LAKE REGION HOMEOPATHIC



DUE TO COVID RESTRICTIONS, WE WILL NOT BE HAVING AN IN-HOUSE CLASS
UNTIL FURTHER NOTICE. WE WILL update you HERE WHEN A NEW SCHOOL
YEAR BEGINS AGAIN.

IN THE MEANTIME, PLEASE READ both OUR SCHOOL TAB AND OUR DISTANCE LEARNING TAB FOR more information on our digital programs. THEY
ARE THE SAME PROGRAMS AS OUR IN-HOUSE CLASSES.

FOR FURTHER INFORMATION, PLEASE CONTACT US AT 845-781-8781 OR EMAIL
US FROM OUR CONTACT PAGE.



THE NATURE OF HEALING





A New Two-Year Comprehensive Program in Classical Homeopathy Begins this September.





SINCE 1995, The Hudson Valley School of Classical Homeopathy has served with excellence and dedication to upholding the highest standards in Classical Homeopathy. This year HVSCH offers a new two-year comprehensive foundation program that offers the classical teachings in philosophy and methodology in a two part curriculum. This two-part foundation program is open to everyone who would like to learn from the layperson wishing to treat themselves, their friends and their family, to the professional who would like to integrate another paradigm into their practice.



YEAR ONE: Year One is the Acute Prescriber. This is an intensive one-year program in acute prescribing designed to invite the student who would like to offer themselves, their friends and their family a healthier alternative to healing. The first year of a homeopathic curriculum is the most important year, as it is the year the foundation for all else that will follow is established.


This year covers the classical teachings in philosophy and methodology, as we learn the fundamentals of prescribing through the acute remedy pictures. We also begin to learn some constitutional prescribing through the common polycrest remedies. By the end of this year, the student will have met a level of proficiency to prescribe for many acute and traumatic conditions that will prove valuable under many circumstances occurring in daily life. The innovative way this program is structured allows the student the option of one or both years of study. The acute prescriber program is a prerequisite for year two.








YEAR TWO: Year Two is The Healer. Year two is a more in-depth program for the student who would like to understand the nature of health and disease and the wisdom of homeopathy on a deeper level. This comprehensive program covers the classical teachings in philosophy and methodology and is designed to give the student more refined skills in case-taking, case analysis and case management by seeing the subtlety and nuance of a deeper and more expansive dynamic.


This is the year we learn more on constitutional prescribing as well as miasmatic theory and the chronic diseases. This year we learn remedy pictures within remedy groups through PowerPoint presentations, which gives the student a leg up in quickly being able to distinguish between remedies. See a further description of Years One and Two on our Distance Learning Programs page.


By the end of the second year, the student will have met a satisfactory level of proficiency to prescribe for certain chronic conditions, with a deeper understanding of case management.



SEEING THE DEEPER DYNAMIC: Seeing the patient, knowing what needs to be cured, and applying the most appropriate homeopathic remedy is the craft of the homeopath. If we see only superficially, we can only palliate the complaints of the patient at best and suppress them at worst. When we can see through to the deeper dynamic, we can return our patient to health and well-being. What is required of us for seeing?


Hahnemann's advice to the generations of homeopaths who would follow, was to learn everything we could of human nature, as being a healer requires a special circumspection. If we cannot see the importance of this, we will only be able to bring someone to the level we are at and nothing higher. What Hahnemann meant was that we, as healers, must develop in our own evolution.


Through the analogous symptoms of the patient's disease, through metaphor, concepts, language and dreams, we learn to decipher what the patient is trying to tell us, especially what they cannot understand for themselves. We go to the soul of their suffering. It is there that we begin to understand the spirit of a human being, the consequence of which is awakening to our own evolution. It is this inspiration that begins our journey. We become the stewards who hold these universal laws and principles that govern healing, as we witness true healing through them. We become capable of guiding our patients through the labyrinth of disease, toward the restoration of their health and vitality. We become a healer.


See below for what is contained in our curriculum, as well as additional information on our Distance Learning Page.


Lectures





Our programs at HVSCH have been praised by both students and practitioners alike for having a curriculum that gives context and structure in learning a profound healing art. Every lesson is a building block to the next. Every individual case presented is to learn to see the purity of the case, the characteristics of a remedy picture, and also to witness another scenario the student will encounter. Every lecture is presented to give the student the tools they need to think logically as well as expansively.


We learn from the Homeopathic Masters as well as from the physicist, the yogi and the poet, as so much related material comes into the realm of homeopathy. When we seek this sort of knowledge, we are seeking a certain transmission, the sort of transmission that carries authority and knowing, the sort of transmission that conveys a larger totality and the proper perspective of its parts. We look to the Masters for the transmission of their knowledge.


Our lectures include:


What Needs To Be Cured

The Cohesive Case

Interpreting the Language of the Patient

Demystifying Delusion

Homeopathy and Energy Fields

The Relationship between the Acute, the Chronic and the Chronic-Acute

The Intercurrent Remedy

The Second Prescription

The Origin of All Disease

Gateway to the Subconscious

The Metaphysical Heart


And so much more ...




Paper Cases, Audio Cases and Video Cases





By our fourth month in Year One, we are ready to take the case. We begin with paper cases, which allows the student to become aware of the many details of a case, and the peculiarityof symptoms that stand out and help the student identify a particular remedy over a group of remedies that may be coming up for our consideration. They also teach the student how to work with limited information, as with paper cases, we do not have the luxury of questioning the patient any further than what we have on paper. This limited information within paper cases, however, contains the clues to our case, and we learn to spot these clues with great clarity and assurance.


We then move on to recorded audio cases, which allows the student to develop their listening skills while taking the case. With no visual distractions, our listening skills become more heightened as we singularly focus our attention on what the patient is saying specifically. We listen for the nuance and subtly in their tonation and their choice of language.


By Year Two we are watching pre-recorded video tapes of patients in consultation, where we take the initial consultation of one patient and follow them over the course of the year. Here is where our visual observations come in. Viewing an actual case is invaluable, as it allows the student to witness all of the subtly and nuance of body language and expression, and allows for the best instruction in case-taking.



Repertory and Case-Taking Workshops





Repertory work gives the student experience in translating what the patient is saying into the language of the repertory. This is not always so easy to decipher. What is the patient trying to convey here? How do I choose the correct rubric that reflects exactly what the patient is saying? How can I elicit better information from the patient? How does the homeopath see the essence of the case through all of this information? How do I know where to put the weight of this case?


Many people do not observe themselves on a daily basis let alone the whole of their existence. We need to help them clarify the obstacle to their being in the world. These workshops are invaluable for this translation. If we don't understand what needs to be cured, we cannot possibly prescribe accurately for it, and no methodology will ever take the place of understanding the case in front of us. If we don't understand the case in front of us, how will we ever manage it over the long term?


Discriminating between rubrics is critical to our prescription. These workshops are crucial to learning the "how to" skills of case-taking.



PowerPoint Presentations





PowerPoint presentations help the student visualize in many cases what can otherwise get lost in translation. As we know, an image can be worth a thousand words, and this helps the student form an indelible image on their minds to lend clarity to the topic being discussed.


In Year One we use a few different PowerPoints to demonstrate complex material, such as:


The Non-Material Cause of Disease.

The Essence of the Remedy.

Energy Fields and Identifying the Acute,

the Chronic, and the Chronic-acute.

Taking the Case.

How to Take the Case of a Child.


For our remedy pictures in Year One, however, we go back to the old fashioned way and we hit the books. We learn to use Materia Medica and the Repertory, and we learn the meaning of a rubric and its relationship to the essence of the total remedy picture.


In Year Two, we learn all of our remedy pictures through PowerPoint presentations, as this year we are learning remedies in groups. It is a great way for learning Materia Medica slide-by-slide, identifying both the common symptoms as a remedy group, and then the unique symptoms of an individual remedy in that group. It helps the student to easily identify a remedy.


We use PowerPoint presentations in Year Two as well for difficult subject matter, such as:


The Origin of All Disease

Hahnemann's Miasmatic Theory of the Chronic Diseases.



Remedy Art, Diagrams and Templates





In Year One the student gets a visual sense of remedy pictures through remedy art, diagrams and templates. All of these different aids are for helping the student to easily remember remedy pictures for what is most characteristically important to each remedy picture, for any "key note" symptoms and for comparing and contrasting remedy pictures. This allows for a fun way to learn Materia Medica. Who says learning can't be fun? I encourage students to put the remedy art on their refrigerator so they can pick it up in a passing moment and be entertained as they watch remedy pictures come alive.


Our diagrams are invaluable when we go

over important topics such as:


Assessing the Phases of a Remedy

The Lines of Demarcation

The Roots of Inheritance


These relationships and actions can get a little confusing, but having these diagrams makes the mechanics very simple to learn.


Our vesica piscis template provides the student with a tool to compare and contrast remedies, and other templates allow the student to study remedy pictures while drawing their own remedy art. A relaxing way to study. Our entire two-year program is comprehensive and thorough, yet made very easy for the student to learn a profound healing art.




Class Documents





Again, when we seek out a particular study, we are seeking not only factual knowledge, but a wisdom, a special circumspection from a place of authority and experience. Some of our class documents include poetry on human nature that carry this transmission. These single documents are for understanding our patients as well as for our own evolution as healers. They are also a part of our discussions and are synthesized into the study of homeopathy. Hahnemann advised homeopaths develop a special circumspection of human nature. Poetry is one of the many ways of understanding the intricacies of human nature.


As we learn more about human nature and why we become ill and how we heal, the student begins to understand that everything descends from spirit, or life would have little meaning and nothing in nature and the universe would have order, or symmetry or intelligence.


Spirit is the center of our being that allows us to connect with and receive through creativity and purpose. It is what motivates and inspires. Spirit is an integral part of our health and who we are as human beings. It makes great sense to understand this integral part of ourselves and others, and how it connects us to a greater totality.


As well, our class documents come from articles written on physics, current developments from other applied sciences and lots of interesting subjects that all come into the sphere of homeopathy. We learn from the Masters of the past and navigate into the present. What an interesting time it is to study homeopathy!



Quizzes





Quizzes are designed to give the student an opportunity to see what they are able to retain from what they learned through-out the month. The benefit is there for the student to see where their strengths and weaknesses lie, and where they could use a review. The great benefit of taking quizzes is they are thorough, giving the student the opportunity to study from them and take them over and over again until they feel they have mastered the material. They are also great to take again in the future for review. Quizzes always prove to be a beneficial study tool. They are not graded, so there is no reason for the student to stress over a grade, rather they are utilized to help the student retain what they have learned.



Homework Assignments





Homework assignments are not mandatory, but are highly encouraged, as they are an avenue for the student to develop an intimate relationship with their work. We highly encourage the student to do the homework assignments provided in order to develop the skills needed to differentiate between remedy pictures. What we put into any study is what we will get out of it. You will find you are so interested, it will hardly seem like work. In class as well as in our Distance Learning Program, diagram templates are given to the student to make comparing and contrasting remedy pictures fun and easy to do. Also provided are templates for drawing more remedy art. All of these exercises help the student to easily retain descriptions and rubrics (full symptoms) of remedies.



Recommended Reading





Reading assignments include a review of the Organon as well as a review of the material covered in class. Hahnemann was very economical and precise with his words and a second reading of a particular chapter in the Organon clears up any confusion in the differentiation Hahnemann applies to different scenarios in following an energy medicine. There is always a review in class, as studies have shown over and over again, that it is at the time of review that the student retains more of what he has learned than at first pass. As well, books are recommended for reading and for the student who would like to begin building their homeopathic library. These books are for the student to read at their leisure and according to their interest. These books are highly recommended.



CHRISTIAN FRIEDERICH SAMUEL HAHNEMANN (1755-1843)


Monroe, new York 845-781-8781


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