To understand such conditions, we return to the fundamental rule that applies to all systems, both living and non-living: structure determines function, and function affects structure. If there are warts on the soles, it means the structure of the soles has changed. It is not normal for a child or anyone to have warts on the soles. But the fact is that in this case, warts are present. Therefore, there must have been a strong and long-lasting change in the function of the soles for the structure to change — in this case, the appearance of warts.
To analyze this phenomenon, we must ask: what is the motive or reason for the body — a system based on maximum efficiency — to consider it effective to produce warts on that part of the body? What do warts increase or decrease? Warts reduce the contact of the feet with the ground or make standing on the ground unpleasant, painful, burning, or more difficult. At the same time, they signal that there is something infectious, dirty, or disgusting on the ground. From this, it follows that the child must have a weaker connection with the ground and signals to the parents that the ground is unclean.
In the AEQ method, we define the ground as our origin, where our roots lie — created by our ancestors. This further implies that a child with any foot problems is trying to minimize contact with their ancestors, with their past, and with what they stem from, because that past is perceived as infectious, dirty, or repulsive. We stand on our past with our feet, and if we want minimal contact with our past, plantar warts can be a very appropriate strategy. Such a child is hurt by their past, finds it unpleasant and unbearable, and wants nothing to do with it — or perhaps feels this in their parents and expresses through warts what the parents have repressed within themselves.
It is inherently illogical for a child to react this way, so it’s likely that the child is, through behavior, compensating for the behavior of one of the parents. In the analysis, it’s also important to consider whether the warts appear on both soles or only one, as each foot can point to different causes. Based on this, we can further assume that one or both parents cannot face, accept, or surrender to their own past and fully admit what that past was — and with greater emotional maturity and body awareness, cleanse, disinfect, and change the influence of the past on their future (the child).
Typically, parents of a child with plantar warts harbor a strong illusion about their past and the influence of their parents and relatives during their own childhood, as well as a strong need to suppress unpleasant truths or distort and fabricate illusions about their childhood and the lies, manipulations, and betrayals in their family history. They cannot face what their surname means, who their ancestors were, what kind of relationship they had with them, and what they grew from. Because the parents don’t do this — or one of them doesn’t — which is essential if they want to improve the relationships in their new family, the child may exaggerate in breaking contact with the past. As a result, their body becomes a mirror reflecting the immaturity and irresponsibility of the parents who are afraid to fight the illusion.
The knowledge and power gained through learning the AEQ approach help in this process of taking responsibility for the ground on which our child stands.
When we say we leave the past behind, this doesn’t mean simply turning over a new leaf or rewriting our life story, as some modern teachings suggest. It means examining our past deeply enough that we can say: “No wonder I’m so strange.” Then we consciously begin changing in the present what we can. Fortunately, today we have this opportunity, whereas our parents or grandparents didn’t, as their environment didn’t allow them to create a different present. Our ancestors had to follow traditions, even if it was evident that such traditions were no longer suitable in the face of significant environmental changes. And today, those changes are immense — mainly due to technological development and the rise of technological maturity (reliability and efficiency of technology) — to such a degree that the gap between technological and emotional maturity is now so vast that it is turning us into machines rather than better people who use machines to gain more time and energy for increasing emotional maturity and achieving more good and less bad.
The purpose of the AEQ method is to reduce SMA so we can better evaluate what, from what our ancestors discovered, learned, and used for survival, is still useful today, and to upgrade and elevate the appropriateness of our behavior, reactions, and relationships toward ourselves and others.
In the upcoming online program, I will teach how to raise emotional maturity, increase the influence of true intuition and reduce the influence of false intuition and false empathy on the relationship with the child, and how to better understand the impact of our childhood on chronic problems in the present.
