Difficult on Purpose: Embodied Learning in the Feldenkrais Method and Beyond.
This article analyses how difficulties are used as learning tools in the Feldenkrais Method of somatic education (FM), drawing on Moshe Feldenkrais's theory and teachings, my experience as a practitioner since 2007 and my use of FM in postgraduate academic teaching. Performer training, particularly...
| Publicado en: | Paragraph Vol. 47; no. 1; pp. 74 - 90 |
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| Formato: | Artículo |
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Edinburgh University Press
Mar2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=176194806&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 176194806 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 02648334 C0N jtl: Paragraph issn: 02648334 maglogo: N pubinfo: dt: Mar2024 vid: 47 iid: 1 pid: 2327 pub: Edinburgh University Press artinfo: ui: 176194806 10.3366/para.2024.0452 ppf: 74 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 93KB tig: atl: Difficult on Purpose: Embodied Learning in the Feldenkrais Method and Beyond. aug: au: Fredricksson, Kristin su: Feldenkrais method Intellectual disabilities Ahmed, Sara, 1969- Phenomenology Learning sug: subj: Feldenkrais method Intellectual disabilities Ahmed, Sara, 1969- Phenomenology Learning keyword: difficulty embodiment Feldenkrais Method learning somatic education ab: This article analyses how difficulties are used as learning tools in the Feldenkrais Method of somatic education (FM), drawing on Moshe Feldenkrais's theory and teachings, my experience as a practitioner since 2007 and my use of FM in postgraduate academic teaching. Performer training, particularly Eugenio Barba's work, offers a wider context of embodied practice. FM challenges the parameters of difficulty, framing it as inherently productive. Key difficulties used productively in FM are the non-habitual, constraints, differentiation, diffuse attention and disorientation. To demonstrate the connection between physical and intellectual difficulties, I draw on Sara Ahmed's queer phenomenological approach to orientation and Maxine Sheets-Johnstone's argument for the 'primacy of movement'. I offer new ways of thinking about difficulty as emergent rather than intrinsic, expanding outwards from clearly embodied practices towards intellectual ones. To anchor this, I refer to an experiment in Israel aiming to integrate 'organic' and 'scholastic' learning through FM. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Paragraph is the property of Edinburgh University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Paragraph holder: Edinburgh University Press dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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