The homeopathic knowledge has traditionally been run by autonomous professionals who transmit their experiences and become the point of reference of practices to be followed, supported by a literature built in the same way (Thompson, 2004). This knowledge has been taken from an old socio-cultural and temporal context and introduced in the nowadays technical-scientific context, which involves intellectual discrepancy and epistemological consequences (Pfuetzenreiter, 2002), contributing to and an ardent sectarianism toward homeopathic knowledge. In the veterinary practice, this pedagogic context gets worst when some professionals add an anthropomorphic view when doing clinical interpretations (Pinto, 1997, 1998a).
The pedagogic procedure to educate and train professionals of medical field requires logical and objective criteria for a proper development of skills and of medical praxis. The maintenance of homeopathic teaching in academic environment includes generation of knowledge and an interdisciplinary work.
The first obstacle that appears in the creation of the academic homeopathy is the scientific communication. The peculiar technical jargons of homeopathy, the heritage from an era of vitalistic thought, do not go by in the collective imaginary today, even if the explanations are good. Another obstacle is the subjectivity of the classical homeopathic rationality, limited by a temporal knowledge and built by a propaedeutic that values the report of the patient and prioritizes, in a rigid way, the so called mental symptoms rather than the physical symptoms. The simplicity of clinical practice contrasts to the whole theoretical principles that, in general, use the comparison of the patient’s subjective clinical report, to choose the medicine to be prescribed. And it takes no counts of the information contained in the medical field, ignoring the mechanism of action and the physiopathological process involved (Pinto and Almeida, 2002a).
KeywordsPhosphorus Diarrhea Fluorine Constipation Hypothyroidism
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