Five Biological Laws Germanic New Medicine Natural Healing

After completing this lecture, students will be able to define the First Biological Law (DHS), distinguish a true conflict shock from something that caught them offguard, something unexpected and isolating, and map the basic sequence of psyche → brain relay → organ response so they can begin identifying what a symptom may be linked to and whether they are in conflict-active or healing phase.

After completing this lecture, students will be able to explain the full Two-Phase Process of an Special Biological Program, a conflict shock which bring them to a state of conflict-active (sympathicotonia), healing (vagotonia), and the epicrisis as a short, intense sympathetic “spike” within healing. They’ll learn to recognize common markers of each stage (cold hands/insomnia vs. warmth/fatigue/inflammation), understand why healing symptoms often feel worse even when the body is repairing, and relate the length of conflict activity to the likely intensity and duration of healing and the epicrisis.

A visual detailed slide explanation of the two phase process.

After completing this lecture, students will be able to explain the Third Biological Law by identifying the three embryonic germ layers (endoderm, mesoderm, ectoderm) and describing how an organ’s embryological origin predicts its biological behavior in conflict activity and healing. Students will also understand the core principle that tissues from the same germ layer are controlled by specific brain regions, giving them a clearer map for why different organs respond in consistent, patterned ways.

After completing this lecture, students will be able to identify which tissues are controlled by the brain stem and belong to the endoderm (old germ layer), and describe the classic “morsel” conflict themes (e.g., survival needs, nourishment, fear of not having, something “indigestible” or “can’t get/hold onto”). They will understand the typical tissue changes in the conflict-active phase (often growth or increased function to help “take in” or “process” the morsel) and the healing phase pattern, including why symptoms like fatigue, night sweats, warmth, discharge, or digestive upset may show up as the body repairs and “cleans up.”

Using the case study, students will be able to walk through the full logic step-by-step: identify the likely DHS, clarify the morsel theme, recognize where the person is in the two-phase cycle, and explain how the symptom timeline fits the brain stem/endoderm program—so they can start practicing real-life application with clarity and confidence.

Students will learn how midbrain-controlled smooth muscle programs work, the key conflict themes behind them (like “can’t pass” or “can’t hold”), and how to use a case study to identify the DHS, track the phases (conflict vs healing), and recognize the healing “spike” (epicrisis) in the symptom timeline.

Using the case study, students will be able to track the sequence clearly: pinpoint the likely DHS, name the midbrain theme, determine whether the person is in conflict activity, healing, or an epicrisis, and connect the symptom pattern to the brain–organ relay logic—so they can apply the midbrain map in real-life examples with more precision.

After completing this lecture, students will be able to identify cerebellum-controlled (old mesoderm) tissues, recognize their key conflict themes—attack/violation, defilement/soiling, and the need for protection or “shielding”—and explain the typical pattern of change: a protective buildup during conflict activity in the corium skin (acne), breast glands and a repair/cleanup phase after resolution, often experienced as swelling, warmth, pain, puss, inflammation, fluid, and fatigue (with a possible epicrisis spike).

Using the case study, students will be able to apply the cerebellum map step-by-step: locate the likely DHS, name the attack/soiling/protection theme, identify tracks, determine the current phase, and interpret why the symptom timeline makes biological sense—so they can begin analyzing real situations through the old mesoderm lens with confidence.

After completing this lecture, students will be able to identify cerebral medulla (new mesoderm) programs and explain why they’re primarily tied to self-devaluation/self-worth conflicts affecting bones, joints, skeletal muscles, tendons/ligaments, connective tissue, lymphatic tissue, and most blood vessels.

Using the case study, students will practice mapping the sequence: name the self-devaluation theme, recognize conflict-active tissue loss (necrosis/osteolysis) versus healing repair with swelling/edema and pain, and understand how a brain-edema healing pattern (including the post-crisis shift) can shape symptom timing.

After completing this lecture, students will be able to identify cerebral cortex (ectoderm) programs and recognize the main conflict themes tied to this brain level, especially separation conflicts (skin/epidermis, milk ducts, periosteum) and other “new brain” themes like territorial, Bio Aggression, Autism, and identity-related conflicts.

Using the case study, students will practice spotting the DHS theme (what kind of separation/territory/identity impact occurred), identifying tracks, determining conflict-active vs healing, and understanding the typical cortical healing spike (epileptoid crisis) that can come with circulation/dizziness or brief disturbances of consciousness depending on intensity.

After completing this lecture, students will be able to explain the Fourth Biological Law: how microbes (fungi, mycobacteria, bacteria, and viruses as understood in this model) act as phase-dependent helpers that are activated mainly in healing, to break down, repair, or rebuild tissue according to the germ layer and brain control center.

Students will also be able to reframe “infection symptoms” (fever, discharge, inflammation, odors, swelling) as potential repair/cleanup activity, and identify practical ways to support the healing phase while still using appropriate medical care when needed.

Students will learn that the 5th Biological Law (Quintessence) says every SBS has a biological purpose tied to survival. They’ll practice finding the meaning behind symptoms so the body’s process feels intelligent, not random.

• Understand that every SBS has a biological purpose rooted in survival and adaptation

• Identify the meaning behind a symptom pattern instead of seeing it as random or “the body failing”

• Reframe diagnosis and healing as an intelligent process, which reduces fear and builds trust in the body

• Apply this lens to real examples, connecting the conflict theme → tissue change → protective intent

The conclusion, knowing that the entire body follows one Universal Biological Code.