Knowing In Our Bones

Knowing In Our Bones examines the personal experiences, understandings, and values of somatic educators in relation to their work and to the field of somatic education. The professional knowledge of teachers of somatic approaches – such as Alexander Technique, Body Mind Centering, Feldenkrais, and Laban Movement Analysis – is primarily acquired through the teacher's own experiential learning and is embodied, rather than explicit. Teachers of somatics draw on this implicit knowing to engage with students in the context of a learning relationship. Through a process of dialogue and interaction, this book explores how the person of the somatic educator, and their own embodied knowledge, is manifested and communicated in the context of teaching and learning.