Paradigms of evidence

[Guest guest]

The continued movement of the cranial sutures, and that they donot ossify shortly after birth, is antecdotally discussed in "Your innerPhysician and you

>>>>When you feel a dead skull with dry bean and then hydrate them the skull comes apart at the sutures. So they are not ossified. Anybody interested in osteopathy should get the text foundations for osteopathic medicine it is 120$ that covers all the principles including cranial. Make sure you buy the new edition (2ed edition) the first edition is not very good

Alon

[Guest guest]

Dear Are,

 

Unfortunately, I do not have a specific title to Sperino's anatomy and

Physiology text. Two ways to get it would be to go to www.upledger.com ,

check out the educational materials section to see if they have it for

sale, or e-mail them a request for the the name and isbn# of his book as

mentioned in " Your Inner Physician and You " . The articles referring to

the research done demonstrating the mobility of the cranial bones along

the sutures are:

 

Retzlaff, E.W. et al " Age related changes in Human Cranial Sutures "

JAOA 79::115-116

 

Retzlaff, E.W. et al " Cranial Bone Mobility " 1975 JAOA 74:866-9

 

Retzlaff, E.W., Upledger, J.E. Sutural collagenous bundles and their

innervation in Saimur Sciureus " 1977 Anatomy Records 187:692

 

Upledger J.E., Karni,Z, " Mechano-electric pattens furing craniosacral

osteopathic diagnosis and treatment " 1979 JAOA 78:782-91

 

These first four are either from the bibliography or actually reprinted

articles in " Craniosacral Therapy " . Really, Are, you would do much

better, and access the information much easier by purchasing it. ISBN

0-939616-01-7.

 

Best Wishes,

 

Yehuda

 

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[Guest guest]

Beautifully put, Z'ev. How can one effect another's qi, without first

regulating their own. " Physician heal thyself " . Otherwise, what happens

is the patient if we are lucky, will have an enjoyable treatment

experience, but the likelihood of change will probably not occur. I can

think of one of our clinical supervisors, from China, whose specialty is

tuina, and has published books and articles on it there. He's really

good, but often when he treats, he's talking to interns and though

mechanically he's doing everything right, I feel as if there would be

little difference if he was treating a carcass. Please don't take what

I'm saying wrong, but I feel that the physician's intention and awareness

of one's qi is essential for maximum clinical success.

 

Yehuda

 

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[Guest guest]

Yehuda,

Since you are such a seeker of truth and good, I am quite sure you are aware

that the original root of 'holism' implies within it the meaning you wish to

derive from 'wholistic'. I just do not quite get the point of trying to

deprive from 'holism' its original meaning. I understand that you are trying

to undercut the seeming watering down of the word 'holism' to mean some

general and vague idea of health -- after all, the coining of the word

'wholism' was an attempt to reclaim this idea of wholeness for the generally

illiterate populace that uses words in their popular sense without knowledge

of their roots(let alone their full and subtle meaning). So like WRITING IN

ALL CAPS, using 'wholism' seems to scream " It's the whole enchilada, you

donut! " So not wanting to be holier(q.v.) than thou, I will simply remind

that 'health' itself carries within it the idea in question. I enter below

some pasties from some online dictionaries:

 

Health:

[Old English hǣlþ . Ultimately from a prehistoric Germanic base that is also

the ancestor of English heal and whole, the underlying idea being of

“wholeness.â€]

 

Health\, n. [OE. helthe, AS. h?lp, fr. h[=a]l hale, sound, whole. See

Whole.] 1. The state of being hale, sound, or whole, in body, mind, or soul;

especially, the state of being free from physical disease or pain.

 

There is no health in us. --Book of Common Prayer.

 

Though health may be enjoyed without gratitude, it can not be sported with

without loss, or regained by courage. --Buckminster.

 

 

And while we're at it, for the concept of 'holy', we find:

 

\Ho " ly\, a. [Compar. Holier; superl. Holiest.] [OE. holi, hali, AS.

h[=a]lig, fr. h[ae]l health, salvation, happiness, fr. h[=a]l whole, well;

akin to OS. h?lag, D. & G. heilig, OHG. heilac, Dan. hellig, Sw. helig,

Icel. heilagr. See Whole, and cf. Halibut, Halidom, Hallow, Hollyhock

 

etc.

 

So is it true -- mind and body are truly one?

 

Gesundheit,

from nitpickers anonymous

 

p.s. Halibut? Who knew? And round we go.

 

 

 

> Dear Chris,

>

> Let me clarify my opinion. I specifically emphasize the term wholistic

> (whole) as opposed to holistic (health) for a reason. G-d willing, as

> our world becomes more and more enlightened, we will see more brain

> surgeons who operate from the perspective of removing that which causes

> harm and promoting health as well. The truth is that today, it is more

> and more commonplace for an allopathic physician to use naturopathic

> healing modalities in their reportoir. But I am saying something

> additional: that a real wholistic physician must be concerned with

> 1)Identifying and determining the root of the pathogenic influence

> locally and globally, 2)choosing a therapy to eliminate the pathogen

> while considering how the therapy will affect the soma, again locally and

> globally, 3) determining how to rebuilt the patient as a whole, meaning

> directly where the pathogen attacked, and indirectly, how the pathogen

> manifested itself on other systems within the body. This is an

> integrative wholistic strategy which I believe is quite different from

> natural or holistic medicine (ie. " take this herb, it will help such and

> such a problem " ). I really haven't seen satisfactory evidence that any

> system other than Oriental medicine does all of the above: pattern

> differentiation, treat the acute disorder first, address the root,

> constantly modify the therapy as the body's signs change.

>

> Please forgive my passion, but I really feel that we ARE different.

>

> Sincerely,

>

> Yehuda

>

[Guest guest]

Hi Julie,

 

As a recent graduate and tutor of fellow students, I

must disagree with you. Reading a syllabus does not

give one an experiential understanding of the

education curriculum. Most students, at least at

PCOM, do not know how the varying components of their

education interrelate until well into their second

year, and it is not until they are interns in the

clinic that it all comes together. As a tutor, I

always encouraged students to find a clinic to assist

in as early as possible, because this accelerates that

integration. Unfortunately, most students I've met

expect to be spoon-fed, and do not act as the

discriminating consumers you describe.

 

 

--- Julie Chambers <info wrote:

> Hi Andrea,

>

> Welcome to the group.

> >

> > Students don't complain because they don't know

> what

> > they need to know, and what its superfluous to the

> > practice of . They depend upon

> the

> > school - teachers, administrators, and deans - to

> > decide what is important and give them an

> opportunity

> > to learn it. It is ironic to expect someone who

> is

> > just learning something to know what is essential

> and

> > what is not.

>

> I must disagree with you. As a former dean and a

> current teacher (and

> obviously I was a student), I expect that students

> can look at the course

> syllabus, which should have been previously approved

> by the school's dean,

> and they can see that in week such-and-such, the

> lung channel will be

> covered, and instead, the teacher spent three hours

> teaching muscle testing.

> Students certainly should have that much experience

> and curiosity!

> Especially since they are the consumers. But of

> course I expect the Dean to

> keep an eye on such things, by discussing curriculum

> in faculty meetings and

> by visiting classrooms. These are the kinds of

> things that accreditation

> site visitors look for as well: is the syllabus

> detailed enough so that

> weekly topics are clearly stated? Does the

> instructor adhere to the

> syllabus? Are the objectives of the class being met?

> If " muscle testing " is

> not stated on the syllabus as part of the

> information to be taught in a

> points class, then the teacher has no business

> teaching it.

>

>

> Julie

>

>

>

 

 

 

 

 

 

[Guest guest]

Dear Andrea,

 

You stated:

Unfortunately, most students I've met

expect to be spoon-fed, and do not act as the

discriminating consumers you describe.

 

I reply:

 

Let's go back to the original complaint. Students were being taught three

hours of muscle testing instead of three hours of point location. Don't you

think they can tell the difference? Can't they say, Hey, how does this

relate to Chinese medicine? Can't they consult their senior fellows and ask

if this is relevant? Again, I suggested that the students' evaluations of

the instructor should report on whether or not the course is being taught

according to the syllabus. Only by these sensible, step-by-step measures can

quality control be achieved. I agree with you that early integration is

desirable. But my point is that all parties: students, instructors, deans,

must be part of the quality control process.

 

Julie

[Guest guest]

In a message dated 8/16/2003 12:16:54 PM Eastern Daylight Time, info writes:

 

Let's go back to the original complaint. Students were being taught three

hours of muscle testing instead of three hours of point location. Don't you

think they can tell the difference? Can't they say, Hey, how does this

relate to Chinese medicine? Can't they consult their senior fellows and ask

if this is relevant? Again, I suggested that the students' evaluations of

the instructor should report on whether or not the course is being taught

according to the syllabus. Only by these sensible, step-by-step measures can

quality control be achieved. I agree with you that early integration is

desirable. But my point is that all parties: students, instructors, deans,

must be part of the quality control process.

 

Julie

 

 

This was the case in my school. The Atlantic Institute of Oriental Medicine was the first to be accredited in FL. However, the program was continually being upgraded.

Many of the students were very vocal about which direction our education should go. We learned from the experience of the upper classmates. Because the school listens to the desires and the abilities of the students, it is a much better place of learning than it was just a few short years ago.

Chris

[Guest guest]

Hi Julie,

 

I agree that all parties, ideally, should be

responsible to ensure that what is taught matches what

is stated in the curriculum. My point is not about

what is ideal, but about what really happens. Until

we accept what is real and true, we cannot possibly

hope to change it.

 

Students, at least initially, are open books, and open

and interested in anything and everything that anyone

knows and is willing to teach them. Lower-level

students rarely have opportunities to interact with

senior students for the kind of dialog you describe.

Evaluation forms rarely reflect the kind of curriculum

focus you mention. Students are often either afraid

to make waves, or anticipate lack of response on the

part of administration and faculty, and are therefore

not inclined to share whatever discrepancies they

might happen to notice. In my experience as a

student, I was one of a handful who made waves and got

involved. What I saw is that change and improvement

occur slowly, and carefully, which is a good thing.

However, by the time changes are implemented, the

students who raise the issue are often already

graduated. The end result is a perception among

students that their input and feedback do not make a

difference; the truth is that it takes a long time for

a pebble dropped into a lake to stop making ripples,

and change does, indeed, occur slowly.

 

-

 

--- Julie Chambers <info wrote:

> Dear Andrea,

>

> You stated:

> Unfortunately, most students I've met

> expect to be spoon-fed, and do not act as the

> discriminating consumers you describe.

>

> I reply:

>

> Let's go back to the original complaint. Students

> were being taught three

> hours of muscle testing instead of three hours of

> point location. Don't you

> think they can tell the difference? Can't they say,

> Hey, how does this

> relate to Chinese medicine? Can't they consult their

> senior fellows and ask

> if this is relevant? Again, I suggested that the

> students' evaluations of

> the instructor should report on whether or not the

> course is being taught

> according to the syllabus. Only by these sensible,

> step-by-step measures can

> quality control be achieved. I agree with you that

> early integration is

> desirable. But my point is that all parties:

> students, instructors, deans,

> must be part of the quality control process.

>

> Julie

>

>

>

 

 

 

 

 

 

[Guest guest]

In a message dated 8/18/2003 11:58:34 PM Eastern Daylight Time, writes:

 

What I saw is that change and improvement

occur slowly, and carefully, which is a good thing.

However, by the time changes are implemented, the

students who raise the issue are often already

graduated. The end result is a perception among

students that their input and feedback do not make a

difference; the truth is that it takes a long time for

a pebble dropped into a lake to stop making ripples,

and change does, indeed, occur slowly.

 

-

 

It really depends on the school. In our school, suggestions made one semester were often implemented the next. The end result in our school was we could make a difference. Not all the time, but a lot of the time.

 

All the best,

Chris

[Guest guest]

Andrea said:

 

Until

> we accept what is real and true, we cannot possibly

> hope to change it.

 

Julie says:

 

OK, I accept what is real and true; now let's change it.

>

Lower-level

> students rarely have opportunities to interact with

> senior students for the kind of dialog you describe.

 

At our school they do; we have a mentoring program, we have town hall

meetings, we encourage first year students to get treatments from senior

students.

 

> Evaluation forms rarely reflect the kind of curriculum

> focus you mention.

 

Again, at our school they do. I have read with my own eyes hundreds of

evaluations, and students are very sophisticated about what the curriculum

should entail, and vocal when it doesn't measure up. Evaluations are

anonymous and there is no fear of repercussions for making waves.

 

I don't mean to imply things are perfect at my school, but I stand by my

statement that a blatant misuse of classroom time to teach muscle testing is

easy enough to discover and to fix.

 

Julie