MODULES Module I Introduction to Anthroposophical Medicine Aims & Objectives Module I addresses the following subjects:  · Chapter I.1: Introduction to Anthroposophical Medicine. In this chapter, it is explained that anthroposophical medicine was founded by Rudolf Steiner PhD and Ita Wegman MD in the beginning of the 20th century out of a need from many physicians to extend conventional medicine at that time with concepts and paradigms, which would bring back into medicine a holistic and spiritual understanding of the human being and its relation to nature and the cosmos. On the basis of anthroposophy or "Spiritual Science" ("Geisteswissenschaft"), new methods of diagnosing and initiating therapies have been developed within the anthroposophically extended medicine. Chapter I.2: Introduction to Anthroposophical Paradigms. As an example of anthroposophical pardigms, the book by Prof Bernard Lievegoed, “Man on the Threshold” has been choosen to study in detail. Prof Gorter has added a few points of view, which are, in his opinion, appropriate to add for the health care professional. The student must be able to discuss in his own words, the differences between the paradigms of conventional academic medicine and Anthroposophical Medicine, and the rationale of the development of new paradigms. Module II Development of Consciousness and Thinking. · Chapter II.1: Historical overview of the development of thinking       and modern world conceptions. In this chapter, it is shown how very important it is to acquire a historic awareness (consciousness) of the development of thinking. Thinking, as we know it, originates from the dawn of Greek culture (Fourth Post-Atlantean Culture). From there, it has developed in such a way, that our current scientific thinking is a product of this development. In order to understand our current conventional medicine, one needs to have this historic consciousness of this development. Only then, one can understand the necessity of this development and how to overcome its one-sidedness. The content of this chapter is a summary of the book "Riddles of Philosophy" by Rudolf Steiner. In this module, Prof. Gorter has added an overview of the developments in thinking in the 20th century and selected and summarized what he felt was most important to get an overall picture and understanding of what Rudolf Steiner wanted to document. Therefore, after studying and mastering the content of this chapter, the student should be able to discuss, in his own words, the development of thinking through the last 2,500 years. He should be able to apply and substantiate his own world conception in comparison with world conceptions of thinkers and philosophers, discussed in this chapter. · Chapter II.2: The historic overview of how the various world       conceptions affected the conception of health and disease. In this chapter, which follows the summary of "Riddles of Philosophy", it is shown by several examples, how various world conceptions determine the paradigms in medicine: the way a doctor diagnoses and treats a patient. The objective of this chapter is, that the student should be able to rationalize and defend his own professional attitude and thinking toward his patient, the patient’s believe system, and his cultural background. · Chapter II.3: Introduction to the methods of Anthroposophical Medicine. This chapter addresses the methods, which are used in Anthroposophical Medicine. Here, through a several examples, it is shown, that certain paradigms are used to make a diagnosis and a decision which therapy is most appropriate for the designated patient. The therapy should logically follow out of the diagnosis. After having studied this chapter, the student should be able to analyze and debate the various pharmacological processes, used in Anthroposophical Medicine, and rationalize their application. · Chapter II.4: The fundamental urge for knowledge. This chapter, which is an edited text from Rudolf Steiner ("Philosophy of Spiritual Activity"), tries to show that a fundamental thrive in the human being is the urge for knowledge, the need for experimenting and investigating, for research and discovery. Knowledge is obtained through thinking. Thinking is a quality of man, which must be developed. If thinking is developed, the way knowledge is obtained, changes and open news horizons. After having studied and mastered the content of this chapter, the student must be able to explain, in his own words, the train of thought of Rudolf Steiner in regards to the various qualities of thinking and their development. The student must be able to differentiate, and discuss in his own words, the concepts of Rudolf Steiner with the concepts of a philosopher of the student’s choice. · Chapter II.5: Anthroposophical Medicine and its relation to other medical traditions. This chapter discusses various traditions from Complementary and Alternative Medicine (CAM), and how their concepts and paradigms differ and coincide with those of Anthroposophical Medicine. Many disciplines within CAM come from long traditions. Anthroposophical Medicine incorporates conventional (academic western medicine), old traditions and new concepts and innovating therapies, which have been initiated by Rudolf Steiner’s own research. The student should be able to analyse and discuss in his own words, causes of how and why there are several, quite different, medical traditions and why their paradigms differ so much, that there seems to be an abyss between several of them, which cannot be bridged. Discussion & Conclusion of Module II Module II gives a thorough introduction to the fundamentals of Anthroposophical Medicine, and gives an outline of how thinking and methods to obtaining knowledge have developed during the last 2,5000 years in Western Society. It is made clear that, through developing thinking properly, man can make himself gradually free of deceit. The importance of "Theory of Knowledge" or "Erkenntnistheorie" has been discussed in this module. Consciousness (awareness) and self-consciousness (self-awareness) have changed as well during the last 2,500 years. Through the development of thinking and the self-consciousness, the world conceptions have consequently changed as well. This is reflected in the shifts of paradigms in what causes health and disease, and how diagnosing and healing could take place. Module II gives the student an elegant overview of how Anthroposophical Medicine relates to other disciplines within CAM and to conventional, western medicine. Therefore, the student must be able to analyse, discuss and bring arguments, in his own words, in favor and against how the development of thinking in the previous 2,500 years has been exhibited; where the student himself stands in his profession in regard to applying these concepts and his own paradigms; how his paradigms might have changed through studying the texts of these chapters and the required books.   Module III Three-Fold Man Aims & Goals Module III addresses the following subjects: · Chapter III.1: 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 III.2: 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 III.3: 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 III.4: 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 III.5: 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 III.6: 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 III.7: 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 III.8: 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.   Module IV Four-Fold Man Aims & Goals Module IV addresses the following subjects: · Chapter IV.1: Four-fold man. This chapter discusses the four bodies of man (physical-,etheric- and the astral body and the ego-organization), and their relationship to the four elements (earth, water, air and fire). The interaction between the four bodies during daytime, night time and at the moment of death are explained. In addition, the four bodies of animals and of plants are discussed. The human being is the only living being, which carries in himself a spiritual principle, the individual Ego. The Ego is that in man, which generates self-consciousness and which incarnates again and again. For each new incarnation, the Ego builds up a new astral-, a new etheric-, and a new physical body. The student should have mastered the principles of four-fold man and therefore, be able to discuss in his own words, the relationships between the human being and the other three kingdoms in nature and the four elements. In addition, the student should be able to substantiate these paradigms by giving examples of his own of how these paradigms influence the conceptualisation of health and disease and the choices of therapy. · Chapter IV.2: The four-fold organ system. In this chapter, the vital four main inner organs are discussed. These organs are the liver, the lungs, the kidneys and the heart. Interestingly, during the time that in Egypt pharao’s and high priests were mummified, only these four inner organs were considered to be "true" vital organs, and were balmed and mummified and put in four separate jars. These jars would stand at each of the four corners of the sarcophagi. For instance, the brains were considered as not vital and discarded. In this chapter, each of these four organs, anatomy, physiology and pathology, are discussed in great depth and most commonly used therapies for each organ are presented. In the discussion of the liver, for the first time, the four temperaments (melancholic- phlegmatic-,sanguinic- and choleric temperaments) are mentioned. The temperaments will be discussed at greater length in other modules. The objective of this chapter is, that the student is able to discuss in his own words, the anatomy, the physiology and the main functioning of the four inner organs, as here discussed, and their relationship to the four bodies of man and the four elements. In addition, he should be able to explain what the four temperaments are and how they are constituted. Discussion & Conclusion of Module IV In the first part, Module IV gives a very comprehensive introduction to four-fold man and the four most vital organs in the body. First of all, each of the four bodies of man is discussed at length (physical-,etheric- and astral body, and the ego-organization) and their relationship to the three other kingdoms in nature: the mineral- the plant- and the animal kingdom. This understanding will help to define an illness and the appropriate choice of therapy and medication. In addition, the relationship is discussed between the four bodies of man and the four elements (earth, water, air and fire). By doing so, the student will understand and appreciate the interactions between all these entities, and the rationale of the anthroposophical way of diagnosing and choice of therapy. In the second part, Module IV gives a very thorough discussion of the four most vital organs (liver, lungs, kidneys and theheart): anatomy, physiology and pathology are discussed in great length, leading to a better understanding of possible therapeutic interventions. In the discussion of the liver, for the first time, the theme of the four temperaments comes up and the temperaments will be discussed at length in other modules. Module IV gives a thorough understanding of four-fold man and its relation to the four most vital inner organs. Consequently, diagnosis and therapy become apparent. Therefore, the objectives of Module IV are the mastering by the student of the concept of four-fold man, its relationship to the three other kingdoms in nature, the four elements, and the understanding of the four temperaments, and their functioning. In addition, the student must be able to discuss, analyse and substantiate what he learnt about the four most vital inner organs, and their relationship to four-fold man. The student must show he has obtained enough knowledge and understanding so far, that he can discuss, substantiate and explain, in his own words, the cause of disease and possible treatment modalities, from a four-fold prospective.   Module V Seven-fold man Aims & Objectives   Module VI Development of modern world conception Aims & Objectives · Chapter 17: Thinking in the service of understanding the world. In this chapter, through an edited text of Rudolf Steiner, the quality and the importance of a well-developed thinking capacity is discussed. Rudolf Steiner leads the student, step by step, through the process of thinking and lays the basis for an understanding why the development of thinking is such an all-important issue in understanding the world through science and research, and therefore, for human life at large. The student should be able to analyse and substantiate the concepts of thinking and its development; how it might influence his way of thinking and his own need for further mental development. · Chapter 18: Karma and reincarnation. In this chapter, the concepts of karma and reincarnation are discussed. Arguments in favor and against karma and reincarnation are being brought up, and leave the student free to make his own judgement. However, karma and reincarnation are corner stones in the anthroposophical world conception. This is reflected in how anthroposophical medicine is applied. The student must be able to rationalize, substantiate and discuss arguments in favor and against the concepts of karma and reincarnation. He must be able to give a personal perspective on this issue, and come to a personal stand. · Chapter 19: Christianity and the notion of reincarnation in modern life. In this chapter, attention is given to the fact, that in Christian writings and in occidental culture, the notion of karma and reincarnation are no longer clearly present. A few quotations out of the bible suggest though, that the notion of karma and reincarnation was still present at the dawn of western (Christian) civilization. Why this notion might have disappeared is discussed in chapter 20. The student must show that he has collected enough knowledge and understanding about the concepts of karma and reincarnation in relationship to traditional Christian concepts and believes, that he is able to compare these concepts with his own worldview.  · Chapter 20: Ragnarok, or the Twilights of the Gods (Goetterdaemmerung or Kali Yuga). First of all, in this chapter, an overview of the North-European mythology regarding the Twilight of the Gods is given. It helps to understand why practically all notions of the spiritual world have slowly been lost during the last five thousand years. The epic of Gilgamesh and Eabani is discussed as in world literature, for the first time, in the individuality of Gilgamesh, one finds a human being who asked questions, like "Who am I?" and "Is there a purpose in life?" or "Is there a spiritual world?" In other words, Gilgamesh is the first human being to put out questions, which modern man struggles with. The student must be able to discuss, in his own words, the images of the Twilights of the Gods, the value of these images for modern man to have a better understanding of human evolution, and give his own examples of great individualities from the past, and discuss in which way they were subdue to the consequences of the Twilights of the Gods. · Chapter 21: Alexander the Great. In this chapter, the individuality of Alexander the Great is presented as another example of modern man. But Alexander received a training in thinking from Aristotle personally. Now, with great enthusiasm, and against the advise of Aristotle, who considered Alexander too immature and not ready yet, Alexander conquers the world of his time with his self-made mission to bring to the world the teachings of Aristotle. Alexander had hoped, that these teachings would enrich mankind and help them to understand the guidance of the spiritual world(s) and the meaning of life, as he did. Alexander’s conquests lay the basis for the development of "arabism", the foundation of the Academy of Gundishapur, which had its peak under the rule of Harun al Rashid. The objective of this chapter is that the student discusses in his own words, the individuality of Alexander the Great, and his impact on culture in his time, on the rise and development of Arabism through the Academy of Gundishapur, and on modern world conceptions. · Chapter 22: Thinking in the service of understanding the world. In this chapter, Rudolf Steiner explains that in each individual, there is a striving for knowledge and the need to make available, to put to use for the benefit of mankind, this thinking and its achievements and applications in science, in ethics, and in practical daily life. The objective of this chapter is, that the student can define and discuss in his own words, how far these concepts are true for his personal and professional life. The student should take a stand in how much these concepts and ideas are true for him. The student should initiate a dialogue with Rudolf Steiner, and stress where he agrees or disagrees strongly with him. Discussion & Conclusion of Module VI Module VI gives a thorough explanation of the Twilights of the Gods, as it is presented in the Northern European mythology. When the Gods withdraw in Walhalla, this is an image of the fact that a necessary step in the development of mankind was made to obtain the current self-awareness (self-consciousness). Through these explanations, the student gets an insight in why modern man might no longer perceive directly the spiritual world. Gilgamesh and Alexander the Great have been given as examples of humans who were a product of the Twilights of the Gods and who represent for the first time modern man in ancient times. The effects of the conquests by Alexander the Great were significant and long-lasting. They lead to the foundation of the Academy of Gundishapur and the rise of arabism. Also, attention is paid to what Rudolf Steiner has said about the striving in humans for understanding and knowledge, and a need to make available and put into practice for the benefit of mankind, these capacities. Alexander the Great is an example Module VI gives the student an understanding why a direct perception of the spiritual world had disappear, and why consequently, many concepts, like karma and reincarnation, had to be lost so that the current self-consciousness of man, and a feeling of freedom and responsibility could develop. The student should be able to discuss, in his own words, the effects of the Twilights of the Gods, and in how far, he might still be subdue to it. He should pay attention to and discuss the effects of biographies of great individualities like Alexander the Great and Gilgamesh on culture and world history. The student must be able to discuss and critique, in his own words, the discourse by Rudolf Steiner that man has a striving for thinking and an urge to put into action the applications of thinking in science, ethics and daily life activities. The student should reflect on his own thinking and motivations, and investigate whether, and how, far this holds true for him.   Module VII Applications of anthroposophical paradigms Aims & Objectives · Chapter 22: Organic and bio-dynamic agriculture. · Chapter 23: Eurythmy · Chapter 24: Waldorf education · Chapter 25:Architecture · Chapter 26: Camphill Movement · Chapter 27: Threefold social order. · Chapter 28: Anthroposophically inspired art   Module VIII Anthroposophically extended psychotherapy Goals & Aims  · Chapter 29: Karma as an opportunity: giving meaning and direction to daily life. In this chapter, a thorough introduction is given into the functioning of the psyche, or soul, of man. The basis of this chapter is a book by Manfred van Doorn, which has been translated in many languages. Quite detailed, different aspects of the human soul and its main functionings are exhibited. First, there is a justification of spiritually founded psychology. Then, the extreme importance of a well-incarnated "I" or "Ego", and its functioning, are discussed in various walks of life. Part Idiscusses the importance for a human being to have ideals and how to handle disappointments; how to digest reality and gives strategies for survival on basis of the twelve needs. Part II discusses the concept karma, the different ways its works, and how karma can be experienced in social contacts and through health and disease. Part IIIdiscusses the basic movements of the soul: the empowerment of joy, reverence and connectedness; the "I" between fear and anger, etc. Part IVdiscusses human sexuality in all its main aspects: crossing the boundary between intimacy and violence; the partner as a trial; influence of upbringing on sexual development, and perversions as twisted virtues. In all parts, there are given practical examples through case presentations and case studies. The objective of this chapter is, that the student shows he has mastered the concepts of anthroposophically extended psychology and psychotherapy, in as far discussed in this chapter. The student will be asked to choose from the different parts two parts, which he discusses in detail to substantiate and apply these concepts in his professional life and attitude. Discussion & Conclusion of Module VIII Module VIII discusses anthroposophically extended psychology and psychotherapy at length. Several subjects are treated with great care, including the role of the "I" or "Ego" in the functioning of the soul; the importance of having ideals; to be able to digest reality and disappointments; the twelve basic human needs; karma and reincarnation; the power of joy, reverence and connectedness; the "I" between fear and anger, and sexuality in all its aspects. The module gives a wonderful overview of how concepts like karma and reincarnation can coincide with a well-established form of psychology, which is very practical and based in western scientific tradition. The objective of Module VIII is to give the student a thorough outline of anthroposophically extended psychology and psychotherapy. The student will be asked to analyse and discuss, in his words, the strength and possible weaknesses of anthroposophically extended psychotherapy. In addition, the student must choose two subjects, which have been discussed in this Module, and discuss in detail to substantiate and apply these concepts in his personal- and professional life and attitude. For any comments or queries please do not hesitate to contact: Prof. Robert Gorter