Minutus

Don't you mean - Not enough innovative ways to study CASES and case
symptoms?


You did not even list cases as relevant there:-)
(An oversight I am sure - but proof of the need for change of
approach from the ingrained one without cases, and which leads to
what I call "working backwards".)

Namaste,
Irene
--
Irene de Villiers, B.Sc AASCA MCSSA D.I.Hom/D.Vet.Hom.
P.O. Box 4703 Spokane WA 99220.
www.angelfire.com/fl/furryboots/clickhere.html (Veterinary Homeopath.)
"Man who say it cannot be done should not interrupt one doing it."

By "working backwards" you mean first (too soon) getting an idea about
what remedy might be needed, and then seeing the case in that
light--whether it fits or not? That's an ever-ready pothole, to be
sure! Someone recommended, if during casetaking a remedy pops
into mind (from a keynote or whatever), you scribble it into the
margin--which gives your *mind* permission to *let go* of the
thought--and return to listening objectively (trying) to the case as
given.

Recognizing keynotes and patterns could not be avoided for long, as
they *do* become recognizable after some time in practice--that's they
they've gained the position they have! But knowing that "a keynote
doth not a full case make" is important; what would you suggest as a
better approach to take, what to have students learn *first* about
remedies and casetaking?

Shannon

Hi Luise,

I like to read the original and the interpretation! I have read v.B's preface, and found that use of the TPB in original, then use of Dimitriades' version and his writings together with David Little's work all meshed in well. The one element I still prefer from the original TPB, even though many say it's full of problems, is the remedy relationships at the end. I find it more useful in general than other listings of remedy relationships I've seen.

Probably using some kind of video camera would be best where patients would agree to this, but possibly also case analysis and discussion with students from notes but alongside the cases, not after the fact.

Vera

Hi Vera,
Did you read v. Boenninghausen's preface to the TTB? It is in Allen's
edition. All I know about it is from that preface.

As always, I prefer to read the original where at all possible, a
traslation where not - and do not like to rely secondary texts.

This applies to just about everything - not only homeopathy.
Perhaps you could have your intern outside, listening in over a mike
set if the patient agrees and you feel it will not hamper him/her to
know that you are being monitored.

Where the latter does not apply, you could just have him read your
notes after the patient has gone.

Regards

Luise
--
One thought to all who, free of doubt,
So definitely know what's true:
2 and 2 is 22 -
and 2 times 2 is 2:-)
==========> ICQ yinyang 96391801 <==========

I see that as the result of going backwards.

To me repetorizing is like a specific road to be travelled beween two
points.
Starting point is patient symptoms.
Intermediate destination is patient symptoms to use in repping.
Next is patient repping symptoms converted to rubrics.
Next is finding remedies that contain these rubrics by repping.
Next is MM work with the best of those (looking for patient sx that
were NOT in the repping, in the MM)
Note I still have ONLY the patient's symptoms in my mind, NO remedy
picture - just patient picture.
It is the only picture that conts.

This *leads* (forwards) to choice of patient remedy - the destination.
I NEVER - and I mean NEVER - look for the remedy symptoms in the
patient.
(What else the remedy does - even if it is all kinds of key
characteristics - is NOT relevant to THIS case.)
I work only on the case, the case symptoms are in the driver's seat.
- not any remedy.
Of course if I happen to see key symptoms of the PATIENT (not of the
remedy) in the MM, I like it a lot better, but I never look for key
symptoms of a remedy anywhere.
I only look for *patient* symptoms/rubrics. If it is not part of the
patient -picture it is irrelevant to the case.

This is why I dislike study of remedies compared to study of cases.
I would rather have my students do ten very different looking cases
that lead to one same remedy in the above direction of work - than
study the one remedy by itself and try to guess what kind of cases it
mightl cover

AAGH!.How biased and backwards can it get
Yes I like that - I do something siimilar, For example if I see an
unusual remedy come up during repping of the patient sxs and I do not
trust the software to ensure I include it in my shortlist, I'll note
it on my rough notes list and look at it for sure to include/exclude it.
The trip to travel....as above.
You can not go from Patient to Remedy by starting at a Key symptom
any more than you can go from Los Angeles to New york by starting at
Timbuktu.
It's like a treasure map with one treasure (simillimum) and lots of
clues along the way (patient symptoms) - you have to get the clues in
the right order and priority to get the final treasure. Just because
*you* hope to find gold (a key sx) does not mean the treasure will
include it. The patient symptoms have no bias towards keys. ANy
patient symptom can be a key to their case. It will not necessarily
be a remedy key item.

Namaste,
Irene
--
Irene de Villiers, B.Sc AASCA MCSSA D.I.Hom/D.Vet.Hom.
P.O. Box 4703 Spokane WA 99220.
www.angelfire.com/fl/furryboots/clickhere.html (Veterinary Homeopath.)
"Man who say it cannot be done should not interrupt one doing it."