Tuesday, July 20, 2010

Jetlite Print E Ticket From Pnr

to school with the Feldenkrais Method

The teachers know it, is now increasingly widespread in the Nursery School in collaboration with people outside the program for projects that integrate with specific psychomotor activity.
psychologist with a colleague, we decided to propose a new version for children aged 3 to 6 years, where we integrate the knowledge of one, a worker of locomotion, with those of the other, Feldenkrais teacher.

I have got to tell you about my meeting Feldenkrais Method and a child with delayed language and motor milestones in some untested and developed.
From there, he grew up my strong interest in this age group.
Children are to be receptive and easy to stimulate them. For them everything is curiosity. Everything is a learning occasion. Yet, at times, they are not taught to feel, to perceive themselves, so the curiosity gives way to other more mechanical experience or more "neurotic."
would be like saying, who is taught the grammar of a language, without giving them labels for use with the aim to tell.

not have any content that does not make sense if we are compared with our needs, with our feelings. The history, geography, mathematics, we learn why we are given a task, but a good teacher will try to stimulate individual curiosity and leverage that.
Here then is the challenge I have in mind when proposing this project schools.
Combine lessons with psychomotor Feldenkrais lessons to help children to be centered on themselves, to feel where to allow them to be more precise in finding space in the world.

The fascinating thing is that the puppy of a man there are no such clear distinctions between body and mind, feelings and ideas are combined in a global perception. And 'the adult who has the key to decide to help the child to ride the crashing waves of his experiences or to divert rivers regulated by dams.
use the proposal of the adult, the child finds encouragement to build one that will one day be his worldview. So you can choose the best for himself, having had the opportunity to get to know through his own body.

[The " TO SCHOOL WITH THE BODY AND THE MIND " is available for school year 2010-2011.
If you are a teacher or you still want to propose it at your school (in Milan Province, but also assessed the Lombardy region), write me a mail]

Monday, July 12, 2010

No Prior Installation Found Error

Anatomy experiential

During the lessons of the Feldenkrais Method, each student can draw what he needs. So there will be those who will come to relax, some to learn to get up off the ground more easily, for those who listen to your body more carefully and find out the anatomy of the skeleton.

In this sense I found it interesting to mention a topic that I was asked by a student in these days: the experiential anatomy.
I leave the explanation to the words of Jader Tolja, taken from the introduction of the book by A. Olsen.


When studying anatomy in the classic way, this is never directly experienced from within, but through intermediaries: books, models and patients.
After completing an undergraduate degree in medicine, everyone is able to explain exactly the structure of a liver, explain the functions and interrelations with other organs. But almost no one takes care of the fact that the liver may even feel as alive and present experience.

At the cultural level, it is interesting to note that this capability be removed completely, and with it the chance to realize what they involuntarily surrendered. It 's like the experiential anatomy is, therefore, face the anatomy cognitive forgotten. No accident that the Latin used two verbs to express the concept of 'knowledge': Gnosca and Sapio, the former refers to an intellectual understanding, while the second came from a root meaning "to taste", "Taste". In fact, although the two aspects are complementary and not mutually exclusive, disciplines that "taste" the anatomy, such as dance, there is no systematic cognitive referent and, conversely, the anatomy in the traditional sense is missing the 'flavor' .
to truly realize that each anatomical component is present in the body and which, being alive, can be accessed via experiential is for those who can grasp all the different implications, a profound revolution in the way of thinking for themselves. If one considers, in fact, that focusing I'attenzione within the body also changes the state of consciousness, the thinking, the perception, quality of movement, voice and breath, you can glimpse some of the many possibilities. that lie ahead with this exploration.
Bonnie Bainbridge Cohen is the person who more than others has contributed to a process of organizing these experiences, then integrating them into the shape of western biological science. Bonnie, along with his staff, has spent the last twenty years to re-explore systematically the body to verify the relationship between the anatomy of cognitive and personal experience in order to find it with the statements of the former, but also revisit certain anatomical concepts in the light of experiential elements. In this regard, a practical example is the trivial and the bones of the head and pelvis that are studied on real or artificial models which are fully welded together. It 'obvious that the fact of having a skull and pelvic bones composed free to move independently of each other results in different opportunities and different levels, while, if you think monolithically structured, these automatically become for our inability to understand the other potential.
Without preconceptions, this work is the result of information from both Western schools (such as' for example, the work of Mabel Todd) and the East.
We think with our body and when used, for example, tibia and fibula as if they were a single bone, also suffer the constraints at the level of thought, emotional relationship with others, perception of reality and space . If this is for an athlete or a dancer may mean moving to a completely different way, by all means, however, change their way of thinking and relating. Since mental processes are basically symbolic and that symbolism is deeply rooted in the body, determine the state of the 1'emergere for a certain kind of symbolism. Some of the stories belong only to certain bodies, which, with a work of this type 'not only changes the physiology but also the symbolic level, fantastic, and of those who experience psychological.
Through the experiential anatomy can be explored systems, bone, muscle, fascia ligament, endocrine, nervous, in addition to the skin, adiposity and various organs and fluids that make up the body. But just think how easy it can be found a reproduction of the skeleton or a model than, say, those of the lymphatic system or the fascial system, which in our culture are "shadow systems" to really understand how it is in the knowledge and experience of these systems that we have greater discretion to develop our personal and collective potential.



Friday, July 9, 2010

Program Magazin Unirea 26dec. 2010

What students say

Here are some observations that I gathered at the end of the following groups:

\u0026lt;\u0026lt;The lumbar region is more "straight", more "flat" .>>

\u0026lt;\u0026lt;I've always been able to focus a little, I feel that these lessons help me.>>

\u0026lt;\u0026lt;I can see the movement of the bone which is distinct from the muscle .>>

\u0026lt;\u0026lt;The first two lessons I thought the course would be endless, but now I'm passionate about, because at the end of the lesson I feel more energetic and more "full".>>

\u0026lt;\u0026lt;I have difficulty getting to sleep, but during the lessons I learn to "let go" and relax.>>