Originally offered April, 2026
A workshop organized by the Canadian Region of the Feldenkrais Guild of North America
Sponsored by CORR, the Council of Regional Representatives
Click to watch a 3-minute Video by Julie, introducing the workshop.
Workshop Structure
Four, 2.5-hour classes (originally taught over two weeks) with pre-class preparation provided.
About the Workshop
How do we listen, appreciate what we sense, then ‘soften the edges of our habits’ to find the space where learning and new possibilities can emerge?
This delicate balance is key to fostering a dynamic and responsive learning environment.
By cultivating a mindset of curiosity and openness, we can tune in to the nuanced signals of our experience, and respond in ways that honour our own unique journey.
In practice, this involves slowing down, creating moments of stillness to truly hear and feel what is being communicated. It means suspending our immediate judgments and preconceptions, allowing ourselves to be guided by the unfolding interaction.
By becoming clearer about HOW we create a learning environment for ourselves, we learn to create a shared space of inquiry when working with others, where both practitioner and client can explore new ways of moving, thinking, and being.
How Will We Do This?
By looking at specific ATM lessons – doing them, understanding them through our experience and analysing them specifically, and in terms of the bigger concepts that they ‘embody’, to broaden our sense of when and how they could be applied to our clients.
Through Asking: What do WE want, need, can accept and utilise? HOW can this be the basis for any lesson we do?
We will explore the process by going through OUR PERSONAL process of ASSESSMENT AND REFELECTION and then applying it to the interaction with our client.
- can we find more information about what our clients ‘needs’ are by
- taking our time, and
- involving them in a joint learning process during the assessment.
Using this to clarify what we think they ’need’, thus enables a clearer understanding of what may be relevant and meaningful at the end of the lesson.
Through this process, we not only address immediate needs but also open up pathways for deeper learning and growth.
It is in the interplay of listening, sensing, and responding that the true magic of learning occurs, turning every ending into a new beginning.
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