast and deadly category of disease, and it is likewise a critical category to focus on when clearing a patient’s time line.

Therapeutic Education : Fluoride, Cholesterol, and Microwave Myths

This blog is part of a series; its original title was Heilkunst Basics : Grade Eight

Grade eight represents a final consolidation of everything that’s come before, along with a preparation of what’s to come in future grades. It’s where the foundation of regimen (first jurisdiction) starts to lead through medicine into hints of therapeutic education (third jurisdiction). In terms of our Heilkunst curriculum, it means that the onus more and more falls on the patient to learn to separate truth from myth, and in terms of health, this means to start to see how much of our “common sense” has actually been corrupted by so many myths spun by the interests of the industrial-corporate matrix.



This is definitely not exhaustive, but to begin with a few of the myths:

  • The Cholesterol mythHere’s a great example of how truth and reality have been so completely turned upside down, and when we first learn the correct version, it seems so wrong and hard to believe. The idea that cholesterol is “bad” for us, and should therefore be as much eliminated as possible from our diet is a very damaging belief which runs through much of the food and medical industries. Cholesterol, in fact, is one of the most essential components we need for good health, and our obsession with limiting our dietary exposure to it is the root of many modern illnesses. The resultant low-fat, high carb diet is the true cause of heart disease, cancer, and obesity, amongst many other fatal conditions.
  • Fluoridated waterFluoride is one of the deadliest toxins on the planet, yet it has been made a cornerstone of modern dental practices, as well as a standard additive to many municipal water supplies. This is something which you want to make sure you keep as much distance from as possible, including finding a toothpaste which is fluoride-free, as well as the source of your drinking water. Unexpected sources, such as the surface of Teflon® pans, also need to be considered in this effort.
  • Microwaved foods – Our need for good food and nutrition is not simply about the amount of substance X and substance Y which we take in from what we eat, but more fundamentally about the quality and integrity of the life energy which is delivered to us from food. As convenient as they are, microwave ovens essentially destroy this fundamental value of food as a conveyor of living energy, and turn our food into anti-nutrition, at the touch of a few buttons.

This is only the beginning of a very long list of similar myths which we’ve been sold in the name of convenience, but once you start to reverse a few for yourself, it becomes easier to see how many more have filled up your thought process and habits about your health and nutrition.