Study page ~ ‘The Weber-Fechner-Henneman Movement Optimization Cycle’  (Russell 2017)

ABOUT ROGER RUSSELL:
“Roger Russell, M.A., PT, trained with Moshé Feldenkrais in San Francisco, Amherst, and Israel (1975 – 1982). A movement scientist, physical therapist, and Feldenkrais trainer, he is co-director of the Feldenkrais-Zentrum in Heidelberg, Germany. Since 1975, he has been intrigued by the network of ideas, including neuroscience, which stands behind the practical methods that Feldenkrais developed. He is one of the initiators of the Feldenkrais Science Network and a leading participant in the FGNA/FEFNA symposia Movement and the Development of Sense of Self (2004) and Embodying Neuroscience (2012). www.feldenkraiszentrum-hd.de/de/ ”

ARTICLE IN THE FELDENKRAIS JOURNAL 2017:
‘The Weber-Fechner-Henneman Movement Optimization Cycle’
by Roger Russell 2017 in The Feldenkrais® Journal!
https://www.feldenkraisguild.com/files/Journal_30.pdf
_____________________________________________________

SECTION HEADINGS:

Know-how and know-what

Muscle fibers and the Henneman size principle

Sensory feedback and the Weber-Fechner principle

The Coordination Cascade
1 The brain initiates and plans movements based on our self-image, and directs
2 the coordination cascade through the nervous system leading to
3 the spinal cord, where the Henneman size principle results in
4 specific (size-dependent) recruitment of muscle fibers which
5 enables optimal biomechanical organization of the ongoing
movement
6 including force optimization, smooth movements, and
reversibility of the movement pattern
7 which by way of the Weber-Fechner principle increases
the sensitivity of the proprioceptive feedback networks
8 clarifying the body image, and resulting in more efficient
plans for the next coordination cycle. Movement coordination improves as the Feldenkrais lesson unfolds.

_____________________________________________________

COPYRIGHT, FOOTNOTES, FIGURES:

© Copyright Roger Russell 2017 for all images. Art: Bettina Beiderwellen, Speyer, Germany. Coordination Cascade: Susanne Mertner, Nördlingen, Germany and Stefanie Ho , Saarland, Germany.

1 ER Kandel, JH Schwartz, TM Jessell, Principles
of Neural Science, 4th ed. (New York: McGraw- Hill, 2000), 419-428. The most comprehensive English-language source on Fechner is Michael Heidelberger, Nature from Within: Gustav Theodor Fechner and His Psychophysical Worldview, Cynthia Klohr, trans. (Pittsburgh: University of Pittsburgh Press, 2004). Heidelberger’s book also serves as an excellent introduction to Weber’s work.

2 Elwood Henneman, “Relation between size of neurons and their susceptibility to discharge,” Science 126 (1957), 1345-1347

3 Simon Blackburn, Oxford Dictionary of Philosophy (Oxford: Oxford University Press), 123.

4 RS Reber, “Implicit Learning and Tacit Knowledge,” Journal of Experimental Psychology: General 118, no. 3 (1989), 219-235
5 LR Squire, D Berg, FE Bloom, S du Lac, A Ghosh, NC Spitzer, Fundamental Neuroscience, 4th ed. (Amsterdam: Academic Press–Elsevier, 2013), 616–651.

6 Moshe Feldenkrais, Body and Mature Behavior (Tel Aviv: Alef Publishers 1947/1988).

7 Kandel et al., 683–687.

Fig 1 Schematic diagram of a transected muscle showing the three muscle fiber types

Fig 2 Force and contraction time of:
T) Tonic slow fibers;
F-R) Fast-fatigue-resistant fibers;
F-F) Fast-fatigable fibers

Fig 3 Spinal alpha motor neurons and the three muscle fiber types—the size of spinal motor neuron cell bodies (triangles) matches the muscle fibers they enervate

Fig 4 Brain recruitment of spinal alpha motor neurons and muscle fibers—Elwood Henneman discovered that the size of the neuron cell body determines the order in which motor nerves and their muscle fibers are recruited

8 NA Bernstein, “On Dexterity and Its Development,” in ML Latash and MT Turvey, eds., Dexterity and Its Development (Mahwah, NJ: Lawrence Erlbaum, 1996); DA Winter, Biomechanics and motor control of human movement, 2nd ed. (New York: Wiley-Interscience, 1990).
9 Elwood Henneman, EG Somjen, DO Carpenter, “Functional significance of cell size in spinal motoneurons,” Journal of Neurophysiology 28 (1965), 560-580; Elwood Henneman, EG Somjen, DO Carpenter, “Excitability and inhibitability of motoneurons of di erent size,” Journal of Neurophysiology 28 (1965), 599-620.

10 KV Kardong, Vertebrates: Comparative anatomy, function, evolution, 3rd ed. (Boston: McGraw Hill, 2002), 375.

11 FW Nutter, “Weber-Fechner Law,” Plant Pathology and Microbiology Publications 71 (2010), accessed online July 27, 2017, http://lib.dr.iastate.edu/ plantpath_pubs/7

Fig 5 Subjective experience and absolute stimulus value in the cases of pain, light, and weight

Fig 6 Relationship between force/ weight and just noticeable difference thresholds in different activities—the just noticeable difference (jnd) for muscle effort varies for strength training, endurance, and coordination exercises— using low force in Feldenkrais lessons allows us to sense smaller differences in our movements

Fig 7 Relationship between force/weight and information impact in different activities—turning the curve in Fig. 6 around shows that when force is reduced, the impact of feedback information for our coordination is higher than it is in strength and conditioning exercises done with more effort

Fig 8 The Coordination Cascade illustrates how Feldenkrais lessons refine the functioning of our nervous system—at every level

12 “Gregory Bateson,” http://www.informationphilosopher.com/solutions/scientists/ bateson/ (accessed July 27, 2017).

13 Roger Russell,Poster: The Coordination Cascade and the Feldenkrais Method, 2014, Feldenkraiszentrum- Heidelberg. This image is a top-down schematic representation of how movement experiments can be directed by the prefrontal system for exploratory fast learning. Multiple sources in neuroscience literature have served as background knowing what for this poster, which is available through the FGNA bookstore.

14 Squire et al., 616–651

Fig 9 The Weber-Fechner- Henneman Movement Optimization Cycle

15 Kandel et al., 661-663 and 726-730.

Pen and ink drawings of “Book on Foot” and “Dead Bird” Feldenkrais Awareness Through Movement lessons by Andrew Dawson, 2016′

_____________________________________________________

INFORMAL READING:

Below are links to informal recorded readings of Roger’s article and the references. (our usual password)
The Weber-Fechner-Henneman Movement Optimization Cycle by Roger Russell 2017 (K reading text)
https://www.dropbox.com/s/rfx395xnlum1y44
The Weber-Fechner-Henneman Movement Optimization Cycle by Roger Russell 2017 (K reading REFERENCES)
https://www.dropbox.com/s/6vz7u6cbf6u6pe8/

Ellen Soloway Feldenkrais® mentoring online

• Ellen’s tutorials continue with the 4:45pm Pacific time Tues/Thurs group
(a perfect time for Australia).

• In addition,  there has been interest in a second group at a time earlier in the day for those near the East coast of the USA, UK, Europe and beyond.

* If you are interested,
CONTACT (Katarina) let us know best times for you.

Inviting you if you wish to join us ~
• ELLEN’S VISION FOR THE SERIES  ”I’d like to help people transfer the AY ATM lessons into FI lessons — either by technique coaching or by applying basic principles of the method. I truly want the class to be set-up as a self-forming, self-selecting group.”

• ELLEN DESCRIBES THE PROCESS ”Part of my style is watching people attempt to do FI “moves”. Then I give lots of verbal cues that the practitioner follows until their technique improves. The “aha” moment is apparent to the person on the table, to the practitioner, and to observers. The benefit of this style is that the skills are transferable to other situations. Handling skills improve in an organic way and better than watching and imitating me after a demonstration.”

• Fees for attending Ellen’s online mentoring class

FEES APPLY ONLY TO GRADUATES OR THOSE IN TRAINING
A graduate of either a Feldenkrais® or an ABM training, as well as anyone currently enrolled in  a Feldenkrais training or an ABM Training, contributes to Ellen’s Soloway’s teaching fee and also an administrative fee to Katarina

PLEASE NOTE: NO FEE FOR THOSE WHO ARE NOT GRADUATES OR IN TRAINING
Anyone attending as a STUDENT RECEIVING A LESSON, and who is not a graduate of a training, is not an active practitioner, or is not a student enrolled in a training is not expected to contribute towards Ellen’s teaching fee or to send an administrative fee to Katarina.

Contributions for Ellen and Contributions for Katarina hosting tutorials
* Participants share Ellen’s fee of $165 per session:

— each according to how many of us sign up for a particular date
5 or 6 people attending send Ellen $35 each.
4 people attending send Ellen $45 each.
3 people attending send Ellen $65 each.
2 people attending send Ellen $85 each.

* A Quarterly minimum of $75 is requested for Katarina hosting tutorials
(Jan, Feb, Mr 2019 is the current quarter)

Guidelines for participation in Ellen’s tutorials
* Learning the Feldenkrais® Method occurs in successive approximations that foster learning and growth. When an improvement is apparent or necessary, a human nervous system learns from small variations and changes. Using this principle, we altered a few procedures so organizing Ellen’s tutorials is smoother. The current learning environment is better since these small changes.

* Each participant in Ellen’s tutorials is expected to attend on a regular basis and not on a “drop-in occasionally” basis. Everyone is welcome to sign up for two or three dates at a time. Please sign up at Ellen’s doodle at least a week in advance. When you are listed as Practitioner, please send your notes to Katarina at least a week in advance.

* Learning the Feldenkrais® Method occurs in successive approximations that foster learning and growth. When an improvement is apparent or necessary, a human nervous system learns from small variations and changes. Using this principle, we altered a few procedures so organizing Ellen’s tutorials becomes smoother. The current learning environment is better since these small changes.

ABOUT ELLEN SOLOWAY
Ellen graduated from the Amherst Feldenkrais® Training in 1983.  She is an Assistant Trainer and has worked at training programs around the world.  Ellen has a primary practice in New Orleans and regularly teaches mentoring classes in Atlanta, San Antonio, and Chicago and On-line Weekly.

Experiencing Dr. Feldenkrais’s thinking first-hand, Ellen developed an overview of functionally-based thinking and its relationship to learning.  She typed and edited the first drafts of the San Francisco Feldenkrais training program Years One and Three.

Ellen assimilated complex and subtle aspects of the method while editing the Alexander Yanai volumes.  Her next step was to engage in a “cohesive” Feldenkrais review; Ellen graduated Mia Segal’s basic training as well as Mia Segal’s supervisor’s course between 1999-2004.  Ellen is an assistant trainer at Jeff Haller’s innovative Feldenkrais training program starting in October 2018.

These combined experiences give Ellen a uniquely broad-based point of view, plus teaching skills, and creating curricula.  While mentoring, she helps practitioners develop their theoretical understanding as well as their technical skills. Growing up with a partially deaf and blind Mother has fine-tuned Ellen’s  interest in Feldenkrais-based solutions to physical challenges, including sight and hearing impairments.  She often works with adults & children using neurological developmental processes as a basic part of her functional integration lessons.

You can explore Ellen Soloway Feldenkrais® Mentoring

We hope you enjoy the Testimonials for FI Mentoring online with Ellen Soloway
… and additional Testimonials from colleagues for Ellen’s teaching:

#1 “If Moshe’s teaching makes the impossible feasible, Ellen’s teachings makes it understandable.”
–– Cristina Salgado

#2 “Whether Ellen is teaching ATM®, FI®, or Mentoring she manages to break information into small concise groupings that are easy to follow and simple to learn from. “
––  Gika Rector

#3 “Usually I have many questions after experiencing an FI®, observing an FI®, or giving an FI® to my clients.  Ellen knows how to answer these questions as she weaves her teaching style into everything that is relevant.  She is very clear and direct in her presentation in our mentoring program.  I know that I am a better practitioner because of Ellen’s mentoring.”
–– Barbara Hartmann

#4 “Ellen placed her hands on my pelvis and suddenly the entire architecture of the hip became apparent.”
–– Jean Gottleib

#5 “As Ellen’s hands illuminate the pathways of the body, her words explain what she is feeling, knowing, and doing. Rarely will you be so generously invited into a master practitioner’s thought process while working.  Through her words Ellen connects you to the mastery of her predecessors, her teachers. What you learn from Ellen will transform your work.”
–– Annie Gottleib

Go to Ellen’s Page

In the United States of America, the following are registered service marks, collective marks or certification marks of the Feldenkrais Guild of North America: Feldenkrais®, Feldenkrais Method®, Functional Integration® Awareness Through Movement®; Guild Certified Feldenkrais Teacher®; and The Feldenkrais Guild®. The following are trademarks, service marks or certification marks of the Feldenkrais Guild of North America: ATMSM, FISM, Guild Certified Feldenkrais PractitionerCM, and Feldenkrais™.

Ellen Soloway ~ Seeing beyond your limitations: an advanced training

Description of Ellen Soloway’s Advanced Training 

“Seeing and Perceiving Beyond your Expectations”

“The human nervous system is the least rigid of all structures.  It grows and forms itself while we undergo experience.  It is more affected by personal experience than the nervous system of any other animal.  Personal experience is the key to our “greatness” and to our misery.” 

– Moshe Feldenkrais, The Potent Self  page 103

Eyesight depends on more than just measurable acuity.  It is more than the test results from an optometrist’s office.  The ability to see or discern your environment is intricately connected to your movement patterns, your emotions, habits, and life history.  The process of developing visual skills begins at birth and becomes intertwined with the formation of other developmental movement skills.  Growing up with impaired eyesight, adjusting to a sudden loss of vision, or accommodating to a gradual vision loss are all life-challenging events. 

This advanced training is an introduction to the complex world of vision, perception, movement, and learning. The fundamental aim of the workshop is to improve the ability of the nervous system and brain to perceive the world.

  • Learn basic principles of vision and visual health by exploring Awareness Through Movement® lessons from the Alexander Yanai collection. 
  • These ATM® lessons will help you understand how to integrate eyes and vision into your Functional Integration® lessons.  
  • You will become proficient at including patterns of eye movements in an FI® lesson.  
  • Know how to plan ATM® and FI® lessons that consider a person’s eye movement patterns as part of the structure of the lesson. 
  • Sense how the mobility of your eyes affects the suppleness of your entire system. 
  • Investigate options within the Feldenkrais Method® that can alter habituated visual habits. 
  • Learn how your self-image changes when it is easier to move your eyes. 

Ellen Soloway graduated from the Amherst Feldenkrais Training in 1983.  She is an Assistant Trainer and has worked at training programs around the world.  Ellen has a vital practice in New Orleans and regularly teaches mentoring classes in Atlanta, San Antonio, and Chicago. 

Attending Amherst and experiencing Dr. Feldenkrais’s thinking first-hand only whetted her appetite for more information on the subject.  Ellen developed an overview of functionally-based thinking and its relationship to learning when she typed and edited the first drafts of the San Francisco Feldenkrais training program, Years one and three.  Ellen assimilated another buffet of information while editing the Alexander Yanai volumes.  Indulging her desire for a “cohesive” Feldenkrais review, Ellen graduated Mia Segal’s basic training as well as her supervisor’s course between 1999-2004.  Ellen will be an assistant trainer at Jeff Haller’s new, innovative Feldenkrais training program starting in October 2018. 

These combined experiences give Ellen a unique broad-based point of view for the development of her teaching skills, interests, and curriculums.  When mentoring, she helps practitioners develop their theoretical understanding as well as their technical skills.  Growing up with a partially deaf and blind Mother developed her interest in finding Feldenkrais-based solutions to sight and hearing impairments.  She works with adults & children using neurological developmental processes as a basic part of her functional integration lessons.

 

Testimonials for Ellen Soloway:

#1 “If Moshe’s teaching makes the impossible feasible, Ellen’s teachings makes it understandable.”   – Cristina Salgado

 #2. “Whether Ellen is teaching ATM®, FI®, or Mentoring she manages to break information into small concise groupings that are easy to follow and simple to learn from. “ – Gika Rector

#3 “Usually I have many questions after experiencing a FI®, observing a FI®, or giving an FI® to my clients.  Ellen knows how to answer these questions as she weaves her teaching style into everything that is relevant.  She is very clear and direct in her presentation in our mentoring program.  I know that I am a better practitioner because of Ellen’s mentoring.” Barbara Hartmann

 #4 “Ellen placed her hands on my pelvis and suddenly the entire architecture of the hip became apparent.” – Jean Gottleib

#5  “As Ellen’s hands illuminate the pathways of the body, her words explain what she is feeling, knowing, and doing. Rarely will you be so generously invited into a master practitioner’s thought process while working.  Through her words Ellen connects you to the mastery of her predecessors, her teachers. What you learn from Ellen will transform your work.” – Annie Gottleib


In the United States of America, the following are registered service marks, collective marks or certification marks of the Feldenkrais Guild of North America: Feldenkrais®, Feldenkrais Method®, Functional Integration® Awareness Through Movement®; Guild Certified Feldenkrais Teacher®; and The Feldenkrais Guild®. The following are trademarks, service marks or certification marks of the Feldenkrais Guild of North America: ATMSM, FISM, Guild Certified Feldenkrais PractitionerCM, and Feldenkrais™.

Return to Ellen’s page

NEW! Fall 2018 Study in APM with Neil Dunaetz

Shall we sign up for Neil Dunaetz’s 1-Day 
Sunday October 7, 9am-11am New York 6am-8am Pacific  
For Beginners, Intermediate & Advance
Do you feel that those in your local Practice group may like to sign up too?
 
NEW! Fall 2018 Study in APM with Neil Dunaetz PDF of the courses offered by Neil

Neil’s Fall 2018 Study in Gendlin’s Process Model (as amended Sept. 6)

Annotated summary and Colours added by Katarina for reference when talking with those who might like to participate. You can click on one of these links to lead to Neil’s description.

Click for Writings by Neil Dunaetz


NEW! Fall 2018 Study in APM with Neil Dunaetz

Neil Dunaetz writes: “I offer the following for study in Gendlin’s main philosophical work A Process Model. Please let me know if you are interested in any of these. There is no fixed tuition—you can pay what you want. Meetings will be on Zoom (you can join by internet or phone). 

Thank-you & best wishes,

Neil Dunaetz
Email:  neilr@sonic.net
Phone:  707 478-6787
Skype:  neildunaetz”

1.
Gendlin’s Basic Philosophical Model,14-Week Intensive Course reading and discussing APM Chapters I through V-B.Our goal is to get a solid grounding in the basic concepts and relations. I will facilitate a close, honest reading–and discussion which stays close to the text. We will approach these early chapters as Gene intended them: as philosophical rupture and advance. There will be some additional reading outside of class.

Saturdays, September 15—December 15 2018. 12pm-2pm New York. 

Beginners, Intermediate & Advance

2.
APM Chapters VI and VII-A, 14-Week Course
In Chapters VI and VII-A Gendlin “applies” his basic model in order to think sharply about the first emergence of behavior, perception, feeling (consciousness), space, had objects, and symbolic process. We begin to see the model’s power to think about what before has seemed opaque and resistant to clear thinking. Very exciting!
Sundays, September 16—December 16. 12pm-2pm New York
Continuing Beginners, Intermediate and Advanced

3.
Pursuing Your APM Questions and Confusions
Let’s have one or two meetings specifically for working with your APM questions and confusions, and let’s do it in a model-instancing way where we relate the several questions within the model to let them “make sense” of each other. (Gendlin only did so much of this in his text; there are many more inherent relations to discover!)  So, get your questions and confusions ready. I’m very excited to try this!
Sunday October 7, 9am-11am New York
Beginners, Intermediate & Advanced.

4.
“Meshed,” “Implicit Functioning,” “Held,” and “Reconstituting,” 4-Week Study. We will see how Gendlin further explicates his basic model with these so-important Schematic Terms of APM VII-Ao.
Thursdays—October 11, 18, 25 & November 1.  3pm-5pm New York
Intermediate & Advanced

5.
Universals and Particulars in Gendlin’s Philosophy, 4-Week Study. Reading & discussing the derivation of kinds-as-such in Chapter VII and “the new ‘universality’” in VIII-A. Also, universality and particulars in “Monading” in the Appendix to VIII-A.
Days & times to be determined.
Intermediate & Advanced.

6.
Monads and Diafils, 4-Week Study. APM Appendix to VIII-A. Can we un-confuse ourselves about these two terms if we use earlier places in the text to think what Gendlin is saying here?
Days & times to be determined.
Intermediate & Advanced.

“Each philosophy in some way uniquely undercuts and re-positions extant terms. Eugene Gendlin’s philosophy of the implicit does this in a very noticeable way. A Process Model (Gendlin, 1997) cuts deeply, seemingly comprehensively, into the very ground of thinking, creating an effective new ground, a second alternative basis, from which anything might be differently and fruitfully thought, known, had, understood.

Gendlin’s model is understandable in what his concepts freshly do. A paper describing an experiential approach to reading Gendlin’s text is available. (Dunaetz, 2006) To understand Gendlin’s model one must directly engage the text, and more than once.” (Entire article)

 

 2. May 4, 2006 – FirstApplying:An Experiential Approach to Reading Gendlin’s A Process Model. By Neil Dunaetz

Because I work experientially with Gendlin’s A Process Model, I often cannot clearly distinguish what is Gendlin’s from what is mine.

Of course I could point to his text and say “that is his,” and point to my own words and say “these are mine.” But that would be a spectator’s distinction (en#1) where “saying” is only what has been said, just the finished “thing” or “fact” of it, standing alone in an empty space, apart from the intricate living process which the saying is from. Because I do not approach A Process Model as en#1, it would be false for me to draw the line in that way, even if, from another perspective, it might be valid to do so.

Though inherently unfinished, Gendlin’s text constitutes a unique whole in itself. As I work with A Process Model (aPM), what I have is something that in one way is like a hybrid (Gendlin’s-and-mine), and in another way, it is mine. But how then do I speak from my experience with the text, and within that speaking also maintain the singular integrity of Gendlin’s saying? I cannot. In my saying, Gendlin’s saying functions, but not as it would itself, as its own whole. For that, one needs his text.

When you want Gendlin, go to his text. My intention here is to help you have more of Gendlin’s meaning as you directly engage his words. (Entire article)

 

3.  Thinking emergence as interaffecting: approaching and contextualizing Eugene Gendlin’s Process Model  by Donata Schoeller and Neil Dunaetz

Abstract

Prior to A Process Model, Gendlin’s theoretical and practical work focused on the interfacing of bodily-felt meaningfulness and symbolization. In A Process Model, Gendlin does something much wider and more philosophically primary. The hermeneutic and pragmatist distinction between the concept of experience, on the one hand, and actual experiential process, on the other, becomes for Gendlin the methodological basis for a radical reconceptualization of the body. Wittgenstein’s formulation of “meaning” as “language-use in situations” is spelled out by Gendlin in embodied terms, yielding a profound new grasp of language, meaning, situation, language-use and culture as interactional body-process. Gendlin, in building his text, answers the pragmatist critique of a wrong progression of thinking where the results of an inquiry are read back to be its premises. With his central concept “eveving” (“everything interaffected by everything”) Gendlin shows how the seeming determinacy of preceding structure is opened in the actual occurring. He thereby elaborates a new conception of continuity where the possibility for responsive novelty is emergent in the event itself. The conceptual development of the text itself instances this kind of emergent novelty. We will somewhat follow Gendlin’s own path in using language-in-situations as entry-point into his more fundamental process-thinking, thereby asking ourselves how to engage his new kind of model. In the last part, we introduce some of the philosophical roots of Gendlin’s A Process Model. (Entire Article)

  

4.  A LIVING PROCESS: evolving notes on Eugene Gendlin’s ‘A Process Model’

THE GROWING NOTES
Contents
1 NOTES ON GENDLIN
2 NOTES ON THE TEXT
3 NOTES ON RELATED TEXTS

(Go to Website)

Ellen Soloway ~ Acture: Influences of your ribs, diaphragm, and spine: an advanced training

Description of Ellen Soloway’s Advanced Training 

Acture: Influences of Your Ribs, Diaphragm, and Spine

Each one of us speaks, moves, thinks, and feels in a different way, each according to the image of himself that he built up over the years.  In order to change our mode of action we must change the image of ourselves that we carry with us.
            –– M Feldenkrais, Awareness Though Movement, (Chapter:  The self-image) p. 10 

Explore complex relationships between the carriage of the head, ribs, diaphragm and spine

Your ribs serve many purposes.  In addition to protecting your vital organs, they provide a pliable structure that facilitates bending, folding, or extending in multiple dimensions.  The design and structure of the rib cage permits your front, sides, and back to move congruently.  Skeletal support, furnished by the rib cage and collarbones, allows the arms, shoulders, and shoulder blades to move fluidly.  The direction and force of motion from the pelvis transfers to the shoulder blades and arms via the ribs.  Children use these active relationships when they move forward on their hands and knees.  Gradually these learned connections integrate into adult walking patterns.  You will learn how the dynamics of the ribs, arms, and shoulders interface with the pelvis.

Minor shifts in the suppleness of the ribs affect your breathing because the diaphragm has muscular attachments on the ribs.  Breathing patterns and voice tone are clues to a person’s well-being and emotional health.  Listening for the visual and auditory cues that denote change in the functioning of the ribs or spine is an important skill for a practitioner to acquire. You will finish this training with a better understanding of how greater flexibility in the rib cage influences the breath and voice.

Variations in the mobility or position of the ribs produce significant changes in a person’s acture.  Functional knowledge of the rib cage is not limited merely to improving your own spinal mobility, posture, and breathing. The depth of your understanding directly impacts your skill level during FI and ATM lessons.

 

Ellen Soloway graduated from the Moshe Feldenkrais Amherst Training and has a private practice in New Orleans.  She is an Assistant Trainer & the editor of the Alexander Yanai Volumes.  Ellen regularly gives Functional Integration® lessons in Atlanta and San Antonio.  When mentoring, she helps practitioners develop their theoretical understanding as well as their technical skills, especially those necessary for children with special needs.  Observers, watching Ellen work with adults & children, learn how neurological developmental processes are integral to the Feldenkrais Method®.

 

Return to Ellen’s page

David Kaetz possible workshop date!

Dear Freinds,
We are conducting a survey to see if the date works. Please let us know if you are interested in the David Kaetz workshop and whether the dates listed below would work for you.
 
LISTENING WITH YOUR WHOLE BODY: testing a possible workshop date for September, 2018
 
WHERE Victoria, BC Canada
DATES possibly weekend of September 21 – 23, 2018 (Friday evening through Sunday)
VENUE   a church (to be announced once David has confirmed)
TIMES 
Friday possibly starting around 6 on
Saturday  possibly from 10 – 5
Sunday possibly afternoon from 1:30 to 4:30.
LODGINGS  (information may be provided once David has confirmed the dates and venue)
 
CONTACT us to indicate your interest.
MORE about David Kaetz ‘s workshop and book.
Gentle sturdy steps,
Katarina for David

Summary of Ellen’s Advanced Trainings, June, August, November, 2018 & April 2019.

Summary of Ellen’s Advanced Trainings, June, August, November, 2018 & April 2019..

#1 Ann Arbor Michigan is the town — Detroit (DFW) is the airport.
Topic:  The midline and the importance of crossing it.
Dates: either June  21-24, 2018 (Thursday-Sunday)
FI’s available on the day before the advanced
Contact: Dale Jensen. <dale@mindbodymove.com>

#2 Raleigh-Durham area (Durham is the town — airport is Raleigh-Durham).
Topic: The spine, the head and face.
Dates: August 9-12, 2018 (Thursday – Sunday)
FI’s available on the Wednesday before the advanced.
Contact:  Ellen Soloway <ellen@soloway-feldenkrais.com>

#3 Washington DC area.
Topic: Seeing beyond your limitations.
Dates:  Nov. 3 & 4, 2018 (Saturday & Sunday)
Contact:  Ellen Soloway <ellen@soloway-feldenkrais.com>

#4 Calgary, Alberta, Canada
Topic:   
Dates:  Thursday April 25- Sunday April 28 (4 days)
Contact: Kiera Garner <kieragarner@gmail.com>

Attendance is usually limited to 20-24 people.
Ellen seldom allows more than 12 Feldenkrais tables to be active during FI practice.

 

Testimonials for FI Mentoring with Ellen Soloway

 

Testimonials for FI Mentoring with Ellen Soloway 

 

Ellen’s FI mentoring brings such additional depth and understanding to one’s practice whether you are a novice or an experienced practitioner.  I have watched her hone the skills and explain the nuances of a particular touch to experienced practitioners; and has made me feel as if I can be successful in my endeavors in beginning my journey in FI. Most sessions end with the practitioners exclaiming:  “That was amazing, Ellen.  Thank you.”

— Jacquelyn Herzig,  Feldenkrais® Practitioner, Beverly Hills, California, USA 

 

Mentoring with Ellen Soloway has helped my Feldenkrais® practice immeasurably. Ellen has a superb ability to watch me doing FI and see the most subtle ways that it can be enhanced with a small direction. I feel and see far more successful results in my FI sessions. Ellen maintains a high standard of being true to the Feldenkrais method. I appreciate her commitment to helping her students get results and stick to Moshe’s principles. The real gold in Ellen’s teachings and mentoring is the vast amount of knowledge she has gained from studying with many senior Feldenkrais practitioners. I appreciate this incredible opportunity to round out my Feldenkrais training and experience with the finesse of Ellen’s teaching.

— Susinn Shaler
GCFP, Feldenkrais® Practitioner; ABM-Neuromovement Practitioner, Kelowna, BC, Canada

 

I find Ellen’s way of working is very down to earth and accessible for me. I appreciate her extensive knowledge and pragmatic ways of imparting that to us.

I can see her in my mind’s eye, I can see the moves she has guided the practitioner in working with the client, and I can remember the moves when I need it in the middle of an FI when I am back on my own. It is true that I am still myself in the lessons that I am giving, but I am more than I usually am when participating in a lesson. I feel that I have Ellen on my shoulder reminding me that I can hold in a better way, and transfer the line of movement more clearly.

— Lynne Bedbrook, Feldenkrais® Practitioner, Wakefield, Quebec, Canada, Graduated with Yvan Joly, Carl Ginsberg, Montreal, 1996, www.lynnebedbrook.com

 

Ellen’s instructions on how to use our body as a practitioner are helpful. I can imagine times when I might become stuck and mistreat myself throughout my day of giving FI lessons. It is great to observe Ellen tutoring and see alternatives which I can apply to my own self-organization!

Also, when I am teaching ATM, Ellen’s instructions come to my aid. For example I noticed that my students were bending their elbows and using their arms instead of making a clear connection through their torso and entire self. My use of Ellen’s instructions brought these students more integration, ease and joy of discovery during the rest of the lesson.

I look forward to developing these observations from Ellen’s tutoring into my FI practice and ATM teaching.

— Susan Conant
Las Cruces, New Mexico

 

Ellen’s knowledge and eye for detail are remarkable. Her tutoring is delicate and precise. Mentoring with Ellen contributes greatly to my ATM teaching and giving FI lessons. One of Ellen’s most significant contributions to my learning is her modelling of kindness. Ellen demonstrates the importance of being kind and considerate of anyone engaged in a learning process: students, observers, and practitioners in the Feldenkrais® community. 

— Katarina Halm,  Feldenkrais® Practitioner Vancouver, BC, Canada, Graduated with Jeff Haller, Jerry Karzen, 2007, www.thinkinginmovement.ca

 

Return to Ellen’s page

Sleeping positions

With appreciation to Doug Bolston, this post is excerpted from “You can (and should) train yourself to sleep on your back.
Although it is commonly recommended that sleeping on your back is the best position to sleep in, comfort is key Most Americans sleep on their sides, according to the National Sleep Foundation. While many of them presumably do it without pain, this is not the best way to sleep. It can cause shoulder and hip pain, for one.
On top of that, several studies have shown that sleeping on your right side can aggravate heartburn. Scientists think that’s because lying in this position loosens your lower esophageal sphincter, the involuntary muscles that keep acid from rising up out of your stomach and into your throat. Sleeping on the left side, however, seems to keep the trap door between the throat and stomach shut, so leftie sleepers are less likely to feel the burn.
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How to nap

(with appreciation to Doug Bolston, adapted by Katarina)
Research has shown many benefits to naps—especially short ones. For example, over the course of a day, people’s ability to respond to stimuli—like an email from a coworker—naturally dwindles. A 2014 study in the journal Nature Neuroscience showed that people who took a 30-minute midday nap paused this decline in attention, and those who snoozed for 60 minutes actually reversed some of that day’s deterioration.

While everyone you know swears by a certain magic number (7 minutes! No, 17 minutes!), the National Sleep Foundation has this to say: “a short nap”—say, 20 minutes—“can help to improve mood, alertness and performance,” without side effects like grogginess.

Feeling really experimental? Try napping after drinking coffee. Several studies have shown that if you caffeinate before as short nap of 15 to 20 minutes, you’ll wake feeling even perkier than usual, because caffeine takes about 20 minutes to kick in. As Vox put it, “coffee naps are better than coffee or naps.”

Whatever you do, please do not try to replace your evening sleep with napping. While it has plenty of benefits, 20 minutes of shuteye in the afternoon is nothing like a good night’s rest.

Click here to read the entire article.

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