Integrative experience shapes learning philosophy of Inside Awareness with Renee Lindstrom
Ongoing Inside Awareness focused classes have been offered through local senior centers for the past twenty years. This continuity has been educational itself. Below is a general breakdown of three areas of focus and the progression of topics offered. Keep in mind that these centers offer classes to two age groups for class participation. One stream is under 50 and one is over 50.
Over the years there have been many take aways and insights to behaviours that block effective learning in these three specialized areas of influence; environment, spoken words, or functional movement and being one of many facilitators in a range of opportunities has been a benefit. This has meant being able to observe and hear about the experiences of both participants and facilitators and witnessing the evolution of trending topics as they come and go.
This unique vantage point has increased the awareness of how influential the environment, thoughts, spoken word and movement patterns are to the quality of living. In earlier articles a focus was on the influences in early developmental patterns in forming one’s beliefs, perspectives and movement postures. (Scroll down to check out articles that influences in early developmental patterns affecting all life functions) Mentoring from the vantage point of this age group over an extended period has been an opportunity to observe and experience the long range effects of these early influences. Early influences such as the design of the furniture, room, curriculum, personalities and interactions.
Progression of Topics over twenty years
#1. Participants seeking meaning in life – age range early 40’s & 50’s
Inside Awareness workshops in local community centers began in the late nineties and they had a focus upon subtle energies and influences of home and garden environments . The general age of attendees were early 40’s to 50’s who had a focus on finding deeper meaning in life. These participants had either transitioned in their lives, or were transitioning from familiar life changes that included: divorce, career change, early retirement or the first stages of empty nesters.
#2. Participants seeking solutions to chronic unmet needs & fixing conflict in relationships – age range early 30′ upward
In 2004 workshops expanded to include empathy training and spoken word for the purpose of turning conflicts into connections. The participants ages ranged from young parents to elders seeking solutions to draining relationships. Only a few participants came for the purpose of self development. Most came to fix their relationships at home, work and in the community. These participants usually arrived at the end of the relationship as a last resort to try and fix the troubling circumstances they were experiencing..
#3. Participants seeking relief to chronic conditions influencing functions such as balance, chewing,walking, sleeping, etc., – all ages from teens to elders
In 2007 workshops expanded to include a focus of attention on the motivation for functional movement and behaviour. The primary focus here is on increasing one’s connection to mental, emotional and physical capacities that reflect the preverbal patterns of early learning. Since 2007 participants have experienced relearning early patterns that hav e been forgotten and lost. Patterns for increasing the body parts for even the simplest functions like breathing and balancing.
If you are seeking to understand fundamental truths about yourself, the world in which you live, and your relationships to the world and others, explore progressive learning modules.available through uniquely designed integrative mentoring programs.
If you are seeking to transform your current experiences consider a coaching program to motivate and guide your to change. It begins with you and then integrates into your outside experiences.
More on influences in early developmental patterns affecting all life functions:
- Feldenkrais and early learning for aging well
- Mico-movements and the classroom chair for developing a child’s ability to age well
- Hidden influences of the decor in a Classroom learning environment
- An intro to hidden patterns of learning in classroom that lead to reduced mobility through the spine
- The need for rounding the edges in design to increase spinal rotation in the classroom
The only way to change is action
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Conversation is an equal opportunity and shared experience
1st Phase of Integration – Getting Started (Introduction & Pattern)
2nd Phase of Integration – Getting Intouch (Experiencing & Connection)
3rd Phase of Integration – Integration (Embodiment)
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by Renee Lindstrom, GCFP @ Inside Awareness, Living in Natures Love Blog
& Renee Lindstrom Live