In these unsettling times of the Covid 19 pandemic and sheltering at home, Mind in Motion is offering you and other Feldenkrais® teachers and trainees the opportunity to participate in A TRAINING SEGMENT ONLINE (ATSO).

This is a chance for you to experience two full weeks (plus a day) of training, to share that with a group of thoughtful colleagues, all without having to leave home. What better way to discover what you might have missed, expand your skills, find inspiration, deepen your ATM practice, become a better movement detective, and continue to develop your teaching ability?

We’ll use the recordings from the sixth segment of the recently graduated fifth Amsterdam International Feldenkrais Teacher Training (AIFTT V) as the core material. (AIFTT V met four times a year for two or more weeks at a time.) The eleven-day sixth segment is when the trainees start becoming Functional Integrators and when they’re already well on their way to learning what it means to be ATM® teachers.

Before walking and running, before cruising and crawling, infants find their way from moving their limbs and heads around — staying on the back or belly the whole time —  to moving from where they are to someplace else.

This is no easy task.

As infants, our heads weigh as much as a third of our total weight; our limbs are relatively small and weak. Our size and proportions keep changing, in uneven spurts, disorienting and confounding our unfolding apprenticeship with gravity. We each discover the first rudimentary forms of locomotion in our own individual ways. There is no one developmental pathway through these early challenges, no necessary step, magical milestone, or preordained progression. The theme of the ATM series is this developmental transition from moving around yourself to moving yourself around, an apt somatic metaphor for the trainees’ transition from learning the method to becoming the educator.

As you’ll see below, on top of getting the recordings of every aspect of this segment, you’ll participate in live interactive online meetings with me, the faculty, and your classmates. You’ll also receive suggestions for ways to learn on your own and with your study buddy. (If you and your study buddy don’t both sign up for the course together, we’ll help find a study buddy among the other participants . . . but only if you want one.)

So you know, I’m not doing this just because this will be an amazing, worthwhile way to learn, to continue to develop and improve yourself, and to make it through these challenging times doing something that is, both personally and professionally, constructive.

I am doing this to simultaneously create:

  • learning lab
    Structuring and supporting your individual learning.
  • An experiential studio
    Embodying the moving arts and sciences.
  • collegial colloquium
    Delving into, reflecting on, and understanding the student’s, teacher’s, and trainer’s distinct and overlapping points of view.
  • An interactive playground
    Exploring, finding out, and learning with and from each other.

I am doing this because it is going to be relevant, practical, applicable, AND FUN.



Jun 20 2020


10:00 am



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