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Introduction to the University of the Future

Peter Hübner’s Cosmic Educational Program

Peter Hübner
Developer of the University of the Future

Peter Hübner
Open letter to the President of the Justus-Liebig-State-University Giessen, Germany

ARCHIVE

MEDICINE

THEORETICAL FUNDAMENTALS

Nature’s Laws of
Harmony in the
Microcosm of Music

MUSIC + BRAIN
Part 1   •   Part 2

Chronomedicine

Music as a Harmonic
Medical Data Carrier

The Special Status of the
Ear in the Organism

The Ear as a
Medical Instrument

The Significance of the
Soul to Medicine

The Significance of
our Consciousness
to Medicine

The Significance of the
Soul to Human Evolution

The Future of Pharmaceutics

SCIENTIFIC RESEARCH
REPORTS

The American Institute
of Stress

World Health
Organization (WHO)

Republic of Belarus

Stress + Heart Disease

The Unborn Child

Special Care Baby Unit

Harmonic Therapy

The Benefits of
Harmonic Information

Social Medical Significance

Headaches & Migraine

Harmonic Information
as a Modern Medication

Intensive Care Unit

MRT Music / Function

Chernobyl

SCIENTIFIC RESEARCH

Medical Research –
Clinical Observations

MEDICAL RESONANCE THERAPY MUSIC

Medical Music Preparations on CD

STORE





Peter Hübner – The Significance of the Soul to Medicine


You see, some of you know this phe­nome­non: that they felt when they were stand­ing op­po­site a per­son with a cold – and you can also hear that, just as you also feel it. For what we “feel”, also makes noises and sounds in our heads and/or in our thoughts, and these can be heard. Only: whilst feel­ing is rather vague, and does not leave very clear im­pres­sions, our hear­ing is able to sup­ply very pre­cisely dif­fer­en­tiat­ing re­sults for our as­sess­ment.

Why do I tell you this?
Pythagoras edu­cated the course par­tici­pants in his school to hear these noises or sounds and to ana­lyse them, as they in­di­cate dis­har­mony or a dis­tur­bance in our or­gan­ism.
In this way, pro­spec­tive doc­tors were to learn to es­tab­lish what was hap­pen­ing inside the other per­son right into their neu­ro­physi­ol­ogy.

To­day we would say – we also ex­press in our mag­netic field what is hap­pen­ing inside our­selves.

I do not know what Pythagoras called it at the time – but nowa­days we would most likely talk about a “mag­netic field”.

So if some­body̱s mag­netic field trans­fers to me and/or my own mag­netic field, then I can “feel” and ex­peri­ence how he feels.
I do not need to have “his” ill­ness, but I re­ceive the feel­ing of his ill­ness, and: I hear it: I feel and hear it inside.

To­day some peo­ple are al­ready able to re­con­struct this train of thought from their very own per­sonal ex­peri­ence – es­pe­cially, if they are trained in this tech­nique of per­ceiv­ing dis­ease and health. This is surely a very in­ter­est­ing and im­por­tant point for medi­cine.

This is about a fun­da­men­tal medi­cal train­ing, which Pythagoras pur­sued at the base of his uni­ver­sal les­sons ap­proxi­mately 2,500 years ago: on prin­ci­ple, he de­manded first of all that his stu­dents learnt to “hear” – not only the out­side, but mainly inside.

And he even went further: he said he him­self heard eve­ry­thing – the in­ner life and in­ner har­mony and/or dis­har­mony of each per­son, he met – as well as the en­tire cos­mos, and that this sounded like a large sym­phony.

And if you think that there are natu­ral mag­netic con­nec­tions be­tween each of us and the en­tire cos­mos – as there are be­tween all ele­ments of the cos­mos – , then this idea does not seem so er­ro­ne­ous at all, only: we and/or most peo­ple to­day, liv­ing such stress­ful li­ves in the so-called “civi­lised world” are not able to hear all this, be­cause we do not have the ap­pro­pri­ate edu­ca­tion. In­deed – many peo­ple might think of such an edu­ca­tion as im­pos­si­ble, and there­fore put it aside as “fan­tasy” – es­pe­cially in mod­ern sci­en­tific medi­cine.

We there­fore now seem to be “light-years” away from such an edu­ca­tion and such a kind of medi­cal prac­tice.

But we should make it our ob­jec­tive to edu­cate peo­ple to rec­og­nise dis­ease and health by hear­ing with the same cer­tainty as eve­ry child can dif­fer­en­ti­ate be­tween natu­ral har­mony and dis­har­mony from birth.


The Microcosm of Music – Orchester 11
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