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Nouveau Ateliers à Mens à partir de 17 Septembre
Lundi 16h – 17h , Mercredi 9h30 – 10h30, Mercredi 18h30-19h30
© International Feldenkrais® Federation
La Méthode Feldenkrais
Les leçons collectives et les Séances de soin individuelle
Ingénieur physicien, pionnier du judo en Europe.
Immobilisé a la suite d’un grave traumatisme au genou, il élabore sa méthode qui va le guérir grace a ses connaissances en génie mécanique et en arts martiaux, combinées avec la biologie et l’étude du développement psychomoteur de l’enfant. Il met au point une véritable pédagogie de l’apprentissage de soi par le mouvement, dans son environnement.
La méthode « Feldenkrais » est une pratique basée sur la connaissance de notre gestuelle que chacun peut adopter. Elle vise a l’amélioration de notre équilibre dans un contexte de mouvements ludiques, conscients et relaxants.
© International Feldenkrais® Federation Archive, Robert Golden
Grace au réveil d’une proprioception consciente, cette méthode va nous apprendre a découvrir nos facons habituelles de nous mouvoir, révélant nos schémas musculaires habituels, nos rigidités. Elle nous aide a aller au-dela de nos limitations, pour découvrir de nouvelles possibilités d’actions, plus de confort et d’efﬁcacité.
A travers l’exploration de nos gestes, cette méthode consiste a renouer avec l’apprentissage inné de l’enfant que nous étions, a découvrir nos routines comportementales puis a explorer de nouveaux chemins pour effectuer des mouvements adaptés.
«Notre objectif est un corps qui soit organisé pour bouger avec le minimum d’effort et le maximum d’efficacité,pas à travers la force musculaire,mais à travers une conscience affinée de la manière dont il fonctionne.» Dr. Moshe Feldenkrais
© International Feldenkrais® Federation Archive, Robert Golden
Prise de Conscience par le Mouvement:
Ces leçons collectives sont un moyen pour apprendre sur nous-même à travers des explorations de mouvements structurées. Elles nous guident vers une plus grande présence et conscience d’esprit et du corps, révélant nos schémas neuro-musculaires habituels et des rigidités ; elles nous aident à aller au delà de nos limitations, pour ouvrir de nouvelles possibilités, trouver plus de confort et d’efficacité. C’est une méthode effective de réadaptation après une blessure mais aussi bien pour tous : une façon d’améliorer notre façon de se mouvoir.
© International Feldenkrais® Federation Archive, Robert Golden
Séance de soin individuelle : Dans les séances d’Intégration Fonctionnelle, l’enseignant guide l’apprentissage dans des séquences de mouvements par le toucher, par lesquels des informations sont envoyées aux régions du cerveau organisant le mouvement. Le thérapeute construit une leçon spécifique dans le but de répondre aux besoins de la personne. A l’aide de ses mains, il propose de nouvelles alternatives qui nous permettent de nous organiser de manière plus efficace dans l’ensemble de nos comportements. Ainsi peuvent se développer de nouvelles qualités comme la légèreté et la stabilité, une respiration plus libre et une souplesse plus grande, un emploi plus efficace de la force, une meilleure coordination et souvent aussi une diminution des douleurs; un sentiment de bien-être domine.
Plus d’information en Français
Video sur le mécanisme de la neuroplasticité: https://www.youtube.com/watch?v=pnF21M30U_U
Un article sur les ateliers Feldenkrais donné à la prison de Fresnes depuis plusieurs années Feldenkrais en Prison
Sites à visiter :
The Feldenkrais Method
The Feldenkrais Method is for anyone who wants to enrich and reconnect
with their natural abilities to move, think and feel. Whether you want to be more comfortable sitting at your computer, playing with your children and grandchildren, or performing a favorite pastime, these gentle lessons can improve your sense of wholeness, integrity and well being.
The Feldenkrais Method is carried out in two connected but different forms: group Awareness Through Movement lessons, and one-on-one Functional Integration lessons.
Feldenkrais Awareness Through Movement
In Feldenkrais Awareness Through Movement lessons, people engage in precisely structured movement explorations that involve thinking, sensing, moving, and imagining. The lessons consist of comfortable, easy movements that gradually evolve into movements of greater range and complexity. The lessons attempt to make one aware of his/her habitual neuromuscular patterns and rigidities and to expand options for new ways of moving while increasing sensitivity, comfort and improving efficiency. It is a method for learning how to learn these things effectively.
A verse from the Dao De Jing which speaks some to how we practice Awareness Through Movement:
Chapter 46.b “There is no calamity greater than not knowing what is sufficient; there is no fault greater than wishing to acquire. Thus the sufficiency of knowing what is sufficient is eternal sufficiency”
Functional Integration is a hands-on form of tactile, kinesthetic communication. The Feldenkrais practitioner communicates to the student how he/she organizes his/her body and hints, through gentle touching and movement, how to move in more expanded functional motor patterns. Functional Integration is usually performed with the student lying on a table designed specifically for the work. It can also be done with the student in sitting or standing positions. At times, various props are used in an effort to support the person’s body configuration or to facilitate certain movements.
Just as Feldenkrais practitioners can guide people through movement sequences verbally in Awareness Through Movementgroup classes, they also guide people through movement with gentle, non-invasive touching in Functional Integrationindividual lessons. In Functional Integration, the practitioner/teacher’s intention is instructive and communicative.
The Functional Integration lesson should relate to a desire, intention, or need of the student. The learning process is carried out without the use of any invasive or forceful procedure. Through rapport and respect for the student’s abilities, qualities, and integrity, the practitioner/teacher creates an environment in which the student can learn comfortably.
In Functional Integration, the practitioner/teacher develops a lesson for the student, custom-tailored to the unique configuration of that particular person, at that particular moment. The practitioner conveys the experience of comfort, pleasure, and ease of movement while the student learns how to reorganize his/her body and behavior in new and more effective manners.
Verses from the Dao De Jing, perhaps most telling for practitioners:
36. a: “To shrink it you must stretch it; to weaken it you must strengthen it; to discard it you must raise it up; to seize it you must bestow it–This is called subtle discernment.”
36. b: “The weak and supple overcome the strong and hard”
The Feldenkrais Method is a Learning Method
Learning to move with less effort makes daily life easier. Because the Feldenkrais Method focuses on the relationship between movement and thought, increased mental awareness and creativity accompany physical improvements. Everyone, from athletes and artists to carpenters and attorneys, can benefit from the Feldenkrais Method.
We improve our well being when we learn to fully use ourselves. Our intelligence depends upon the opportunity we take to experience and learn on our own. This self learning leads to full, dynamic living.
Ordinarily, we learn just enough to function. For example, we learn to use our hands well enough to eat, our legs well enough to walk. Our abilities to function with a greater range of ease and skill, however, remain to be developed. The Feldenkrais Method teaches—through movement—how we can improve our capabilities to function in our daily lives.
You can learn more about this aspect of the method in this article by the educational director of my training Dennis Leri.LEARNING HOW TO LEARN – An Overview of the Feldenkrais® Method
A Concise Biography of Moshe Feldenkrais*
Moshe Pinhas Feldenkrais was born on May 6, 1904, in Slavuta, in the present-day Ukrainian Republic. When he was a small boy his family moved to the nearby town of Korets. By 1912 his family moved to Baranovich in what is, today, Belarus. While Baranovich endured many World War I battles, Feldenkrais received his Bar Mitzvah, completed two years of high school, and received an education in the Hebrew language and Zionist philosophy. In 1918 Feldenkrais left by himself on a six-month journey to Palestine. After arriving in 1919, Feldenkrais worked as a laborer until 1923 when he returned to high school to earn a diploma. While attending school he made a living by tutoring. After graduating in 1925, he worked for the British survey office as a cartographer. Feldenkrais was involved in Jewish self-defense groups, and after learning Jujitsu he devised his own self-defense techniques. He hurt his left knee in a soccer match in 1929. While convalescing he wrote Autosuggestion (1930), a translation from English to Hebrew of Charles Brooks’ work on Émile Coué’s system of autosuggestion, together with two chapters that he wrote himself. He next published Jujitsu (1931), a book on self-defense. In 1930 Feldenkrais went to Paris and enrolled in an engineering college, the École des Travaux publics de Paris. He graduated in 1933 with specialties in mechanical and electrical engineering. In 1933 after meeting Jigaro Kano, Judo’s founder, Feldenkrais began teaching Jujitsu again, and started his training in Judo. In 1933 he began working as a research assistant under Frédéric Joliot-Curie at the Radium Institute, while studying for his Ingénieur-Docteur degree at the Sorbonne. From 1935-1937 he worked at the Arcueil-Cachan laboratories building a Van de Graaf generator, which was used for atomic fission experiments. In 1935 he published a revised, French edition of his Hebrew jujitsu book called, La défense du faible contre l’agresseur, and in 1938 published ABC du Judo. He received his Judo black belt in 1936, and 2nd degree rank in 1938. Feldenkrais married Yona Rubenstein in 1938. From 1939-1940 he worked under Paul Langevin doing research on magnetics and ultra-sound. Feldenkrais escaped to England in 1940, just as the Germans arrived in Paris. As a scientific officer in the British Admiralty, he conducted anti-submarine research in Scotland from 1940-1945. While there he taught Judo and self-defense classes. In 1942 he published a selfdefense manual, Practical Unarmed Combat, and Judo. Feldenkrais began working with himself to deal with knee troubles that had recurred during his escape from France, and while walking on submarine decks. Feldenkrais gave a series of lectures about his new ideas, began to teach experimental classes, and work privately with some colleagues. In 1946 Feldenkrais left the Admiralty, moved to London, and worked as an inventor and consultant in private industry. He took Judo classes at the London Budokwai, sat on the international Judo committee, and scientifically analyzed Judo principles. He published his first book on his Method, Body and Mature Behavior in 1949, and his last book on Judo, Higher Judo, in 1952. During his London period he studied the work of George Gurdjieff, F. M. Alexander, and William Bates, and went to Switzerland to study with Heinrich Jacoby. Feldenkrais returned to Israel to direct the Israeli Army Department of Electronics, 1951 – 1953. Around 1954 he moved permanently to Tel Aviv and, for the first time, made his living solely by teaching his Method. He worked sporadically on the manuscript of The Potent Self, which he had begun in London. Around 1955 he permanently located his Awareness through Movement classes to a studio on Alexander Yanai Street in Tel Aviv. He gave Functional Integration lessons in the apartment where his mother and brother lived. In early 1957 Feldenkrais began giving lessons to Israeli Prime Minister, David ben Gurion. In the late 1950’s Feldenkrais presented his work in Europe and the United States. In the mid 1960s he published “Mind and Body” and “Bodily Expression.” In 1967, he published Improving the Ability to Perform, titled Awareness through Movement in its 1972 English language edition. In 1968, near his family’s apartment, he made a studio at 49 Nachmani Street as the permanent site for his Functional Integration practice, and location for his first teachertraining program, 1969-1971, given to 12 students. After giving month-long courses internationally, he taught a 65-student, teacher-training program in San Francisco over four summers, 1975-1978. He published The Case of Nora in 1977, and The Elusive Obvious in 1981. He began the 235-student Amherst training in 1980, but was only able to teach the first two summers of the four-year program. After becoming ill in the fall 1981, he stopped teaching publicly. He died on July 1, 1984. * I have done my best to verify dates, names, and places, though I cannot guarantee their accuracy, due to limitations of information available and discrepancies between sources. This document may not be altered or edited. March 19, 2004
For more information go to
Feldenkrais on TEDx
Another good article is this one by philosopher Thomas Hanna, A student of Moshe Feldenkrais, who coined the term Somatics and. I find it very useful for understanding the general field in which I work.
“Somatics is the field which studies the soma: namely, the body as perceived from within by first-person perception. When a human being is observed from the outside — i.e., from a third-person viewpoint-the phenomenon of a human body is perceived. But, when this same human being is observed from the first-person viewpoint of his own proprioceptive senses, a categorically different phenomenon is perceived: the human soma.” from. What is Somatics