What we do

We apply Somatic Education through the integration of the ideas proposed by Moshe Feldenkrais developed in its methodology. These allow to generate the potential not yet explored of each person or group. To create learning conditions we start by considering the priorities that each person or group has. For example, when someone has a pain or a restriction that generates limitations, we develop strategies that allow them to know and understand how they arrived at these limitations, and based on that knowledge, create options that lead them to improve their way of acting. Another point to start learning can be through the difficulties with which people or groups arrive. From there, we need to find the speed or the rhythms with which they interact and that generate errors with themselves or with the environment. Knowing how these errors are born, we develop options that can solve the needs through producing new forms of organization in their speed and their rhythms that will expand their possibilities of action. This reorganization is based on the principles of physics. For example, we use mechanics in the interaction of people or groups with the forces of nature, such as gravity. We also use physiological principles, such as homeostasis, which are all the mechanisms of self-regulation that a system, be it a person or a group, possesses to preserve itself in life. From the mathematics we use the principles of the processes at the time of executing the activities that are reflected in the actions of the people or groups. The principles from which we share classes and workshops for the general public, companies, groups, associations and also for colleagues are the following: We approach each person or group in an integral way. We observe each person or group as a system that forms a unit in itself. Our work consists in the development of the learning potential that each person or group has before the different difficulties without this meaning diseases, pathologies or destiny, but particular ways of organization for the action in specific moments of the life. We assume learning from the base of freedom, so we promote spaces and times that allow each person or group exercise their ability to choose, reach consensus and decide.
We start from the movement to generate learning. We consider that from the movement it is possible to experiment different options that generate spaces and times necessary to handle the difficulties and to solve them internally, learning to depend only on the indispensable of the external supports. We assume that any person or group can find other relationships that improve the function in their action, including those that are in a limited space, either generated by their internal processes or by the relationship with the environment (built socially or naturally and biologically -like sequelae of chronic illnesses, injuries due to accidents, organic traumas, low self-esteem due to social stigmatization, attention deficit, relationship difficulties with people, social changes in security, risk situations in the environment, among others).