Books

The Science of Homeopathy – page 32

by the environment. On the emotional level, one of the major environ- mental influences is the almost complete failure of our educational systems to provide emotional training for young people. As a result, the emotional part in us remains undernourished and cachectic, be- coming easy prey to disease conditions. Throughout Western history, and especially in the present-day materialistic and technological era, education has focused almost exclusively on athletics (physical level) and intellectual training (mental level). The primary heroes of young people are athletically or intellectually successful classmates. Sensi- tive, artistic, musical, or poetic young people are rarely glorified or given encouragement. In modern life, the major source of emotional education appears to be television, which involves the viewer only pas- sively and emphasizes exaggerated or fantasized perspectives on life.

Education should follow a more natural procedure based on known stages of maturation. The emphasis of education should be placed on development of the physical body between the ages of 7 and 12, of the emotions between the ages of 12 and 17, and of the mental level between the ages of 17 and 22. Instead, our education is haphazard and random, often governed by political influences more than by recogni- tion of the natural stages of development of the students. The result is the creation of graduates from school who are imbalanced and weak- ened on the emotional level. Although it is beyond the purpose of this book to fully delineate recommendations for changing the educational system, it is nevertheless important to the practitioner to understand the profound influence which this education inadequacy has on the health of the emotional plane of the individual.

Between the ages of 12 and 17, the human being experiences a natu- ral awakening of the sexual instincts and also of the highest emotional feelings – appreciation of love, freedom, justice, etc. Because there is no programmed education to mobilize and develop these feelings, they get channeled into experiences which are bewildering, frustrating, and often humiliating to the young person. early attempts to express and act upon these emotions are labeled by teachers and parents alike as “rebellious,” “dreaming,” “overly idealistic,” or even “irrational.” Healthy emotional expressions are downgraded and criticized, while the educational emphasis is on conformity, “normality,” and success in competition with others. Usually what then happens is that young people channel all their emotional experiences into sex and immediate gratification of pleasure, which in turn often lead to experiences which are called illicit or degrading.

The final result is that young people go through strongly disappoint- ing experiences which harden their emotions or sometimes deaden