Jeremy Sherr

Jeremy Sherr (bio) has published provings of Scorpion, Chocolate, and Hydrogen that are appreciated as valuable additions to our homeopathic literature.

Through his Dynamis School he offers superior education in homeopathy.

Section 2

AH - How did you start teaching?

Misha Norland gave me my first break in teaching homeopathy. I'd done teaching before, in the army and in the Scouts. I found early on that I had a knack for it, and I've been teaching ever since.

Every time I teach, even if it's a video case I've seen ten times or a philosophy lecture I've done twenty times, I'll learn something new out of it or a student will say something with a new twist, and that's how it develops for me.

So gradually through teaching a long time and in many places, all the little bits of the jigsaw started coming together. Many bits from different philosophies, from different parts of the Organon, different remedies, case analysis, all kinds of things.

Every time I taught something some smart student would pick a hole in my picture so that I had to say, "Okay, what's happening , why is this not working, why doesn't it fit?" So gradually, through a lot of teaching - and a lot of mistakes - I managed to start fitting the whole picture together into one coherent whole.

That's the system I now teach in my postgraduate college and in seminars throughout the world. I'm trying to give people less of rote knowledge more of a method of thinking, a way of approaching homeopathy. That's what my teaching is about.

AH - What about your Dynamis School?

The Dynamis School came in 1986. My students convinced me to start a two-year course so we started, but I really didn't think I had enough material for two years. I started teaching as a two-year, part-time, postgraduate course, and I start from the beginning.

What I'm trying to do is take the philosophy, go deeper, take the remedies, go deeper, take the cases, go deeper - rather than go broader and acquire lots of knowledge on a lot of subjects. I see it as a group effort, I always have. I always prefer that we sit at a round table, so everyone is sitting facing each other, which encourages equal participation.

The name Dynamis is important for me because Dynamis means "vital force" in the Organon; but to me, the broader meaning of Dynamis is flexibility, the ability to change. Dynamis is about using any potency that's necessary - from the lowest potency to the highest potency - and not being stuck on one particular belief, yet being true to the classic principles at all times.

Just like the vital force should be - it should have a strong centre, but it should be able to adapt to the heat, to the cold, to the wet. If it's stuck on one thing then it's pathology.

I enjoy the fact that my students finish the two years' study with the ability to think flexibly; they each develop their own system based on our classical principles and what they actually see in their practice. This is dynamic.

AH - When did you start combining the Tao with your homeopathic teaching?

I was reading Taoism during acupuncture college, and that's where homeopathy and Chinese medicine met for me. I was trying to join them on lower levels in the beginning, thinking what point is what remedy, or analysing remedies with 5 elements?

But then it began joining on the level of Taoism because to me when you read the Tao te Ching or Chuan Tsu it's like a practical manual of homeopathy. I began taking paragraphs in the Tao te Ching and relating them to lessons in homeopathic philosophy.

AH - What is the crossover point between homeopathy and the Tao?

Mainly about the concept of yielding to Tao rather fighting it. Because we respect nature and the symptoms it produces we go along with them and enhance rather then negate, by giving a similar suffering. This is 'yield and overcome'.

We view each new case as a totally new experience, never seen before, so that we always maintain our beginners mind, dynamic flexibility. The moment we try to grasp on to some knowledge, some one way of doing homoeopathy, things change, so that as Homoeopaths we must be forever renewing.

Hahnemann says in par 100 ' it is quite immaterial whether or not something similar has ever appeared in the world before...'.

This freedom from prejudice can therefore keep renewing us, keeping us 'young'. Then the concept of minimum force is a major parallel to potency.

"Then softest thing in the universe overcomes the hardest thing in the universe. That without substance can enter where there is no room. Hence I know the value of non action"

Much of homoeopathy is about knowing when not to act and how to interfere less. There are many more similarities, as of course there will be between ANY true philosophies.

On a more material plane the Four Elements, which I learned from Joseph Reeves, what we call the circle, fits homeopathy like a hand in a glove. It combines the times of the day, the colours, the seasons, foods and the significant physiology, and more.

I combine this understanding of the circle with my understanding of Chinese physiology, 5 elements, 8 conditions etc.; that helps me understand the remedies and helps me understand the cases.

I'm fortunate to have constant feedback from my students. If they don't like it, they'll tell me, so through the years I've refined it through feedback about what works for them. This is as teaching should be, a learning experience. I see myself as a fortunate bee.

You know how a bee goes from flower to flower and pollinates, and it gets the nectar. I get the nectar from my students, then I pollinate, and fertilize, then more nectar.

AH - Nice metaphors. Tell me more about your Dynamis School.

Until now I have managed to resist the temptation of a full time comprehensive college. I don't really want it to grow too big - with every organization, every college that grows too big, there's a loss of connection.

What I enjoy about my college is that it's a one man show. That means the students get a chance to learn my system from A to Z . A lot of the colleges go for the system of "let's show as many methods as possible, as many teachers as possible," And the students can put it all together and make what they can out of it.

This system has its merits but the main word I hear from people who finish that kind of education is "confused", because they haven't got a basic thread to follow, something to hold on to; they don't know whose system to use when.

The way I teach is akin to Steiner education in which for eight years they have the same teacher for one class -- continuity.

So with my school, for two to three years they have the same teacher, and I tell them on the first day, "Take what I'm teaching you, master it, then change it into your own system. Then go and learn from other people, and learn from them well."

I think that's important, because there are a lot of people who get their education from going to lots of seminars; the good side is, of course, that they get lots of influences, and the difficult side is that they don't get a cohesive backbone running all the way through, so there's a lot of confusion.

Next - Section Three