Central
notions for our work with Homeopaths without Borders
1.
GUESTS
We are
guests where we work; that means we want to know
-
the needs of
our future counterparts
-
their work
setting and circumstances of living
-
the morbidity
they encounter in their clinics
-
the problems
they cannot solve
According
to that we propose our choice of priorities and potential contirbution in the
form of a well designed education programme.
2.
PRECISION
Four
features are basic in our method of education
-
Simple
from the general to the detail -> step by step education
we
use central metaphors and visual images for a rapid understanding of a remedy
-
Clear
each remedy is presented in a structured way
OCKHAM’S
RAZOR: ‘entia non multiplicanda sunt’, that is use
a minimum number of categories, or:
pathogenetic effect,
characteristics and
sensitive type
-
Logic
pathogenetic effect: ‘Red Thread’
we
can understand the physiological function of the organs, and thus understand the
action of the remedy
-
Precise
differential diagnosis: comparison of Red Threads by question strategy
The four
key components of the programmes are
basic
principles
materia medica
differential diagnosis
question strategy
3.
ATTITUDE We
consider different forms of medicine as different ways of mankind to solve
health problems, and in principle all have their value, which does not inhibit
us to make pragmatic choices, in accordance with our Charter. This
attitude implies respect for all types of medicine, and thus we treat their
practitioners with due respect. There is no such thing as intrinsic superiority
of homeopathy; its quality must be proven, first by the behavior of its
practitioners, and second by the health effects of homeopathic treatment (and in
this order). We
therefore seek cooperation with other forms of treatment which respect the
totality and the autonomy of each person. Our programmes are defined in precise
negotiations with our counterparts which play an active role in the final
outline and implementation of each project. Their needs are guidelines for the
composition of each porject, which therefore can show important local
variations. In this way it is just like in therapeutics, ‘individualisation of
treatment’. Another
issue is the different ways on which homeopathy is practiced; we also consider
these as having their own right of existence and we try as colleagues to learn
from each other’s experience and qualities, thereby enriching our own
respective methods. Our main
objective is to share our knowledge with qualified practitioners so they can
assist their patients in their illness with a method that is safe, effective and
respecting the individual’s autonomy. And
therefore we also make our programmes transparant and with the clear objective
of reaching out to as many people as possible given the required standards of
quality in teaching. These standards include the development of training of
trainers programmes as integral part of our education programmes; this will make
the participants to future teachers, which will contribute to their autonomy as
health care professionals.
|
4.
FOCUS: DEVELOPMENT BY SELF
DEVELOPMENT Before
we start to teach, every future trainer has to consider the own potential and
inhibitions to become a good trainer. In individual consideration and by
learning presentation and feedback techniques, teachers prepare for their task. The
concept of ‘mirror space’ is used to make teachers feel comfortable and
receive feedback in a small group of colleagues; in this way they can improve
their didactic capacities within this group of preparation. By this
preparation we can become aware of our specific styles and capacities and
inhibitions to be a teacher. Only then we can function within a larger whole,
and education project; each teacher should be involved in a project with other
teachers so adequate feedback can be given. Actions
by an isolated individual are not recommended, because a project should depend
on the insights of more than one teacher, so the continuity of a project is
guaranteedby a shared responsibility.
|