Feldenkrais® Method

Self Image

Self-image is a function of the brain, our real personal computer.  It is made up of four components that operate simultaneously during our waking hours;  thinking, feeling, sensing and acting.

The science of brain plasticity claims that the real reason for the development of the brain is movement.  Movement engages all four of these components and is the vehicle for expanding awareness of them.

Moshe Feldenkrais, 1904 - 1984

 

 

 

 

 

 

 

 
Movement provides the learning conditions through which we can sense our response to these self-image operating components.  Movement provides the validation of authenticty, mastery, and emotional intelligence. It can become the creative talent behind your every move.

We often associate movement with youth; those energetic embodied beings, expressing clear unadulterated action combined with the perfect blend of thought, feeling and sensing. and we know when we feel like a kid: all those operable aspects are aligned harmoniously.

We can create a learning laboratory where personal movement quality can be improved and in so doing a more expanded and satisfactory self-presence is reached.


 

Sensory Motor Learning and The Operable Brain

Improving movement quality is an active and pleasant process. Verbally directed group movement lessons involve skeletal self-organizing navigation while simultaneously accessing and monitoring thinking, sensing and feeling.

The process recognizes and responds to the brain’s self-mending and discerning nature toward an integrated whole. It reflects the natural, organic tendency of the whole to resolve dissonance and seek integrated harmony amongst its parts, improving itself.


You Gotta Do It Yourself

Personal benefit outcome is equal to the willingness to invest in allowing this viable neuro-motor process to occur.

Feldenkrais® sensory-motor movement offers an experiential smorgasbord of movement option exploration related to movement function.

These options support the organism to choose more efficient and pleasurable movement while integrating the relational quality of whole body skeletal partnership.

This style of interactive play is sustained until the process at hand is complete, at which point not only has functional movement improved, the whole is clearly transformed. Function changes through interaction with the whole and the whole changes through interaction with the function.

What distinguishes this style of learning from other modalities is that it mimics how the newborn learns; not from an outside source, but from the reliability of an internal organic barometer of trial and error that wires in personal satisfaction.

Re-learning movement, making the impossible possible, the possible easy, and the easy elegant, leads the student to adopt movement as a clear, recognizable vehicle for accessing more expanded, autonomous use of self.

Life circumstance or accumulation of expertise does not constitute a fully inhabited autonomy. Developing movement quality will reflect the personal style of the student’s unique presence, keeping it mobile, flexible and wise.