Kenia, January 2011

Kenia greets us by 37°C in the shadow. This is a shock for my colleague Antje Behr and me being used to European winter.

We are lucky that our teaching and practicing premises are thickly walled, equipped with two fans. So we acclimatize quickly and start our lessons about “infections of the upper respiratory tract” treating different kinds of cough. The topic is warmly greeted since an influenzal infection is omnipresent on Lamu at the moment.

The second focus of our lessons is the practical preparation of a homeopathic remedy.  That means trituration of a substance in a mortar for three hours according to the rules which Hahnemann defined 200 years ago.

In our class there are students who already work in medicine. For example, midwives or students skilled in herbology, who of course are interested in plants, minerals and animalic materials. By trituration we can explain the difference between phytotherapy and homeopathic healing and deepen the philosophy of homeopathy. This process may seem to be dry but it turns out to be mostly cheerful and informative. In the end one participant notes down the date and promises to celebrate this trituration as “Cultural Homeopathic Day” every year!

As basic material of our trituration we chose dried ink of a local calmar, which was especially caught for us. The rest of the calmar is certainly not wasted but delicately prepared and eaten.

In the afternoon we treat patients in our training practice. The students translate or attentively listen to history taking. They are motivated to understand remedies by treating patients. The best cases for all are successful follow-ups of colleagues who attended the last team or cases we see again some days later.

For example an eight-year-old girl who suffered from a bad otitis media three years ago. This was treated conventionally but since then she has suffered from auricular exudation, fetid-smelling so that nobody wanted to sit next to her at school. Mercurius dulcis C 30 stopped exudation.

But not every case can be solved so quickly and satisfactory. Many patients suffering from chronical diseases need long-term treatment and intensive care. Therefore it is important that our students are able to take over treatment of these patients. In the beginning modern media technology would be a good means to support them: case histories saved at our treatment programs to which both students and teachers have access. By e-mail or Skype we could discuss further treatment with our students. This can not be realized immediately but should be planned for the near future.

In order to check our work we finally interview our students. A task that gives us much pleasure. Topics are for example organization of lessons, their contents, translation, teaching materials, use of knowledge and future visions.

There were so many ideas, but we regularly get to hear: “Please come again! And stay longer, there still is so much to do!” 

Martina Günther

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