SEE.School is ultimately an experimental program.  The curriculum and learning tools are an experiment in whether a cosmology and subsequent clinical application can be taught to others for the betterment and general enhancement of the providers of Chinese Medicine and the larger community of those that they are in service to.  The 'technique' itself has already been researched and verified through thousands of client visits and through more than ten thousand treatments provided.  What we don't know is whether others can learn it, and more than this, will they find the same level of effectiveness and clinical relevance.


We classify our curriculum and model of transmission as adaptive, integrative and group oriented.  We are adaptive in that aspects of instruction that aren't working to achieve effective transmission will be changed to better serve the group.  We are integrative in that this program is acting to synthesize a large amount of seemingly disparate points of view into a more organized and appliable viewpoint from which to better serve others.  Our group orientation is perhaps the most important aspect of the experiment.  SEE.School seeks to act like an organism which is ultimately successful in relation to all its members and contributors.  Each participant in this endeavor is a vital member, and we encourage all participants and students to question, doubt, and fundamentally challenge the model in any way that is right for them through their highest quality potentials.  


SEE.School takes full advantage of our modern technology and our global connectivity in the application of our learning tools.  At a superficial level SEE.School is set up as a virtual classroom, thereby taking the common stress points of time commitments, travel, work conflicts, etc. out of the more localized learning environments and models.  This also allows for larger groups to interact with each other and share information across the platform.  Additionally, the forums section of the school provides a rich environment for dialogue, interaction, and the exchange of information and experiences across an experientially diverse group of providers. Combining all levels of experience into one classroom facilitates ease of learning for new students, and validates and crystalizes the material for the more experienced providers as they constantly have opportunity to externalize and dialogue about the material through a wide range of questions and from different points of interest.


A highlight of the curriculum is the development of a visual model called the body graph which we adapted from a modern system of astrology called Human Design for providers of Chinese Medicine.  One of the difficulties for providers, especially new providers of Chinese Medicine in our modern times is in having some objective tool from which to discuss cases, topics, ideas, paradigms, treatment plans, etc.  Diagnostically, much of Chinese Medicine is subjective in nature.  This is not a deficit for experienced providers, but can create a major hurdle for new providers.  Even within our greatly connected global interactive platforms, providers seeking help with a case find great difficulty synthesizing feedback received from their inquiries because the data presented is so subjective in nature:  i.e. the client symptoms (the ones they are consciously aware of); pulse information (which is very subjective and differs greatly from provider to provider based on clinical experience and style); and a tongue description (maybe even a tongue photo).  This compilation of subjective data tends to yield a larger sense of grey for the inquiring new provider.  There are so many viewpoints, so many different options, so many ideas on how to potentially treat the problem.  Which to try?  How to form an experiment that yields data in failure or in success?  How do we develop a research paradigm to assess clinical outcomes when we don't have an objective method to measure what is distorted and what is normal for our clients?  We need a perspective that binds and orients the ten thousand things back into clarity of design and purpose.  


These were the questions in mind when developing the Science of Effective Energies, the SEE.School curriculum.  We were curious whether there was a way to objectify a client in real-time with minimal to no subjectivity.  We wondered if there was the equivalent of an NMR (Nuclear Magnetic Resonance Spectroscopy, for an energetic science such as Chinese Medicine.  We imagined that if there was such an 'image,' that it would act as a powerful center point whereby we as providers could more effectively organize information, clinical viewpoints, treatment plans, assess outcomes, design research and run our experiments.  There is now such a thing, yet like all imaging and technology, we must be trained in how to read it and understand the information.  Following this we have to translate a practical application and then project this application through a tool set that everyone shares in common.  This is the mission of SEE.School, to instruct interested providers in the how-tos of the imaging and interpretation and to present a number of appliable, clinically relevant techniques that are designed around our common tool set.


The base curriculum is broken up into three cycles for ease of learning and organization of the learning tools and materials.  Cycles have no defined time frame for completion and will be dependent on the pacing of each individual learner.  Each Cycle is comprised of three Parts.  At the end of each Part there is an exam to test the student before moving onto the next Part.  The tests will be done at home, all materials, references, and tools may be used to complete them.

Cycle 1 - 3 parts  

  • Foundational material and general theories for providers of Chinese Medicine

  • Introduction to the SEE.School Body Graph - Objective Imaging for the future of Medicine

  • Introduction to the 9 primary Organizing Centers 

  • Keynoting of the 64 hexagrams of the Yijing for providers of Chinese Medicine

  • Readings on Astrology, Cosmology, Astronomy, Physics, Epigenetics, and Energy Medicine

  • The Energetics of Physiology - A Look at the Nature of Form

Cycle 2 – 3  parts

  • Introduction to Etheric Geometry and the Etheric Body - Energy as Form and Form as Energy

  • Qualitative Consciousness - Vibrational Awareness and the texture of Reality

  • Determination, Environment - an Introduction to Variable for Chinese Med providers

  • Acupuncture - The Geometry of the Etheric

  • Case Studies and Clinical Techniques

Cycle 3 – 3 parts

  • How-to:  The Clinical Interview -  Learning to listen for the gates.

  • From Conscious to Unconscious - Techniques to guide the mind into sensational awareness

  • Advanced clinical theories and applications of determination and variable

  • Amino Acid Profiling and Genetic Signaling in the body graph

  • Case Studies and Applied Clinical Techniques