Lesson 11 - Fast Facial

The holidays are here. The mere thought brings tension to the face. Relieve that tension and look your best with this simple lesson.

TO BEGIN:

Sit or stand quietly. If you're bustling in the kitchen or waiting in the car to pick up the kids simply create a quiet spot by being still and focusing on yourself. Notice the amount of tension in your face and jaw.

TO DO:

Clench your teeth. Feel the tension in your face and jaw.
Release.
Clench again. Holding your jaw tight, breathe. What happens with your breathing? Where do you breathe?
Release.
Clench again. With your teeth clenched, push your belly out to inhale. What does your ribcage do? Your shoulders? Your back?
Release.
Breathe. Has your breathing changed?

NOTICE:

Do you feel a sense of relaxation of your face and jaw? If you have a mirror at hand you might want to take a peak. Do you look more relaxed? (Sometime you might try this as a "before" and "after" looking into a mirror before you try this and then again after. Do you see a difference?)

OPTIONS:

Once you're comfortable doing this lesson clenching your jaw, you might try scrunching your eyes or pursing your lips. Put them together for a full facial release.

Welcome CLARUS Center Participants

Are you new to this site? New to the Feldenkrais Method®. If so -- Welcome. You've reached the home of Life Options, the site for all things Feldenkrais. Here you'll find articles that are Feldenkrais specific as well as articles on movement and learning. There are also several mini lessons to give you a quick introduction to what the method can do for you.

As always, I'm available to answer questions. Just drop a note if you'd like to explore more.

I hope you'll join me at the Clarus Center beginning January 14th for the first of an on-going series of 3-hour workshops designed to enrich your life through movement and awareness.

See you soon.

Julie

Schedule Changes October/November 2011

Week 1: October 3 – 7
There will be NO classes or private sessions Monday through Friday. I have a very few openings for private sessions on Saturday, October 8.

Week 2: October 10 – 14
Classes meet as usual.

Week 3: October 17 – 21
Classes meet as usual. There will be NO afternoon private sessions on Tuesday the 18th or Thursday the 20th.

Week 4: October 24 – 28
There will be NO classes or private sessions on Tuesday the 25th or Thursday the 27th.

Monday, November 7 and Tuesday, November 8:
There will be no classes or private sessions either day.

Wednesday, November 16:
There will be NO evening class. The afternoon class will meet as usual.

Thursday, November 24 and Friday, November 25:
There will be NO classes or private sessio

How often do you find yourself sitting at your computer complaining about the ache in your back or the tension between your shoulder blades? Could it have something to do with how you are sitting? Probably. Here is an article from Senseability, on the FELDENKRAIS approach to easier sitting...


Sitting Comfortably

By Jean Elvin

Many people have the idea that the pelvis should be “vertical” to have proper posture for sitting. This means that the sacrum, or the back of the pelvis, is at roughly a ninety-degree angle to a flat chair seat, with the “bowl” of the pelvis neither tipping forward nor backward. There are ways to use our pelvis more effectively when sitting, so that we can stay comfortable for longer periods of time, and for moving while sitting, in activities such as computing, driving, visiting with friends, reading, writing, and eating, to name just a few. The short lesson in this article will begin with a vertical pelvis, and then explore another alternative. This experiment should take about ten minutes or less. If you start to get tired or sore, of course, stop and rest immediately.

As a reference point in this personal experiment, consider that the bones under each side of the base of your pelvis are like deep rockers on a rocking chair—they allow you to rock forward and back, as well as to shift side to side, by lifting one rocker up away from the supporting surface. Slide one hand under each side of your pelvis until you can feel the rocker-like bone with your fingertips. Then see if you can more clearly sense the rockers without your hands underneath you.

First, move forward toward the front edge of a fairly firm chair, so that you are sitting on the front third of the chair seat, with your feet comfortably on the ground and your pelvis vertical. To find the vertical, rock gently forward and back making the movements smaller until you feel you are “in the middle,” with your pelvis in a position that you sense as vertical. Stay there and notice how your back feels. Is there a bit of tension somewhere? Imagine putting a sticker on that part (or parts), so that you can check on it easily later.

Now, place the palm of one or both hands on your belly, and rock your pelvis forward slightly, so that your belly pushes your hands forward in space, toward being over the front edge of the chair. Allow your belly to soften and your breathing to be easy. This is not about inflating or sticking your belly out, rather you are rocking your pelvis forward slightly and allowing your belly to soften. Your pubic bone (the very center of the front of your pelvis, the bony part just below your belly) will move forward and down slightly, toward the chair. Practice this movement a few times, pausing when you get there, so that you get used to this feeling. Now, you are in a new configuration, slightly forward of vertical. How does your back feel now?

Check back to the spot(s) where you placed the imaginary sticker(s). Is there less tension than before? If so, it is likely that you have found more support from the natural curve of your lower back, or lumbar spine. Notice that you can still allow your belly to move slightly as you breath and your pelvis to shift, without destroying the feeling of ease and support. Your lumbar spine is curved naturally in this direction and with practice, you can learn to recognize the feeling of support that your spine affords you in this configuration. A “forced vertical” can interfere with your ability to sense and use your natural structural support, and is also unnecessarily demanding on the postural muscles of your trunk.

Sometimes at this point in the experiment, people report, “My lower back feels better, but now I’m tense up higher.” It is possible that even with more comfort in your lower back, you may feel some increase in the tension in your ribs, or middle or upper back. The reason for this is that the spine is one system, all parts relating to each other. When you change the way you use your lower back, the other parts must also learn to change harmoniously. Structurally, this is about balancing your head over your pelvis. Refining the relationship through your trunk—notice what happens to your trunk when you rock your pelvis slightly forward. Do you tip like a leaning tower? If you can, soften your waistline and allow your pelvis to roll forward without bringing your shoulders and head forward in space. Can you feel your chest softening? See if you can resist the urge to stiffen and lift your upper chest. Notice if you can relax any part of yourself a bit more, perhaps your jaw. You may notice that your back has the feeling of getting slightly taller when you rock forward. That is okay, but don’t exaggerate it or hold your breath. For this movement, see if you can leave your shoulders and head roughly over the same spot on the chair as you rock your pelvis forward, rather than tipping them forward.

The next step in this process might be to explore Awareness Through Movement® group lessons or Functional Integration® sessions which will help you to soften your sternum, (or your jaw) and then integrate that feeling into your new understanding of sitting. If this personal experiment is interesting to you, consider scheduling a lesson to further customize this improvement in sitting with your favorite Feldenkrais® practitioner. They are trained in helping you to discover the balance of your spine, the dynamic balance of your head and pelvis and how wonderful you can feel in sitting (among other things) when the new patterns become automatic.

Sitting is much more than sitting still. A “mobile seat,” (or an adaptable way of sitting comfortably) is one that can move with you in any number of seated tasks. Enjoy revisiting these movements as often as you wish during all your activities.

September Schedule Changes

There will be no classes on Thursday, September 8 or Tuesday, September 13 while I attend an Advanced Training. Classes will resume on Wednesday, September 14.

The Wednesday, 1:00 pm Awareness Through Movement class will start again in a few weeks. If you are interested, please let me know.

Cheers,
Julie

Breathing and the Diaphragm

Curious what your diaphragm does when you're breathing? Wonder how your ribs respond? Then this link is for you...

http://f1.grp.yahoofs.com/v1/MCtWTgmghUv5osXr2D39em1TqdfHnodi5_jVaMkGlV9AvqkDPn84j4zi5OLwXp6hT8JxU90r_ha6pYr12qjdcej2tlC21J3g/85_stoughs_diafragma.mov

Lesson 10 - Mindful Breathing

When the stress of the day gets to be too much, bring back the calm with this simple breathing lesson courtesy of Russell Delman's Embodied Life Program.

BEGIN:

Sit or lie comfortably.


TO DO:

Notice how you contact the surface that is supporting you. Feel that contact. Are you allowing yourself to really be supported by the surface you are on?

Continuing to feel your contact, expand your awareness to include any sounds you might hear - the furnace or air conditioner, people's voices, traffic, background music - whatever it is.

Holding both the physical sense and the auditory in your awareness, take 4 full breaths.

Release.


NOTICE

Do you feel more calm?



Special thanks to Russell Delman for a wonderful workshop. For those who don't know him, Russell is a Feldenkrais Trainer who has combined Feldenkrais, Meditation and Eugene Gendlin's Focusing into a program of mindfulness that he calls "Embodied Life". He offers public workshops for those looking to live more mindfully.

Whole Body Movement

Puppy fans will love the adorable pooch in this video. Cuteness aside, this precious pup offers a fine example of how movement in one part of the body ripples throughout. Notice how the the body and head move in relation to one another. Which is leading and which following? When do you do the same?

http://healthypets.mercola.com/sites/healthypets/archive/2011/08/16/puppy-at-1000-frames-per-second.aspx?e_cid=20110816_DNL_art_2

Becoming an "Expert"

Want to learn to do something really well? Maybe even become and expert?

If you're not familiar with Dr. Anders Ericsson of FSU and his work on what it takes to become an "expert" you might enjoy this link...

http://www.psy.fsu.edu/faculty/ericsson/ericsson.exp.perf.html

For years, Ericsson and his team have been investigating what it takes to become highly skilled, i.e., an expert. They studied everything from memory to chess to music to sports. What they found is that years of "practice" have very little correlation to skill level. Instead, what matters is HOW you practice. Although his work is often cited with the note that it takes at least 10,000 - hours of practice to become highly skilled at something, the research concludes that DELIBERATE PRACTICE is the essential ingredient.

DELIBERATE PRACTICE requires remaining in conscious control while practicing. Ericsson notes that experts do three things while practicing to increase their skills:

1. Focus on their technique - what they are doing and how they are doing it
2. Orient toward a goal - what it is they are trying to do/achieve
3. Get constant and immediate feedback - what they actually did and what effect it had

Perhaps most powerful of all is his observation that learning requires us to consciously challenge ourselves, allow ourselves to fail, review what we did and learn from our mistakes. He suggests as Feldenkrais did that we actually practice failing.

An interesting point is that at no time can intuition (unconscious action developed through repeated practice) substitute for continued deliberate practice. Even those who are highly skilled can lose their abilities if they do not continue to challenge themselves. He uses the example of radiologists whose skills diminish over time due to lack of feedback - they think they know what they are doing but because they don't get immediate feedback they can only assume that what they are doing is what they want to do.

FELDEN-CAMP 2011

Last year, I offered the first official "Felden-Camp" -- a "day-camp" experience in which participants did an ATM-a-day, every day - 5 days in a row.

Response was very positive and last year's participants have begun asking if and when they can sign up for "camp".

I am happy to announce that this year there will be two camp sessions:

August 1 – 5 from 10:30 – 11:30 am
August 8 – 12 from Noon – 1:00 pm

Cost per session: $65 (pre-registration only -no drop-in participants)
Space is very limited

Schedule Change - Week of May 30

There will be no 1:00 pm class on Wednesday, June 1. The evening class will be held as usual.

Spring Training (and schedule changes)

May and June bring the FELDENKRAIS Professional Teacher Training back to Chicago. As always, I'm excited about supporting Paul Rubin and Julie Casson-Rubin in training future practitioners and colleagues. I'll be at the training part-time giving individual lessons to the students as well as Assisting with class teaching. These extra duties mean a slight change in schedule at my Glen Ellyn office.

I will be available for private lessons by appointment throughout both months and will do my best to accommodate your lesson needs. Group classes will be offered as usual with the following exceptions:

Wednesday, May 17th - NO 7:15 pm class
Week of June 20 - 25 - NO classes or private sessions

It seems no matter how many times I attend a Training, I come away learning something new. Looking forward to having more to share with all of you.

Cheers,
Julie

FELDENKRAIS WEEK

It's FELDENKRAIS Week!

Festivities are off to a great start. Last Saturday evening, Ellen Soloway, Mary Susan Chen and I hosted an ATM birthday bash for Moshe (some say Moy-shah, we say Moe-shay). Our fearless founder would have been 107. Ellen taught an exquisite eye lesson that I plan to add to my repertoire in the near future. I followed with a tonal lesson that resulted in clear sinuses and resonating voices. We ended with a deep voiced rendition of "Happy Birthday" and, of course, cake. (Many thanks to Mary Susan for baking gluten-free brownies and for handling the party preps.)

The week of fun continues in my office. It's "Bring a friend to Feldenkrais " with FREE ATM classes for friends and family. (There are still a few classes available this week - today, Wednesday the 11th at 1:00 and 7:15, and tomorrow, Thursday the 12th at 10:30.) I'm also offering 1/2 price private Functional Integration lessons for students new to FELDENKRAIS who book an appointment this week. Come and join the fun!

Dr. Andrew Weil on FELDENKRAIS

Dr. Andrew Weil has great things to say about the FELDENKRAIS METHOD. And he presents a very clear picture of what the method is and does in a recent article on his website. Check it out for yourself at:
www.drweil.com/drw/u/ART00467/Feldenkrais-Method.html

Thinking About Thinking

By happenstance, I reconnected with an old college friend I haven't seen in years. Back in the day we used to philosophize about life and the meaning of it all - hey, it's what we did in the 70s. Seems those early chats worked their magic on both of us sending us into parallel universes that now seem to be converging.

For my part, I discovered the Feldenkrais Method and other manners of inquiry, drawn by the potency of paying attention. Bill did the same but from an organizational perspective. Beginning with the work of management guru Dr. Deming, Bill and his group have made thinking about thinking a focus of inquiry itself. They are bringing their ideas into the corporate world and guiding organizations to recognize what it is they do and how they can shift to be more effective, effortless and integrated. (Sound familiar??)

The more we talk the more I'm taken by the similarities and relevance of our work. To see what Awareness Through Movement looks like from an organizational perspective, check out http://www.in2in.org

The VALENTINE CHALLENGE

Are YOU Ready to take the VALENTINE Challenge?

Nothing brings more satisfaction than the gift of giving. Try it for yourself. Over the next 24 days commit to consciously giving a gift-a-day. Gifts don’t need to be material things. They don’t even have to cost a thing. Gifts can be as simple as a smile or as complex as a home baked pie. Gifts are what we give consciously out of generosity, abundance and joy.

Notice what happens to your attitude and to the attitude of those around you when you tap into your spirit of giving. You may even notice a shift in your physical self… at the end of the challenge notice if you feel lighter, if you move more freely, if you have more ease.

Share your experience right here by posting a comment.

Awareness does heal.

LEARN to LEARN

Dr. Feldenkrais himself put into words the precepts for learning. These strategies form the basis for studying the method that bears his name. Over the coming weeks, I'll elaborate and offer movement explorations that support these ideas. For now, here is the definitive guide on learning to learn...


Learn to Learn

Dr. Moshé Feldenkrais

A manual to help you get the best results from the Awareness Through Movement® lessons

Do everything very slowly

I do not intend to “teach” you, but to enable you to learn at your own rate of understanding and doing. Time is the most important means of learning. To enable everybody—without exception—to learn, there should be plenty of time for everybody to assimilate the idea of the movement as well as the leisure to get used to the novelty of the situation. There should be sufficient time to perceive, and organize oneself. No one can learn when hurried and hustled. Each movement is, therefore, allotted sufficient time for repeating it a number of times. Thus, you will repeat the movement as many times as it suits you during the span of time allotted.

When one becomes familiar with an act, speed increases spontaneously, and so does power. This is not so obvious as it is correct.

Efficient movement or performance of any sort is achieved by weeding out, and eliminating, parasitic superfluous exertion. The superfluous is as bad as the insufficient, only it costs more.

No one can learn to ride a bicycle or swim without allowing the time necessary to assimilate the essential, and to reject the unintended and unnecessary, efforts that the beginner performs in his ambition not to feel or appear inadequate to himself.

Fast action at the beginning of learning is synonymous with strain and confusion which, together, make learning an unpleasant exertion.

Look for the pleasant sensation

Pleasure relaxes the breathing to become simple and easy. Excessive striving-to-improve impedes learning. It is less important to learn new feats of skill than it is to master the way to learn new skills. You will get to know new skills as a reward for your attention. You will feel you deserve your acquired skill, and that will add satisfaction to the pleasurable sensation.

Do not “try” to do well

Trying hard means that somehow a person knows that unless he makes a greater effort and applies himself harder he will not achieve his goals. Internal conviction of essential inadequacy is at the root of the urge to try as hard as one can, even when learning. Only when we have learned to write fluently and pleasurably can we write as fast as we wish, or more beautifully. But “trying” to write faster makes the writing illegible and ugly. Learn to do well, but do not try. The countenance of trying hard betrays the inner conviction of being unable or of not being good enough.

Do not try to do “nicely”

A performance is nice to watch when the person applies himself harmoniously. This means that no part of him is being directed to anything else but the job at the hand. Intent to do nicely when learning introduces disharmony. Some of the attention is misdirected, which introduces self-consciousness instead of awareness. Each and all the parts of ourself should cooperate to the final achievement only to the extent that it is useful. An act becomes nice when we do nothing but the act. Everything we do over and above that, or short of it, destroys harmony.

These courses are made to help you to turn the impossible into the feasible, the difficult into the easy: beautiful to see and lovely to do.

Insist on easy, light movement

We usually learn the hard way. We are taught that trying hard is a virtue in life, and we are misled into believing that trying hard is also a virtue when learning. We see, therefore, a beginner, learning to ride a bicycle or to swim or to learn any skill, making many futile efforts and tiring quickly.

Learning takes place through our nervous system, which is so structured as to detect and select, from among our trials and errors, the more effective trial. We thus gradually eliminate the aimless movements until we find a sufficient body of correct and purposeful components of our final effort. These must be right in timing and direction at the same instant. In short, we gradually learn to know what is the better move. Thus it dawns on us that moving the handlebar so as to twist the front wheel in the direction in which we tend to fall stabilizes us on the bicycle. Or that if we move our arms and legs slowly forward in the swimming direction and rapidly in the other direction we actually swim easier and faster. We sense differences and select the good from the useless: that is, we differentiate.

Without distinguishing and differentiating, we perpetuate—and possibly fuse—the good and the bad moves in a haphazard order as they happen to occur and make little or no progress in spite of diligent insistence.

It is easier to tell differences when the effort is light

All our senses are so built that we can distinguish minute differences when our senses are only slightly stimulated. If I were to carry a heavy load (say a refrigerator) on my back, I could not tell if a box of matches were added to the load, nor would I become aware of it being removed. What is, in fact, the weight that must be added or removed to make one aware that some change of effort has occurred? For muscular efforts or our kinesthetic sense, that weight is about one-fortieth (1/40) of the basic effort for very good nervous systems. On carrying 400 pounds, we can tell at once when 10 pounds are added or removed from the load. On carrying 40 pounds, we can tell a change of one pound. And everybody can tell with closed eyes when a fly alights on a thin matchlike piece of wood or straw, or when it takes to the air again.

In short, the smaller the exertion, the finer the increment or decrement that we can distinguish and, also, the finer our differentiation (that is, the mobilization of our muscles in consequence of our sensations). The lighter the effort we make, the faster is our learning of any skill; and the level of perfection we can attain goes hand in hand with the finesse we obtain. We stop improving when we sense no difference in the effort made or in the movement.

Learning and life are not the same thing

In the course of our lives, we may be called upon to make enormous efforts—sometimes beyond what we believe we can produce. There are situations in which we must pay no heed to what the enormous effort entails. We often have to sacrifice our health, the wholeness of our limbs and body, to save our life. Obviously, then, we must be able to act swiftly and powerfully. The question is, wouldn't we be better equipped for such emergencies by making our efforts efficient in general, thus enabling us to exert ourselves less and achieve our purpose economically.

Learning must be slow and varied in effort until the parasitic efforts are weeded out; then we have little difficulty in acting fast, and powerfully.

Why bother to be so efficient?

We need not be intelligent, for God saves the fool. We need not be skillful, for even the clumsiest of us succeeds in the end. We need not be efficient, because a kilogram of sugar yields—roughly speaking—20,000 calories, and one gram calorie produces 426 kilograms of work. From that count, we can waste energy galore. Why go to such troubles as learning and improving? The trouble lies in that energy cannot be destroyed; it can only be transformed into movement, or into another form of energy.

What, then, happens to the energy that is not transformed into movement? It is, obviously, not lost, but remains somewhere in the body. Indeed, it is transformed into heat through the wear and tear of the muscles (torn muscles, muscle catarrh) and of the ligaments and the interarticular surfaces of our joints and vertebrae. So long as we are very young, the healing and recovery powers of our bodies are sufficient to repair the damage caused by inefficient efforts, but they do so at the expense of our heart and the cleansing mechanisms of our organism. But these powers slow, even as early as at our middle age, when we have only just become an adult, and they become sluggish very soon thereafter.

If we have not learned efficient action, we are in for aches and pains and for a growing inability to do what we would like to do.

Efficient movement is also pleasant to do and nice to see, and it instills that wonderful feeling of doing well and is, ultimately, aesthetically satisfying.

Do not concentrate

Do not concentrate if concentration means to you directing your attention to one particular important point to the utmost of your ability. This is a particular kind of concentration, useful as an exercise, but rarely in normal occupation and skills.

Suppose you play basketball and concentrate on the basket to the utmost—you will never, or nearly never, have the leisure to do so unless you are alone in front of the basket. When there are two teams playing, the opening for a throw is a short, fleeting instant in which you have to attend not only to the basket, but to the players around you, and to the balance and posture that enable you to perform a useful throw.

The best players are those who attend to the continually changing position of their own players as well as of the opposing team. Most of the time, their concentration is directed to a very large area or space; the basket is just kept dimly in the background of their awareness, from where it can—at the most fleeting opportunity—become the center of attention.

The best and most useful attention is similar to what we do when reading. When we see the whole page, we cannot perceive any of the content, although we can say whether the page is in English or some language we cannot read. To read, we must focus on a minute portion of the page, not even a full line—perhaps, merely a single word, if it is a familiar one and rather short. If we are a skillful reader, we keep on picking our word after word, or groupings of words, to be attended to by our macular vision, which is only a minute portion of the retina, with sufficient good resolution to see small print clearly.

The good way of using our attention is, for the most part, similar to reading. One should perceive the background (the whole page) dimly and learn to focus sharply on the point-attended (concentration) rapidly before the next so that reading fluently means reading 200 to 1000 words a minute, as some people can.

Therefore, do not concentrate but, rather, attend well to the entire situation, your body, and your surroundings by scanning the whole sufficiently to become aware of any change or difference, concentrating just enough to perceive it.

In general, it is not what we do that is important, but how we do it. Thus, we can refuse kindly and accept ungraciously. We must also remember that this generalization is not a law and, like other generalizations, it is not always true.

We do not say at the start what the final stage will be

We are so drilled or wired-in by prevailing educational methods that when we know what is required of us, we go all-out to achieve it, for fear of loss of face, regardless of what it costs us to do so. We have it instilled in our system that we must not be the worst of the lot. We will bite our lips, hold our breath, and screw up our straining self in an ugly way in order to achieve something if we have no clear idea of how to mobilize ourselves for that task. The result is excessive effort, harmful strain, and ugly performance. The Awareness Through Movement® lessons will help you to reach your inborn potentiality in the best way and avoid giving you just another opportunity for using yourself in the accustomed way which led you, initially, to seek a better one.

By reducing the urge to achieve, and attending also to the means for achieving, we learn easier. Achieving—we lose the incentive for learning and, therefore, accept a lower level than the potential we are endowed with. When we delay the final achievement by attending efficiently to our means, we set ourselves a higher level of achievement if we are not aware that that is what we are doing. On knowing what to achieve before we have learned to learn, we can reach only the limit of our ignorance, which is often general. Such limits are intrinsically lower than those we can foresee after knowing better.

Do a little less than you can

By doing a little less than you really can, you will attain a higher performance than the one you can now conceive. Do a little less than your utmost while learning. You are thereby pushing your possible record to a higher setting.

Suppose you have not been running for a few years or that you are a middle-aged adult with the usual spread that goes with it: Suppose that you want to do some running again, and set out to the speed you remember: You will soon find yourself out of breath, your heart pounding, and compelled to stop, only to find that you have not achieved what you intended to achieve. Moreover, you will most likely be stiff all over and find it very difficult to persist in what you set out to do.

Now suppose you make your first attempt a little less fast than the top speed that is possible for you at this moment and, looking at your watch, you find that you are short of what you used to be able to do: But you will feel and think you could have done a little better had you really tried your best: This feeling will lead you to try again. The next attempt will be a little faster anyway, so that, continuing to do a little less than your utmost, you go on improving. In the end, you will in a short time give a better account of yourself than in your younger days when youthful stamina and ambition made you always do your utmost. The wisdom of doing a little less than one really can pushes the record of achievement further and further as you come nearer to it, similar to the horizon that recedes on approaching it.

You will understand now why I say in the lessons “lower your knees in the direction of the floor” rather than “try to touch the floor with your knees.” This makes no difference to anyone who is beyond improving; but you will convince yourself that it makes a real difference, reminding you to keep yourself out of stress and give yourself a real chance to learn to learn.

©Feldenkrais Resources, Berkeley, CA
Source URI: http://www.feldenkrais-wien.at/article-1.htm

Schedule Changes - January 2011

There will be no classes on Wednesday, January 12 or Thursday, January 13. Please mark you calendars.

Cheers,
Julie

More FELDENKRAIS in the News

The December 2010 issue of Psychology Today featured a full page article exclusive to Feldenkrais. Here's the link:

http://www.psychologytoday.com/articles/201012/mind-your-body-move-freely