"Let's imagine that we're building a machine that's comprised of a skeleton, muscles, internal organs and a brain. Does this brain speak English? Can it read and do mathematical calculations? Of course not! When the brain enters the world, it's only able to do the things that every animal can do: it takes care of breathing, digestion, and the body's other automatic processes. Beyond these automatic actions, we must "wire" that brain, so it can relate to the environment in which it exists. For the brain to function fully, so it scan and read, or dance, it must undergo a process of adaptation and connection".

(Moshe Feldenkrais, The Concealed in the Apparent)

 

In order to understand how we think, we must understand the concept "philogenetics". Philogenetics is the genetic knowledge that's been imprinted in all nervous systems throughout evolution. The central nervous system (CNS) is the best structure on earth for individual (ontogenetic) learning. As babies develop, their nervous system experiencesa series of movements which have physical structural laws regardingthe field of gravity, and enable functional activities which lead todevelopment and progress.

 

Babies must undergo a long and arduous process along the developmental road until they can "stand on their own two feet". The long process of coping with balance begins at the earliest age, with the first transition from back to stomach. These basic movements prepare babies for crawling which leads, via sitting, to standing and walking. These functions pave the way to organising movement and stable posture. Senso-motory development is the foundation for the development of thinking, intelligence and the child's perception of the world. Within that fixed developmental process (philogenetic), the child's personality, stability and individual appearance are created. They are unique to each child, just like handwriting and fingerprints.

 

In summary, human beings develop from infancy as part of a known,predetermined genetic procedure and as such, they create human individuality. Moshe Feldenkrais studied the development of human learning and found that learning development, intelligence and maturation processes develop by means of movement. In the course of his research, Moshe Feldenkrais developed a learning model effected via movement and contact, and which is based on the mechanical and physical laws of the skeleton in the field of gravity. This model is made up of a series of movement-based processes that comprise such basic functions as breast-feeding and swallowing, and more complex functions like jumping, running, and even martial arts. When these processes are performed repetitively, they organise the system for basic learning processes and help to "wire" the system, creating a network between the brain's different centres. Through this basic repetition, adult people can identify their habits, personality and the way they act, and can choose additional means of acting and functioning - "Another opportunity for starting all over again".

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Feldenkrais called this the "tabula rasa" - the blank page.

His unique technique permits remedial learning interaction at all ages and under any conditions. So, in theoretical terms, the way we work with babiesis identical to work with adults, and even with the aged. Every human nervous system has the ability for excellent movement-based organisation. However, over the years, events occur that throw the system off its balance and the optimal, delicate equilibrium in which it is used to functioning. This equilibrium must be maintained at all levels of human behaviour and functioning-in movement, mental-emotional aspects, and even in social behaviour. Basically, the human system always regains equilibrium, and finds solutions for continued survival. Equilibrium is mostly achieved unconsciously and so, sooner or later, impediments are liable to develop, with allied sense of pain and limitations to movement. These affect functional living and may even immobilise it.

SEE THE PHYSICAL ANXIETY PATTERNS

Here is where the Method comes into play. Knowledge of philogenetics and of the mechanical way in which the skeleton works within the field of gravity is integrated with the thought processes that we use in the lesson. Eventually the human operating system accords with philogenetic development patterns, and with optimal use of the skeleton within the field of gravity. It becomes as close as possible to the original, natural pattern of our lives.