This image has an empty alt attribute; its file name is never-stop-learning.png
with a curious mind


Perspective on true nature of learning

Empathic & intuitive learning systems

The meaning here for the term empathic and intuitive nature is cultivating full awareness of functional action in the actual moment of experiencing it. This perspective is through the focus of creativity and differs from institutionalized models of educational that are founded upon memorization and cultural belief systems. Learning through exploring one’s own experience can expand one’s understanding of unique function and organic interplay between the bodies of physical, mental, emotional, etheric, perceptive, spiritual and interconnectedness with all of life. One is acting unconsciously and without conscious awareness prior to being able to differentiate the active interplay of these bodies in function.

Harnessing the full functioning bodies in the moment increases the brain’s capacity to process information and heightens mental clarity and agility. This natural way of using one’s whole capacity in learning experiences counteract the dullness of current institutionalized educational systems.

IAM in future paragraphs is reference to Inside Awareness Method of Creative Living

IAM activates and stimulates:

-fuller use of the brain function,

-expands one’s own perceptive qualities,

-increases sensing clarity of the working parts of one’s movement, thinking and emotional patterns,

-organically introduces a greater sense of interconnectedness, and results in what can only be described as an agile groundedness

-integrates a conscious connection to felt sense core responses

-taps into core body felt body self image for stronger sense of self

-building confidence

and all from the inside out, not some illusive outside authority or philosophy

IAMs creative patterns align with one’s own intelligent learning ability that taps into the innate learning patterns one was born with. The focus is on shining the light on habits through mindful observation to bring them out of one’s unconscious shadows. The purpose is to heighten personal clarity to increase choice for transforming automatic habitual behaviour into conscious and intentional actions. New choices to reflect a growing inner authority and wisdom versus giving ones authority away by seeking outside solutions and justification. Change is creative. It is not a problem.

Balancing brain & body functions through movement, spoken word & the environment

Remember that humanity had 5,000 years of creative living experience prior to being indoctrinated into the scientific viewpoint (introduced 300 years ago) and institutionalized public education introduced less than 200 years ago). The conscious or unconscious objectives of these imposed and authoritarian institutions have been effective in dumbing down whole societies inner creative living abilities. Now science is confirming the value of pre- existing cultural knowledge of the past 5000 years through its own evolution, yet educational institutions will take decades to catch up. Children will be memorizing outdated theories.

The intention of IAM is to introduce ways to tap into one’s inner teacher, increase choices and letting ones inner-leader emerge. Rather than seeking outside authorities, IAMs intention is to introduce ways for one or more to connect to the will to bring them to life.

Renee’s Story

As an empath, with somatic style learning characteristics, I found early educational experiences disconnecting. I would have been given one of the popular labels so casually given to children today. Educators of the day, including parents, did not focus their attention on creating ease in a child’s learning experience. It was further complicated by my families patterns of moving from town to town and sadly each school district differed in their educational model and patterns of learning. A nightmarish experience for this dominant somatic learner with the added ability to observe hidden clues in socialization. I was left with gaps in the learning process through organized education curriculums and wasn’t successful with peer socialization. What I observed through the body’s way of communicating didn’t align with word choices and actions.

Thirty years later I discovered that the root cause for experiencing disconnection wasn’t necessarily from changing school districts and the organized education model of the 60’s & 70’s. It was the mentoring styles, environment and social interactions. I learned this through my children’s experience. I had hoped that by staying in the same school community and district that their educational experience would be different. It wasn’t.

I increased my children’s discomfort through my effort to try and improve their learning environment only to have them become targets of the Principal and educators. Unlike my parents who didn’t try to create change for a healthier educational experience, I found I wasn’t able to when I tried. Rather it increased the negativity of these children’s educational experiences.  

Somatic mentoring & environments

The mentoring I benefited from eventually came through forms of practical life applications that made sense from a somatic perspective and experience. From these somatic applications came a deeper understanding of how the mental patterns of expectations, competition, theory and memorization do not benefit full human function and integration of all moving parts of the body. If fact these qualities limit one’s abilities and reduce their potential.

It was through these somatic programs that I became aware I had a dominant empathic and intuitive nature. I was a round peg forced into square holes in an experience of social judgements that left me feeling alone and disconnected. As a adult the exploration of practical somatic applications deepened my connections and changed withdrawal behaviours and feelings of disconnection. These educational models aligned with my style of learning. Their focus of attention was on self-discovery using patterns to explore differences, versus being informed of facts and memorizing them.

Understanding different ways of learning

The outcome of this new way of learning was the ability to differentiate the style from earlier learning experiences. It became obvious that the rules and expectations of the old warehousing style of education made no sense to an empathic learner. I wasn’t even aware I had a dominant empathic nature until tapping into these new learning models which encouraged being present to what was happening in the moment. This led to unraveling a lifetime of entrainment in a system that held me hostage to a disconnected lifestyle. I am extremely grateful to having lived long enough to pass through this entrained lifestyle into one that has introduced being present, connected and heart-felt. This was not so for my own parents, or their parents. They died under violent circumstances through self inflicted wounds, events or diseases while in relationship experiences of turmoil and conflict. My hope from breaking free of repeating these early experiences is to be a support for others to recognize and shift their learned behaviours that are creating struggle and discontent in their own living experiences. This support can be through shifts in the areas of movement constraints, relationship conflicts, lack of self esteem and motivation or a disconnection from nature. This hope has been manifesting and evolving since the late 90’s.

Cutting through Materializm

Learning Systems designed to increase balance through mental, emotional and physical actions

I recommend exploring patterns in models that increase one’s focus and clarity on their own nervous system versus trying to achieve an outcome or self-image. The method isn’t the statement of who one is, it is a pathway to learning one’s unknown potential. The difference is tapping into what’s inside versus adopting an outside influence.

For example, I am not Feldenkrais®, I am not Nonviolent Communication. I am not…… Rather I practice Feldenkrais, I practice Nonviolent Communication, I practice…….. The difference is wearing a label versus integrative learning. The label is a closed system, authoritative and lacks the ability for growth, while integrative learning is open, spontaneous and taps into a quality of continuous growth. It’s individual and unique.

The integrative learning systems that met my needs for being present to the moment that provided open ended guidance for self discovery has culminated in 7 body, mind and lifestyle programs. Twenty seven years ago I learned to identify the embodiment of presence through the practical applications of a buddhist meditation practice. By embodiment I am referring to increasing the connection of a centered brain and body experience in present time that organically creates a quieter mind. A mind that isn’t seeking outside stimulus for change or identity. In my opinion this perspective is a 5000 year old way of being, or the original way of being, that can be re-integrated to improve the quality of human experiences. Consider being in the forest or on the water for any length of time. Very often how one experiences themselves physically, mentally and emotionally is quite different than when engaged in active business or community oriented lifestyle.

Mentoring in community for 2 decades provides insight to fundamental truths of aging

Living a lifestyle of intention begins with clarity, connection & focus with an understanding that life is spontaneous

Integrative Learning Systems designed to focus attention before actions

Illusive nature of Intention and turning them into obvious actions

Two educational programs examples of the illusive becoming obvious are:

Example One:

The micro-movement system of Feldenkrais® introduces how to focus attention to sense the origins of a movement transition. Developing this ability for observing increases the likelihood of moving with intention versus random movements. Movement that is connected to one’s attention has less effort and is more efficient. It increases the ability to move and balance through the whole structural posture.

Example Two:

The communication system, Awareness through Spoken Word harnesses one’s focus of attention to observe the root intention of the spoken word choices. The connection to the root source or purpose of the spoken word increases the likelihood of being heard, understood and accepted.

Feldenkrais® Practitioner since 2007, Communication & Empathy Coach since 2004, Art of Placement since 2001