Moving after Auschwitz: The Feldenkrais Method® as a soma-critique
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This article sets out to position The Feldenkrais Method (FM), a key 20th Century practice of somatic movement education, as a critical practice. Drawing on Feldenkrais–informed choreographic research, on writings by Moshe Feldenkrais (1904-1984), the author argues that the Feldenkrais Method uses choreographic means to empower the participant to question habitual behaviour. The article suggests that Feldenkrais offers the learner tools for self-reflection, empathy and embodied criticality through inter-subjective de-conditioning processes, forming a praxis that echoes ethical positions formulated in Theodore Adorno’s seminal essay ‘Education after Auschwitz’ (1966). The article discusses how modes of facilitation of such processes of de-patterning and re-patterning inherent in The Feldenkrais Method, with a focus on the use of disorientation, de-familiarisation strategies, and de-centralised body-coding can form a practice of embodied questioning. The author discusses the application of non-corrective Feldenkrais-informed performance pedagogies within Higher education contexts as means to provide conditions for inquiry, un-knowing, and embodied self-examination.
Abstract
This article sets out to position The Feldenkrais Method (FM), a key 20th Century practice of somatic movement education, as a critical practice. Drawing on Feldenkrais–informed choreographic research, on writings by Moshe Feldenkrais (1904-1984), the author argues that the Feldenkrais Method uses choreographic means to empower the participant to question habitual behaviour. The article suggests that Feldenkrais offers the learner tools for self-reflection, empathy and embodied criticality through inter-subjective de-conditioning processes, forming a praxis that echoes ethical positions formulated in Theodore Adorno’s seminal essay ‘Education after Auschwitz’ (1966). The article discusses how modes of facilitation of such processes of de-patterning and re-patterning inherent in The Feldenkrais Method, with a focus on the use of disorientation, de-familiarisation strategies, and de-centralised body-coding can form a practice of embodied questioning. The author discusses the application of non-corrective Feldenkrais-informed performance pedagogies within Higher education contexts as means to provide conditions for inquiry, un-knowing, and embodied self-examination.
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