"Returning people to themselves" - Mia Segal's way of communicating the essence of the Feldenkrais Method.
Mia Segal, Moshe Feldenkrais’s first student and assistant for many years, feels it to be her mission to transmit the Method to future generations of Feldenkrais teachers in its purest form. Her main emphasis therefore...
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An emerging science of learning
(on the relevance of Educational psychologist Guy Claxton's book WISE-UP-The Challenge of Lifelong Learning).
“Throughout life, tomorrow’s learners will be called upon to master a wide range of skills, to solve a broader range of problems, to craft satisfying personal responses to a deeper and more complex set of freedoms and responsibilities than probably any other generation in the history of the world...
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Feldenkrais Learning and David Bohm's Dialogue Model.
The distinguished theoretical physicist David Bohm (1917-1992), a star among Robert Oppenheimer's students, considered by Einstein as his "intellectual son", and by the Dalai Lama as one of his " scientific gurus" , was among the pioneers who revolutionised quantum physics....
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Inner Communication in Functional lntegration (Gurdjieff's ideas in Feldenkrais).
This text attempts to explore the wider implications of the lived experience uniting two human beings as partners in a Functional Integration lesson. On one level the largely nonverbal interaction unfolding between practitioner and pupil/client can be described as a dialogue: a subtle kinesthetic conversation in the realm of somatic experience.
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Large-scale Integration in the Nervous System and Embodied Experience
(Neuro-biologist Francisco J Varela's guest lecture at the first European Feldenkrais Conference, Heidelberg 1995).
Carl Ginsburg prepared the ground well for this talk in his keynote address, "Is There a Science of the Feldenkrais Magic?" at the beginning of the conference.
Carl discussed our dilemma as Feldenkrais practitioners....
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Ask him if he can be helped! by Paul Doron-Doroftei
There are sick people who enjoy good health and healthy people who don't. I believe it depends on one's character which of these two categories one belongs to, rather than on the presence or absence of a particular illness. I belong to the 'infirm' who are healthy....
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Feldenkrais in Movement Therapy for Children with Cerebral Palsy and Other Neurological Impairments by Ilana Nevill
From time to time Feldenkrais teachers get asked by physiotherapists how they could benefit from our method in their work and not just for themselves. Since I wanted to give more informed answers to such questions, I decided to take up the invitation of two German physiotherapists....
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David Hall - The Pursuit of Poise: Feldenkrais and Alexander
A practitioner of Feldenkrais & Alexander explores how he uses each method to re-educate a person's co ordination. It's past midnight. I'm lying on a large, soft rug in my lounge room. Everyone else is asleep. Silence ... I roll my head slowly to the right, sensing the space inside my skull, neck and torso. It's new .. .I haven't felt it like this before. I stop, feel my contact with the floor ...
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“I am free!” Moments of somatic learning and triumph in a small Palestinian’s hard life by Ilana Nevill
Six year old Mahmoud from Qalqilia in the West Bank was one of the first little Palestinians I encountered at The Jerusalem Princess Basma Centre for Disabled Children, an extraordinary medical-educational complex on the Mount of Olives in East Jerusalem where Muslims and Christians work side by side. Since its foundation in 1964 by Princess Basma, sister of the late King Hussein of Jordan, the centre has gradually grown to its present eminence - thanks to a lot of international assistance...
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Learning to Learn – Teaching Learning I: So Many Questions by Ilana Nevill
In his book “Wise Up – The Challenge of Lifelong Learning”, Guy Claxton writes: “Learning is what you do when you don’t know what you do. Learning to learn, or the development of learning power, is getting better at knowing when, how, and what to do when you don’t know what to do”...
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Learning to Learn – Teaching Learning II: Getting in Touch with Oneself: “Small”, “Slow”, “Soft” by Ilana Nevill
Undue hurry prevents real learning. That was the essence of decisive awareness ‘lessons’ with Myriam Pfeffer - who holds that human contact is only possible when one is in touch with oneself - and with Mia Segal who talks about “returning people to themselves” and gets you to understand to what extent touch and spoken word are interchangeable...
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