Overall
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Of COVID-19 necessity, the program began online, and that continued for the first 3 segments. Beginning with the fourth segment, we were "hybrid" (that means that those who can travel will come for an in-person experience and those who cannot participate in-person will join via the internet). by the 6th segment, we were entirely in-person.
The training has been deeply meaningful whether in person or online as it contains a lot of Awareness Through Movement® lessons, and discussions neither of which depend on hands-on contact. The hands-on learning takes place later in the training when we will all be together in the same room. (Read further about the plans...)
The training has been deeply meaningful whether in person or online as it contains a lot of Awareness Through Movement® lessons, and discussions neither of which depend on hands-on contact. The hands-on learning takes place later in the training when we will all be together in the same room. (Read further about the plans...)
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The program imparts the spirit of Dr. Feldenkrais' curiosity, as well as a deep interest in how we function. Through a variety of experiences, the students will develop understanding of the essential issues of life and learn strategies to optimize their personal and professional growth.
With these ideas at the forefront of the training:
Video Excerpts About the Training
Sign-up for an online course with video excerpts about the program - an hour of discussion divided into divided into subject areas so that you can find the topics that are particularly meaningful to you.
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The Training Plan
The training is 31/2 years in length, 8 weeks per training year, with each year having a special theme. The training is divided into 2 to 4-week segments spread over the year. Initially the segments are longer, allowing trainees time to integrate the new approach. During the last two years of the training, the segments are shorter and closer together for trainees to have access to the knowledge and skills of the training staff on a more frequent basis. This way the trainees have time to practice what they have learned during breaks and refine what they’ve learned during in-class time.
The "How" of Learning
People in the training could be called "students", but we prefer to call then "trainees".
The teaching team bring a thorough knowledge of the Feldenkrais Method, plus extensive experience in its application as well as practice and a commitment to providing a seamless, yet diverse learning experience.
Experiencing Dr. Feldenkrais teaching. Dr. Feldenkrais was recorded at the training in Amherst. In the training, trainees will participate in some of these lectures, FI lessons and ATMs, to expose them to Moshe's unique way of teaching, as well as to give them connection with the man himself. This will be an important part of their learning process, especially in terms of them continuing to use these resources both between segments and later as a resource for continued learning as a practitioner.
Experiencing and Understanding Awareness Through Movement lessons. Trainees will experience the Method through participation in ATM (Awareness Through Movement) and their reflection on their own and others response to it. Discussion will include lessons that is appropriate to various audiences and how to differentiate between them.
Experiencing and Understanding Functional Integration (FI) Trainees will receive a minimum of 12 FI lessons as well as:
The process of learning
Trainees will be given ‘lectures’ and presentations on various theoretical aspects of the work and related topics by the educational staff and visiting guests where appropriate. In addition, trainees will
Between-Segment Learning and Integration. Trainees will be given learning activities to continue with between the segments – some of these will be self-directed, others will require them to do specific activities on their own, or with others. These activities will be directed to where they are in the learning process at that time. For example, trainees will participate in physical and online study groups to continue their learning process between the face-to-face components of the program with the support of a designated member of the educational team. This will develop a collaborative approach and establishes the basis for ongoing peer learning after the completion of the training program.
Learning Profiling. Trainees will be supported in periodically profiling their own learning progress. The FGNA Feldenkrais Practitioner Profile will be used as a guide for this. Students will have the opportunity to discuss this process with their designated staff member or the Educational director to explore ways of optimally meeting the specific learning needs of that student.
The teaching team bring a thorough knowledge of the Feldenkrais Method, plus extensive experience in its application as well as practice and a commitment to providing a seamless, yet diverse learning experience.
Experiencing Dr. Feldenkrais teaching. Dr. Feldenkrais was recorded at the training in Amherst. In the training, trainees will participate in some of these lectures, FI lessons and ATMs, to expose them to Moshe's unique way of teaching, as well as to give them connection with the man himself. This will be an important part of their learning process, especially in terms of them continuing to use these resources both between segments and later as a resource for continued learning as a practitioner.
Experiencing and Understanding Awareness Through Movement lessons. Trainees will experience the Method through participation in ATM (Awareness Through Movement) and their reflection on their own and others response to it. Discussion will include lessons that is appropriate to various audiences and how to differentiate between them.
Experiencing and Understanding Functional Integration (FI) Trainees will receive a minimum of 12 FI lessons as well as:
- view the FI lessons that Dr. Feldenkrais did in Amherst
- observe FI demonstrations, wherever possible in small groups with commentary from the faculty member giving the lesson. These lessons will be given to both members of the student cohort and the general public, demonstrating both basic principles and the diversity of application.
The process of learning
Trainees will be given ‘lectures’ and presentations on various theoretical aspects of the work and related topics by the educational staff and visiting guests where appropriate. In addition, trainees will
- discuss their experiences and tackle problem solving tasks in small groups.
- engage in a variety of practical activities designed to develop handling and FI skills.
- practice the various skills required in preparing and delivering ATM lessons, initially among themselves, and then with members of the public. This will continue throughout the 4 years of the training
- practice giving FI to each other and to members of the general public hear about different applications of the work from (invited) visiting practitioners
- give presentations to the group to enable them to develop presentation skills needed to present to the public
Between-Segment Learning and Integration. Trainees will be given learning activities to continue with between the segments – some of these will be self-directed, others will require them to do specific activities on their own, or with others. These activities will be directed to where they are in the learning process at that time. For example, trainees will participate in physical and online study groups to continue their learning process between the face-to-face components of the program with the support of a designated member of the educational team. This will develop a collaborative approach and establishes the basis for ongoing peer learning after the completion of the training program.
- Trainees will be encouraged to visit practitioners in the community and observe them at work
Learning Profiling. Trainees will be supported in periodically profiling their own learning progress. The FGNA Feldenkrais Practitioner Profile will be used as a guide for this. Students will have the opportunity to discuss this process with their designated staff member or the Educational director to explore ways of optimally meeting the specific learning needs of that student.
Skills and Knowledge
Upon completion of the training students will:
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Appreciate the complexity of:
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Embody:
Know:
Understand:
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