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Exploring the Problems and Resolutions of Materia Medica

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The Homoeopathic Materia Medica is the product of the highest Wisdom. Through the contribution of Artificial Human Pharmacology it is explored through provings on healthy human beings, Hahnemann brought the illness to the forefront of our existence, at the humanistic experiential level, to give the true meaning of illness.

For a homoeopathic student, the study of MM is the study, in perspective, of the exploration of a human being through the cosmos of which he is an integral part (nurture) and through the genetics (nature). The vast study of materia medica possesses both conceptual and therapeutic problems for a conscientious homoeopathic student.

In this paper, problems and resolutions of the study of materia medica are discussed from the cognitive angle, with a visual reference system, with perceptual maps for the objectives of teaching materia medica at clinical level. Specific objectives are also highlighted. Different modules of study of materia medica are also projected.

A. Specific objectives of teaching materia medica at clinical level

The First Step towards solving a problem

………. is to begin !!

B. The Problems and Resolutions

1. Language of Materia Medica


1. Language of Materia Medica
B. Problem

1.Language of Materia Medica


A wide variety of ‘sensations as if ‘
______ The similar data
______ Were the provers healthy?
______ Shrinking effect

2. Disbelief


3. Detail


‘Does detail built up to a whole or is detail obtained by microscoping the whole?’

3. Detail

4. Confusion

4. Confusion

5. Boredom

You contribute nothing!
Demand of amusement!
If we do not open an interest then that interest is blind!

5. Boredom

6. Scattered data

6. Scattered Data

7. Fixed Ideas

7. Fixed Ideas

8. Clinico-pathological co-relation

8. Clinico-pathological co-relation

9. Remedy Relationship

9. Remedy Relationship

10. Action of a Remedy

I do not understand why this drug has these symptoms.

10. Action of a Remedy

Action renders a pathway to sail smoothly in the voyage.

Learning Homoeopathy

Maxims of Teaching

Methods of study of Materia Medica

1. Generalization Process:

  • Logical transitional process from particular to general.
  • The inference reflects deeper insight into essence.
  • Grasp over English language and subject.
  • 2. Key-note Method:

  • Key to the case may be at general or particular level.
  • Based on getting at essence.
  • P.Q.R.S. symptoms depict a unique, individualistic response.
  • 3. Anatomical Schematic Method:

  • Hahnemann’s schematic method.
  • Understanding potential action and elective affinity on various organs and systems.
  • Therapeutic use on the basis of disease conditions is possible because of this method.
  • 4. Physiological Method:

  • Assessment of physiological effects/changes.
  • Disease-oriented prescribing.
  • Limited scope.
  • 5. Pathological Method:

  • Proving yields functional symptoms. Hence the need of toxicological data
  • Clinical experiences+ Records of poisoning/Pathological symptoms.
  • Pathologically pronounced data.
  • Pathological general.
  • 6. Therapeutic Method:

  • Based on disease concept.
  • Collective portrait is not given importance.
  • Hence limitations.
  • 7. Typological Study:

  • Physiognomonic, psychological, typological types.
  • Correspondence at the level of make-up / appearance / constitution.
  • Amalgamating the concepts from holistic aspects
  • 8. Comparative Study:

  • Comparing and contrasting.
  • At various levels: such as symptoms level, organs level, disease level, personality level, action level, typological level etc.
  • Advanced study of materia medica
  • 9. Repertorial Study:

  • Repertory as the micro-filming of materia medica.
  • Useful for personality study, group study and comparative study
  • 10. Remedy Relationship Study:

  • A wider platform to study materia medica.
  • Discrimination as the process of arriving at the similimum.
  • Neglected subject.
  • 11. Monogram Study:

  • Words are powerful and they carry deep meaning.
  • Characters that run through and through.
  • Genetic encoding.
  • Use of doctrine of signatures
  • 12. Group/ Family/ Kingdom Study:

  • Basically a process of generalization.
  • A simplified method.
  • Individual study more important.
  • Conclusions could be shaky in practice.
  • 13. “Living” Image:

  • Drugs as living, vibrating individuals.
  • Evolutionary study of a human being vis-à-vis homoeopathic materia medica.
  • Charming study but better to stay away from imaginations, fancies, abstractions and hypotheses unless it has adequate clinical experiential base and original data-base.
  • 14) Situational Materia Medica:

  • A situation compels an individual to develop certain temperamental traits which are to be corresponded with behavioral responses of the drugs in materia medica.
  • The concept of a constitutional remedy should not be brushed aside.
  • 15) Body Language study:

  • Body language as synthesis of mind and body together
  • The objective and living study of materia medica
  • The scientific study of a patient and its counterpart in materia medica
  • 16. Human symbolism study

  • The language of organs
  • The structural and functional aspects of organs
  • Interpretation vis-à-vis materia medica
  • 17. Constitutional Remedy Study:

  • The Concept of Totality.
  • Qualitative Totality.
  • Coverage should be:
  • a. Evolutionary study
    b. Qualified mentals
    c. Physical generals
    d. P.Q.R.S. at general level
    e. P.Q.R.S. at particular level
    f. Typology
    g. Causative emotional and environmental modalities
    h. Pathology
    i. Miasms etc.

    D. Requisites on the Part of a Student to grasp Materia Medica

    Minimum requisites for maximizing learning

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