The Feldenkrais Method: Teaching by Handling by Yochanan Rywerant

Author:Yochanan Rywerant [Rywerant, Yochanan]
Language: eng
Format: epub
Tags: Health & Fitness, Massage & Reflexology, Alternative Therapies
ISBN: 9781591200222
Google: wFbHen1AZawC
Amazon: B01BCSQ7D2
Goodreads: 28958973
Publisher: Basic Health Publications, Inc.
Published: 1983-09-30T21:00:00+00:00

Examples like this, which indicate the necessity of proceeding cautiously or not at all, are innumerable. On the other hand, if there is no danger in exploring new possibilities, the mere juxtaposition of the changed and the unchanged can be very convincing to the pupil and can also create an awareness of new options of movement.

The foregoing should remind us that the teacher's own body parts are always moving during his manipulations. The CNS is preoccupied with weight, balance, comfort, and other matters, just as it is attentive to and aware of the pupil's preoccupation at this very moment. One should be able to encompass with the same ease an awareness of both systems.

The criterion of efficiency should apply to the teacher's body and its movements in the same manner that it applies to the pupil and to the learning process in general. One should sense how one's own skeleton is being utilized, how the proximal muscles are producing the gross movements, and how the distal muscles are being mobilized for gentle touching and sensing. Examples of this are rather obvious. For applying pressure with the hand, the teacher's forearm should be oriented straight along the line of the pressure, so that the appropriate parts of the skeleton will transmit the force. If the teacher is sitting, he can prop his elbow on his knee. The movement of the forearm will be assisted by the pelvis and trunk muscles, eliminating the otherwise necessary effort of the distal muscles of the hand and fingers. The fingers will then be free to act as a kind of kinesthetic sense organ, being alert to any minute differences or changes occurring during the manipulation. If this occurs, then both systems, the teacher's and the pupil's, are functioning jointly as one complex system in the neuromotor realm. The movements are like movements of one complex body, and the sensory communication flows freely in both directions, within this field of mutual interaction, toward both brains. The sensory information arriving at each of the two brains concerns both one's own body, as well as the other's. The important part of this is that the pupil gains new information about himself. When this happens we have a learning situation that, one hopes, will be put to good advantage by the teacher.

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