First, teachers learn the healing method from somewhere. The healing method has been standardized into steps that one performs, like a cake recipe. Because it’s a recipe and it’s replicable, anyone can learn it.
It’s not a problem that anyone can learn it. Anyone can learn my healing method too. The problem is when the creator of the healing method thinks because anyone can learn it = anyone can also teach it. Many method creators start training their students to do so.
To spread it across the internet, the creator transmits their cake recipe healing formula to student teachers—who are barely qualified as healers themselves. The student teachers get certified, then teach the same cake recipes to more students, then certify them into teachers.
A virus is born.
If real healing means understanding the full alphabet from A to Z, creators of healing methods aren’t even aware A to Z exists. If a creator is unaware of A to Z, their healing method can only be Not It. Their students, who also become teachers, spread this ignorance far and wide.
First, the way that I created and teach Real Healing is 100% consistent with how the universe fundamentally works. If you cross check others’ healing methods against how energy actually behaves and how the universe is constructed, they fall apart—starting from the premise.
Second, in my world, healing is NEVER a cake recipe. Healing is responsive to the situation at hand—the student’s capacity to learn, their symptoms, the things that block the student from learning and healing, and the identification of the easiest and most sensible path forward.
Rather than being a recipe transmitter, I’m a diagnostic architect of healing. I determine where the student is at, how they learn, what they should be learning today, meet them on their level, and teach. This diagnosis is continuous so I advance them step by step toward mastery.
A teacher cannot advance a student toward mastery as long as:
1. They don’t even know what real healing is—zero clue
2. They have no mastery themselves
3. They approach healing as a cake recipe, not as an inventive, creative, architectural process that changes moment to moment.
Where things truly come alive for my teaching is in Intermediate. No two students receive the same curriculum because there is no curriculum. Healing is a responsive model that should continuously adapt to the student’s symptoms, needs, goals, abilities, potential, and strengths.
This is why I often say that training my healing students is like training athletes. In the beginning, everyone could be doing the same warm ups and stretching exercises. But then everyone deepens into their respective niches in order to meet their specific goals and needs.
For Intermediate students, I take notes for them after each class to capture the material that was taught. It informs their homework and helps me strategize the next class. The notes tell us where we’ve been, where we need to go, and when. It tells the story of progression and success.
Before I created my healing method, I used to recommend a healing method that I later realized was Not Healing. My Twitter followers took my critical thinking questions to ask their teachers of this method. These teachers are hardly intermediates and barely qualified to teach.
They had no answers to the questions being asked by my followers, and these teachers had to go back to the creator of the method, who I presume also had no answers. One of the questions was: if the healing method worked, then why do I need to repeat the same action over and over.
Students, creators, and teachers of Not Healing aren’t missing out because they don’t want real healing to begin with. It’s those who seek real healing who get caught in storms of misinformation. It takes a while for teachers like me to show up on their feed and unbrainwash them.
This content is for adults, is wholly for entertainment purposes only, and is the personal opinion of Ana Coeur. No part of this content is professional nor medical advice, diagnosis, guidance, treatment, nor suggestion.
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