notions for our work with Homeopaths without Borders M
guests where we work; that means we want to know
the needs of
our future counterparts
setting and circumstances of living
they encounter in their clinics
they cannot solve
to that we propose our choice of priorities and potential contirbution in the
form of a well designed education programme.
features are basic in our method of education
from the general to the detail -> step by step education
use central metaphors and visual images for a rapid understanding of a remedy
each remedy is presented in a structured way
RAZOR: ‘entia non multiplicanda sunt’, that is use
a minimum number of categories, or:
pathogenetic effect: ‘Red Thread’
can understand the physiological function of the organs, and thus understand the
action of the remedy
differential diagnosis: comparison of Red Threads by question strategy
key components of the programmes are
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.
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
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
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
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.
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.
FOCUS: DEVELOPMENT BY SELF
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.
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.
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.
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.