Module III Three-Fold Man Aims & Goals Module III addresses the following subjects: · Chapter 7: Three-fold man. This chapter gives an outline on the three-foldness of man. Three-foldness of man is a corner stone in the anthroposophical world conception. Many tradtions speak of a polarity in man and in nature (cosmos). Traditional Chinese Medicine (TCM) is a very good example of having this dualistic world conception. There are two polarities, Yin and Yang, and man is exposed to, is a product of, and carries in himself this polarity. In anthroposophical world conception, on the other hand, man is seen as being exposed to, being a product of a three-foldness, and carries in himself this three-foldness. Between the polarity, a third and independent principle comes into existence: the Rhythmical System. The student must be able to apply the principles of three-foldness to his own professional thinking and conduct, and debate the presence of threefold principles in other world conceptions, and their applications in the medical profession. · Chapter 8: Sclerosis and inflammation. Starting from the principle of three-foldness, this chapter explains how each individual carries in himself the processes of hardening (sclerosis) and dissolving (inflammation). If the forces in the Nerve-Sense System become too strong and invade the rest of the organism, sclerosis as a disease process, will occur in the body. If, on the other hand, the forces in the Metabolic-Limb System become too strong, inflammation as a disease process will occur in the body. The student must show that he has mastered the concepts of sclerosis and inflammation, and that he is able to give original examples of disease entities, where the disturbed balance between sclerosis and inflammation is obvious. · Chapter 9: The sphinx in us. This chapter introduces the student to ancient and pre-Christian knowledge of Three-fold man. The sphinx is given as an example of how in ancient Egypt (Third Post-Atlantean Culture) three-foldness was perceived and presented. Also in the Christian tradition, the four evangelists are characterized by the four signs of the zodiac, which form a cross within the zodiac (Leo, Aquarius, Taurus and Scorpio), and which symbolize and represent the same principles as in the sphinx. The objective of this chapter is, that the student must debate the relationship of pre-Christian and Christian symbolism and thinking. He is encouraged to find other examples of similarities of pre-Christian or current non-Christian symbols and thinking, with typical Christian symbols, traditions, and ways of thinking. Through analysis and comparison, the student must show in his own words, that he has understood, that all main world conceptions and religions have common roots when it comes to finding images and symbols of human values and development. · Chapter 10: Three-foldness of the human soul. This chapter explains the three-foldness of the soul and the interaction and relationship between the three qualities in the human soul (thinking, feeling and willing) and the three-foldness in the organism (Nerve-Sense System, Rhythmical System and Metabolic-Limb System). In addition, the connection between thinking, feeling and willing with three levels of consciousness (being awake, dreaming and being asleep) are discussed. The objective of this chapter is that the student can apply freely the concepts of three-foldness in the functioning of the human soul (mind) by giving examples out of his own life and his professional interaction with patients. · Chapter 11: The human skeleton. In this chapter, the principles of three-foldness and metamorphosis in the skeleton are discussed. The skeleton is another organ, which demonstrates to the beginning student of Anthroposophical Medicine the principles of three-foldness, the polarity sclerosis-inflammation, and metamorphosis: three-foldness and metamorphosis can be found everywhere, and this chapter tries to demonstrate that, taking the human skeleton as another example. After completion of this chapter, the student should be able to give ample examples of various forms of metamorphosis and three-fold principles in the skeleton, both in the human as well as in animal skeleton. · Chapter 12: Man as an inverted plant, man as a plant "upside down". This chapter discusses the relationship between the Nerve-Sense System and the root of a plant; the Rhythmical System with the leave and stem of a plant; and the Metabolic-Limb System with the flower of a plant. The fact that the human being is a "plant upside down" has significant consequences for therapy in Anthroposophical Medicine. Examples are given. In this chapter, the student must be able to analyze and debate the relationships between plant, animal and man, and the consequences for diagnosing and implementation of therapy. · Chapter 13: Anthroposophical Medicine and its remedies. In this chapter, attention is given to some of the characteristics of anthroposophical pharmacology. Various principles of turning a plant, an animal product or a mineral into a medication are discussed. A few "typical" anthroposophical medications are presented. In addition, the differences between anthropsophical medications, for instance, homeopathy and conventional medicines, like chemotherapy in the treatment of cancer patients or antibiotics in case of a bacterial infection, are given. After studying and mastering this chapter, the student must have developed a thorough understanding of the principles of anthroposophical pharmacology. Now, he should be able to compare and analyze the differences between the "regular" pharmaceutical practices and those put into action by anthroposophical pharmacology. The student must debate the rationale for these practices. · Chapter 14: Human consciousness and the source of illness. In this chapter, the interaction between consciousness and self-consciousness and the living organism is discussed. Consciousness is brought about by metamorphosis of life forces (etheric forces). Therefore, consciousness inherently brings about death processes. The moment an animal or a human being wakes up, he transforms, metamorphosizes, consumes life forces. This is a death process. Sleeping and being awake is another example of a rhythmical process. During sleep, the organism can restore what has been broking down during the day, filled with conscious and self-conscious activities. Therefore, sleep must follow a certain period of conscious activities. After this chapter, the student must be able, in his own words, to discuss the consequences of this paradigm: consciousness is brought about by metamorphosis of etheric forces. He must make self-observations and observe other human beings, animals and plants. He must be able to rationalize what he observes and justify the consequences he takes. Discussion & Conclusion of Module III Module III gives an extensive overview of the principle of Three-fold man. It starts with the observation of the human body and certain developments, observed in embryology, are taken into consideration to explain the three systems in man: the Nerve-Sense System, the Rhythmical System and the Metabolic-Limb System. A similar three-foldness can be observed in the human soul, namely thinking, feeling and willing. These three qualities of the soul are related to the three stages of consciousness commonly known to man: being awake, dreaming and being asleep. As consciousness consumes life forces, being awake brings forth in man a death process. Thus, man carries in himself life- and death forces at the same time. Module III puts together very nicely the relationship between a) the three systems, b) thinking, feeling and willing, c) life- and death processes, and d) sclerosis and inflammation in a thorough exhibition and understanding of the complex functioning of the human being. Therefore, after having studied and mastered Module III, the student must be able, in his own words, to explain the principles of three-foldness on all levels of human existence, the basis of health and disease, and apply these paradigms in the consequent logic choices of therapy. The student should be able to give original examples of disease entities, how they originate and how a possible therapy could be initiated.   For any comments or queries please do not hesitate to contact: Prof. Robert Gorter