German New Medicine Course

Lesson 1 • The Fourth and Fifth Biological Laws

Introduces microbes as healing agents and the quintessence law unifying all prior laws. Students complete their foundational conceptual framework.

Lesson 2 • The First Biological Law

Defines the Dirk Hamer Syndrome (DHS) and the three-level simultaneity of conflict shock. Students identify the precise moment a biological program begins.

Lesson 3 • The Second and Third Biological Laws

Covers the two-phase nature of every biological program and the ontogenetic system of tumours. Students map disease phases to conflict activity and resolution.

Lesson 4 • Core Philosophy and Worldview

Examines GNM's biological-purposive view of disease versus pathology-based models. Frames the paradigm shift students must internalise before studying the laws.

Lesson 1 • The Organ Level: Tissue Response

Maps how each germ layer tissue responds differently during conflict-active and healing phases. Students predict organ behaviour from germ layer classification.

Lesson 2 • Laterality and Handedness

Explains how biological handedness determines which organ side is affected by partner vs. mother-child conflicts. Students apply laterality rules to case analysis.

Lesson 3 • Integrating All Three Levels

Synthesises psyche, brain, and organ data into unified case analysis. Students practise tracing a single biological program across all three levels simultaneously.

Lesson 4 • The Brain Level: Hamer Focus

Details how conflict shocks leave visible marks (Hamer Foci) on CT scans in precise brain locations. Students correlate brain rings to organ and conflict type.

Lesson 1 • Ectoderm Tissues and Conflicts

Analyses ectodermal tissues controlled by the cortex and their separation or territorial conflict themes. Students identify ulceration patterns and healing refilling.

Lesson 2 • Endoderm Tissues and Conflicts

Covers organs derived from the endoderm, their conflict themes, and tumour behaviour. Students identify endodermal programs by cell growth and conflict content.

Lesson 3 • New Mesoderm Tissues and Conflicts

Details new mesodermal tissues controlled by the cerebral medulla and self-devaluation conflicts. Students map bone, muscle, and connective tissue programs.

Lesson 4 • Old Mesoderm Tissues and Conflicts

Examines old mesodermal tissues controlled by the cerebellum and their self-attack conflict themes. Students distinguish old from new mesoderm programs.

Lesson 1 • Post-Healing and Normalisation

Describes the second healing sub-phase and return to normal tissue state. Students understand scar formation, residual symptoms, and full program completion.

Lesson 2 • The Epileptic or Healing Crisis

Covers the critical transition point between healing sub-phases, including seizures and cardiac events. Students distinguish crisis symptoms from disease worsening.

Lesson 3 • Conflict Resolution and Healing Phase

Explains what triggers conflict resolution and the vagotonic healing phase onset. Students identify the biological shift and its immediate physiological consequences.

Lesson 4 • Hanging Healing and Recurring Conflicts

Analyses incomplete healing due to recurring or persistent conflict activity. Students identify hanging healing patterns and their chronic symptom presentations.

Lesson 1 • Territorial and Marking Conflicts

Deep-dives into territorial conflict themes affecting bronchi, larynx, and coronary vessels. Students identify territorial anger, fear, and marking programs precisely.

Lesson 2 • Self-Devaluation Conflict Spectrum

Examines the full spectrum of self-devaluation conflicts from mild to severe and their organ targets. Students differentiate intellectual, moral, and physical self-devaluation.

Lesson 3 • Separation and Loss Conflicts

Covers skin, sensory organ, and periosteum programs linked to separation and loss themes. Students identify tactile, visual, and auditory separation conflicts.

Lesson 4 • Conflict Theme Mapping

Teaches systematic matching of conflict content to biological programs using GNM conflict tables. Students move from symptom to conflict theme with accuracy.

Lesson 1 • Rethinking Infection in GNM

Challenges the germ theory model by presenting microbes as healing collaborators. Students understand why GNM views fever and infection as healing indicators.

Lesson 2 • Viruses in GNM Framework

Presents the GNM perspective on viruses, their contested role, and ectodermal healing. Students understand why GNM questions conventional viral pathology models.

Lesson 3 • Bacteria and Their Healing Roles

Details how bacteria decompose excess tumour tissue or rebuild lost tissue by germ layer. Students match bacterial type to tissue and healing phase function.

Lesson 4 • Supporting Microbial Healing Processes

Covers practical approaches to supporting rather than suppressing microbial healing activity. Students identify when intervention supports vs. disrupts biological programs.

Lesson 1 • Cardiovascular and Circulatory Programs

Analyses heart, coronary, and vascular programs through territorial and existence conflicts. Students map cardiac events to specific conflict themes and phases.

Lesson 2 • Neurological and Psychological Programs

Examines brain, nerve, and psychiatric presentations as GNM biological programs. Students distinguish neurological healing crises from pathological events.

Lesson 3 • Skin and Sensory Organ Programs

Covers dermatological and sensory organ programs linked to separation and territorial conflicts. Students identify eczema, psoriasis, and sensory loss programs.

Lesson 4 • Cancer Diagnoses Reinterpreted

Reframes common cancers as conflict-driven biological programs in specific phases. Students identify the conflict, phase, and germ layer for lung, breast, and colon programs.

Lesson 1 • Communicating GNM Findings

Trains students to present GNM analysis clearly to clients without causing fear or confusion. Students practise language that empowers rather than alarms.

Lesson 2 • Ethical Practice and Scope of Work

Defines the ethical boundaries of GNM practice and appropriate referral protocols. Students understand their role as educators and the limits of GNM consultation.

Lesson 3 • Supporting Conflict Resolution

Covers practical strategies for helping clients identify and resolve active biological conflicts. Students learn facilitation techniques that support natural healing progression.

Lesson 4 • Complex Multi-Conflict Cases

Addresses cases involving multiple simultaneous biological programs and conflict tracks. Students untangle overlapping programs and prioritise analysis sequence.