Mosche Feldenkrais's Point of View

In his book Awareness through movement, they explain that the person is learning according to the linkage of three factors, which are inheritance, education and self-education, in his time he considered inheritance to be the biological heritage of the individual, where they are found. the potential to be exploited by developing the capabilities of their systems, especially the central nervous system, its bone structure, its muscular system, its tissues, its endocrine system, its skin, etc. Establishing a relationship through actions and reactions in the course of your life that give you an experience where you build your self-image. Education determines the language itself and creates a pattern of concepts and reactions common to a given society, which is why they are variable depending on the social and natural environment where the person is born, in such a way that they are not characteristic of humanity as a species, but only from certain groups of individuals. Thus we can understand that the direction that self-education can follow is generated largely from education. Moshe considers that self-education is the most active element of our individual development, influencing the way we acquire the knowledge that comes from the outside, thus we are selecting the material that is learned, at the same time as the rejection of what we cannot assimilate. He considered education and self-education to be intermittent processes. Exposes that during the first weeks of life, education is to absorb the environment and self-education is in a very early stage, which is why it rejects everything that from an organic point of view is strange and unacceptable for the characteristics hereditary of the baby or in resisting it. Thus, self-education progresses as the child's organism grows and stabilizes, gradually developing its individual characteristics, beginning its ability to choose, according to its nature, determining which are the objects that interest it and the actions it can carry out in these moments. In this way the foundations of our conduct are being built, little by little it begins to continue limiting the impositions that education generates for it. The association of the limits that the infant builds plus the individual propensities establish the tendency that forms the conductive vehicle of behavior in habitual actions. Observing this point of view we can realize that the learning process is generated from the beginning of life.