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Feldenkrais Guild
[edit]Test[1]
| Abbreviation | IFF |
|---|---|
| Formation | 1977 |
| Type | Guild |
| Purpose | Practice and teaching of the Feldenkrais Method |
| Headquarters | Belgium |
Official language | English |
President/Chair | Vesna Puric, |
| Affiliations | Feldenkrais Guilds and Associations |
| Website | feldenkrais-method |
Feldenkrais Guild
[edit]The Feldenkrais Guilds and Associations are the governing body that regulates the practice and training of the Feldenkrais MethodSM a Complementary Health practice. based on the writings[i], lectures[ii], and teachings[iii] of Moshe Feldenkrais, (1904 –1984) his students, and the current Federation of Guilds[iv] The teaching practice Feldenkrais Method is a registered service mark of the of the Feldenkrais Guild of North America.
Feldenkrais Method Teachers are certified by the Guild following training by Guild certified Trainers and Guild adopted resources. The Feldenkrais Guild was first established by Moshe Feldenkrais in 1977, to be the professional organization of practitioners and teachers of the Feldenkrais Method
Moshe Feldenkrais was both a scientist-engineer and an athlete. His teachings in the Feldenkrais Method combined an intuitive understanding of human biomechanics, nervous system muscular control and coordination by the brain-somatic nervous system.[v] Over the last forty years there has been considerable progress in developing an understanding of these subjects and concepts as well as neuroplasticity.[vi].
The Feldenkrais Method is best evaluated as complementary to Physical Therapy for {}. Feldenkrais Method is not specifically an “Exercise Therapy” [vii] but some of the methods are compared to those in other practices.[viii] Because they address biomechanics. Feldenkrais Method is widely adopted as well by licensed Physiatrists[ix] and physical therapy practitioners who are certified.[x] Many licensed Physical Therapist incorporate the Feldenkrais Method into their practices
National Center for Complementary and Integrative Health lists the Feldenkrais Method under its category Psychological and Physical Approaches
The Feldenkrais Method is not an Alternative Medical practice and Feldenkrais Method teachers do not diagnose disease. Feldenkrais Method students are typically continuing rehabilitation following medical treatment or accommodating to a chronic physical disability or seeking better functional health.
A Feldenkrais Method Teacher practice engages students of any age who seek or are referred for undertaking training in the Feldenkrais Method. Through it an individual can learn to improve body mechanical function for personal development, or for help with neurologic difficulties, chronic pain, or as part of continuing rehabilitation following injury or surgery subsequent to physical therapy. Feldenkrais Method uses a somatic education model of learning to become aware of movement and find new means of body action. Body movement is controlled by the Somatic Nervous System[xi].and is studied extensively as is Human Biomechanics.[xii]
Feldenkrais Method teachers are expected to operate their practice consistent with regulated medical practice and physical therapy; and other health science, subject to the Guild Standards of Practice[xiii].
Feldenkrais Method utilizes two types of teacher-student engagement[xiv]: Awareness Through Movement group classes and individual sessions known as Functional Integration lessons.
In his 2015 book, The Brain's Way of Healing[xv], Norman Doidge[xvi], M.D. devotes two chapters to the Feldenkrais Method which provides a good overview. As an MD, he provides a useful list of 11 Core Principles of the Method as he understands it from Feldenkrais’ writings. Doidge writes, “most conventional treatments assume the function is wholly dependent on the ‘underlying’ bodily structure and its limitations” (Doidge, 2015. p. 177). The field of neuroplasticity[xvii] is now under active investigation and development.[xviii]
[i] Writings
[ii] Lectures
1981 Moshe Feldenkrais Conférence au CERN https://youtu.be/6_znSh_h2v8 and https://cds.cern.ch/record/2316931
[iii] Teaching
[iv] https://en.wikipedia.org/wiki/Guild
[v] https://en.wikipedia.org/wiki/Motor_coordination
[vi] Dynamic Brains and the Changing Rules of Neuroplasticity: Implications for Learning and Recovery
“Neuroplasticity can be viewed as a general umbrella term that refers to the brain’s ability to modify, change, and adapt both structure and function throughout life and in response to experience.”.
[vii] Exercise Therapy notes
[viii] Related techniques
Alexander Technique https://en.wikipedia.org/wiki/Alexander_Technique
Frederick Matthias Alexander 1869 -1955 https://en.wikipedia.org/wiki/F._Matthias_Alexander
Excerisise Therapy notes
[ix] Physical Medicine and Rehabilitation (PM&R) physicians,
[x]
Physiatry ; Physical Medicine and Rehabilitation https://en.wikipedia.org/wiki/Physical_medicine_and_rehabilitation
Physical Therapists
Susan Schmitt, M.D., Integrative Spine and Body Medicine, PC https://en.wikipedia.org/wiki/Physical_medicine_and_rehabilitation
[xi] https://en.wikipedia.org/wiki/Somatic_nervous_system
[xii] https://en.wikipedia.org/wiki/Biomechanics
[xiii] https://feldenkrais-method.org/iff/standards-of-practice/ ; https://www.feldenkraisguild.com/professional-policies ; https://www.feldenkraisguild.com/standards-of-practice ; https://www.feldenkraisguild.com/Files/download/resources/CO5SOP2007.pdf
[xiv] Awareness Through Movement
The teacher verbally guides students through a sequence of movements, encouraging them to move with gentle attention within a comfortable range. Through the many different lessons. we can develop awareness of how we move and to improve, through our attention, the details and components of particular movement patterns. The goal of the classes is to discover how to better organize our movement.
Functional Integration
Feldenkrais® individual sessions are known as Functional Integration® lessons. In Functional Integration lesson, the teacher guides an individual student in movement lessons using gentle, non-invasive touch as the primary means of communication.
In a Functional Integration lesson, the Feldenkrais teacher’s touch reflects to the student how they currently organize their body and actions. They suggest, through gentle touch and movement, expanded possibilities for new movement patterns which are more comfortable, efficient, and useful.
[xv] Doidge writes, “most conventional treatments assume the function is wholly dependent on the ‘underlying’ bodily structure and its limitations” (Doidge, 2015. p. 177).
1. The mind programs the functioning of the brain.
Feldenkrais wrote, "The mind gradually develops and begins to program the functioning of the brain. My way of looking at the mind and body involves a subtle method of 'rewiring' the structure of the whole human being to be functionally well integrated, which means being able to do what the individual wants. Each individual has the choice to wire himself in a special way" (Feldenkrais cited in Doidge, 2015, p. 159)
2. A brain cannot think without motor function.
Doidge writes, "People may believe they can have a pure thought, but in a deeply relaxed state, Feldenkrais pointed out, they will observe every thought leads to a change in their muscles" (Doidge, 2015, p. 170)
3. Awareness of movement is the key to improving movement.
Doidge writes, "The sensory system, [as] Feldenkrais pointed out, is intimately related to the movement system, not separate from it. Sensation's purpose is to orient, guide, help, control, coordinate, and assess the success of a movement." Improvement in our action does not always have to be conscious - in fact much of the learning in Feldenkrais lessons is not. However, experience with the Feldenkrais Method, now backed up by research into neuroplasticity, shows "that long-term neuroplastic change occurs most readily when a person or an animal pays close attention while learning" (Doidge, 2015, 170).
4. Differentiation - making the smallest possible sensory distinctions between movements - builds brain maps.
Doidge writes, "By making finely tuned - differentiated - movements of these parts and paying close attention while doing so, people experience them subjectively as becoming larger; they take up more of their mental maps, and that can lead to more refined brain maps". (Doidge, 2015, 171).
5. Differentiation is easiest when the stimulus is the smallest.
Doidge notes, "Many movement problems arise because areas of the body are not well represented in the brain maps". (Doidge, 2015, 172).
6. Slowness of movement is the key to awareness, and awareness is the key to learning.
Awareness is a key to learning: "slower movement leads to more subtle observation and map differentiation, so that more change is possible". (Doidge, 2015, 173).
7. Reduce the effort whenever possible. The use of force is the opposite of awareness; learning does not take place when we are straining. (Doidge, 2015, 173).
8. Errors are essential, and there is no right way to move, only better ways.
9. Random movements provide variation that leads to developmental breakthroughs.
Children learn to roll over, crawl, sit and walk through experimentation. Learning to stand and walk are momentous breakthroughs that infants make without training. They learn by trial and error, when they are ready .
10. Even the smallest movement in one part of the body involves the entire body.
In a person who is capable of effective, graceful, efficient movement, the entire body organizes itself, as a whole, to do the movement, no matter how small. Feldenkrais learned from Kano the founder of Judo that “in the correct act there is no muscle of the body which is contracted with greater intensity than the rest…The sensation is of effortless action”
11. Many movement problems, and the pain that goes with them, are caused by learned habit, not be abnormal structure.
[xvi] https://en.wikipedia.org/wiki/Norman_Doidge
[xvii]
[xviii] Huberman Lab and other references