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Got #pain? Think there is nothing you can do about it? No so. #feldenkraismethod #bonesforlife #somaticeducation
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Somatic education approaches such as the Feldenkrais Method, Bones for Life, Alexander Technique and many others can make a big difference. Read the science behind pain and three ways out of it.
http://toddhargrove.wordpress.com/2010/06/24/seven-things-you-should-know-about-pain-science/
http://toddhargrove.wordpress.com/2010/08/03/strategies-to-reduce-chronic-pain-part-one/
P.S. we have workshops that enable you to change your pain patterns.
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While expecting hopefully that the environment will be changed by our collective efforts, we must also make sure...#quote Moshe #Feldenkrais
While expecting hopefully that the environment will be changed by our collective efforts, we must also make sure that everything amenable to human influence in each individual is used to facilitate adaptation. This will not only eliminate much misery in the present generation but also give a better chance to the next.
Moshe Feldenkrais
Body & Mature Behavior
A study of anxiety, sex, gravitation, & learning
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Newsletter: Movement is life at home, work, school and play | #micromoves #education #xavieruniversity #somatics
New workshop for integrating somatic education into the general and special education classroom.
Micromoves: a brilliant flash video program of ooddles of tiny movement sequences that will change your day, every day in seconds for $49
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Christopher McDougall: Are we born to run? #barefoot #running #gait #PT #feldenkrais
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Dance Injury, Rehab and Potential #Dance #Feldenkrais #PT
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Grace and #Feldenkrais beauty in motion and musically evocative
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Barefoot Walking and Running Part II: Graphic Evidence
One would think a foot is a foot. But not so. If you had never worn shoes in your life, your own foot might be unrecognizable to you because it certainly wouldn’t look like the foot you use today.
In 1905 an orthopedist wrote an article entitled "Conclusions Drawn From a Comparative Study of the Feet of Barefooted and Shoe-Wearing People”. Using photos from his paper as a reference, we are providing two sketches. The sketch A shows the foot of a man who had been wearing the classic dress shoe of his time. When comparing the shape of his shoe to the shape of his foot, we can see that the shoe itself became a kind of mold. (Hoffman)
Ready for a visually breathtaking comparison to someone who had never worn shoes and lived close to the earth? Sketch B illustrates the foot a Bagobo tribesman who had never worn shoes.
The first response of a westernized shoe wearer might be "Ugh--how primitive." But that would be the point. Feet were designed to be in connection with the earth. Nowhere else in the human body will you find 26 bones, 33 joints and myriads of muscles, tendons and ligaments designed to marvelously adapt to a changing terrain under a load.
In Part I: The Incredible Human Foot of this series, we delved into the evolution of the human need (perceived or otherwise) for footwear. This article continues a bit further along these lines. The difference between a more “original model” foot that is shaped by its direct contact with the earth and a foot that bears the wear and tear of a mold causes us to consider when and how we shoe our ourselves and our children.
If you read Part I, you already know my position is not either/or but both. Yet, I am inclined to believe that most of us (myself included) wear shoes far more of the day than is helpful for a healthy skeletal system and perhaps even mental state.
How much of the day do you wear shoes or go barefoot? What are your thoughts on children and shoes? If you are a runner, have you been exploring the barefoot running possibilities? We enjoy hearing your thoughts.
Part III? Coming in a few days.
By the way, the 1905 article is well worth reading. It takes a while to load but follow the reference below if more interests you. It also contains more graphic evidence through pictures.
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Cynthia Allen is a Feldenkrais Practitioner and Bones for Life Teacher/Trainer. She is co-creator of the Integral Human Gait Theory and teacher of Gait for Wild Human Potential workshops.
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References
Hoffman, P. (1905). Conclusions drawn from a comparative study of the feet of barefooted and shoe-wearing peoples, The Journal of Bone and Joint Surgery, 2 (3), 105-136.
Sternbergh, A. (2008, April 21) You walk wrong. Retrieved 01/15/10 from http://nymag.com/health/features/46213/.
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Barefoot Walking and Running: Part I - The Incredible Human Foot
During the last couple years, barefoot running has become a hot topic. If you are following social media, you may be seeing tweet after tweet on the topic. In view of my interest in reconnecting individuals to a life-supporting gait or walk, I’ve decided to join the discussion with an attempt to shine an integral light on the subject.
The discussion really revolves around the fact that shoes didn't come with the original make and model. Obviously, many things in this world are not part of the original human structure. Walking sticks, gloves, bras, and jock straps, like shoes, were invented to support and/or protect the human being. And like most things, there is a time and place for them.
As a somatic educator, I’ve had an interest in the topic for a while now, and especially since the day when I asked a new client with balance problems to remove her shoes for a private Feldenkrais® session. The 80-something-year-old woman began to sob as she told me could not stand without shoes. Her balance—what little of it she had left—would be gone.
I was struck by both the statement and by the palpable fear
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Synaptic Exuberance - Watch Edward's brain grow with joy
In this time lapse video Edward, 9-months old rocks. He rolls. He sucks. He kicks. He tongues. He handles. He flips. He touches. This play that totally captivates us adults is in the service of developing synapses in the brain that he will one day pare down.
...babies go wild making connections and then, as we grow into our preferences, our personalities, life is like a scalpel. We slowly shed what we don't need or use or want. Dr. Harry Chugani
The time lapsed nature does a great job of representing the rate at which his brain is developing--quite incredible. Even better is the article that showcases this video.
We love the picture of the brain cells getting bushier and then later the changes as they are culled away. The gives a great description of the innate learning process. By the way, this is a demonstration of why somatic education works. We capitalize on the capacity to use movement. Edward does it naturally, but it can be used to help all people--little and big--for new pathways when the current ones just aren't getting the job done.
Read the text and watch the video
To watch video only, click on the picture.
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Dance helps #Parkinson's Patients #Feldenkrais
This PBS report, Dance Helps Parkinson's Patients Harness Therapeutic Power of Movement, is incredible. Truly a must-see. At one point, a participant speaks about being a butterfly in the dance. She observes that even if her arms do not actually extend all the way, in her mind’s eye they do extend and become wings, so, in her words, she is “there”.
After you watch it, read on if my own experience as a practitioner on this subject sounds interesting. Or just add your comments to the discussion.
Since I began to work with clients with dementia or Alzheimer’s, and discovered how much more they improved in sessions when I engaged them in games, in rhythm exercises and particularly in partner items, I have been quite interested in figuring out how to offer more of this to certain clients in a more cost effective way. Additionally, last year I read Oliver Sacks’ book Musicophilia. In it he indicates that partner dancing, particularly the Tango is extremely valuable for these issues, including Parkinson's disease.
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