(√) Lectures and Presentations

Six Body-to-Brain Strategies

Movement Is 2018

Joseph B. Martin Conference Center at Harvard Medical School

Unorthodox Inquiry in the Feldenkrais Method

International Consortium for Research (ICRSME) 2022

Online International Conference

Embodied Development

Society for Research and Child Development Poster (SRCD) 2015

SRCD Developmental Science Teaching Institute, Philadelphia, PA

(√) The Muscle Sense to Consciousness

(√) Tips for Researchers

For Body-to-Brain Awareness
  1. Analyze movement tendencies and cognitive behavior.
  2. Observe movement behavior to understand cognitive reactions.
  3. Reeducating movement patterns’ intelligence is done not by achieving a physical action or skill but mirrors movement disorder back into the nervous system (See the “Notes and Background” in the book A New SENSORY Self Awareness).
The Feldenkrais® Movement

Get sustainable benefits for a lifetime by working with the nature of mind-body function.

  1. Reeducate biological tendencies locked in attention and listening patterns.
  2. Changes behavioral patterns associated with identity by analyzing movement patterns.
  3. Let attention not change movement but learns from movement, and flexibility, coordination, and behavior improve.
Cognitive Disorders
ADHD Symptoms

When movement patterns associated with cognitive disorders are detected, movement can explain reactions in behavior. Look aWhen movement patterns associated with cognitive disorders are detected, movements can explain reactions of behavior. Look at the awkwardness in an action. Reflect the sensation of the pattern back into the nervous system, and the system reeducates the pattern. If the movement pattern is reeducated within 24-48 hours, mind and body functions improve. In children, we saw these improvements EVERY TIME the pattern reeducated!t the awkwardness in a movement. Reflect the sensation of the pattern back into the nervous system and the system reeducates the pattern. If the pattern reeducates within 24-48 hours for the mind and body functions will improve. In children, we saw these improvements EVERY TIME the pattern reeducated!

Applications for Movement and Cognition Research
  1. To advance the research of cognitive disorders by analyzing the character of movement patterns, mental and physical.
  2. To experience the “body as a brain,” do not model movements but watch how a child’s perception interprets movement. The key to experiencing how the body is a brain is to understand the children’s depth of awareness of their bodies. What areas of the body move differently than the movement direction? Are movements graceful and coordinated? If actions are uncoordinated, how would the movement affect the child’s sense of self, perception, and brain function?
  3. Use what teachers are already doing in classrooms to introduce current cognitive research and the body. Practical WTM steps to bridge research and the body into school day activities are in the book, A New SENSORY Self Awareness. The book teaches learning from the inside, the feeling in the body, and how it helps learning.

Movement lessons use the science of a “muscle sense” and developmental movement with the Feldenkrais® Method. Dr. Moshe Feldenkrais was a world-renowned physicist well beyond his time in understanding the brain. He used motion to teach the brain awareness of what it is doing mentally and physically.


(√) Book A New Sensory Self Awareness

A New Sensory Self Awareness, Part I

Note: Written for Elementary School Teachers and Parents

Though the book is written for teachers and parents the lessons are what we used in the Body-to_Brain Strategies (see above for presentation). The book teaches the beginning stages how to introduce the body to the mind.

Part II will have all the movement lessons used to reeducate movement associated with cognitive behavior. Sign up for announcements.

Other WTM resources

Here’s how WTM works

Life, thinking, feeling, and acting are a muscle sense.

Muscle sense form sensorimotor patterns.

Sensorimotor patterns form development and ways of function.

Function and life circumstances form perception.

Perception forms choices.