e-bodyment Project
Project mission is to provide access to the education that PSI is, and to enhance
experiences and quality of life - for everyone starting at earliest academic level.
Gravitational and kinetical awarenes in development of children and adults
Primary function of the brain is survival; with the body in service structured for movement. e-bodyment stands for energy – body of mass – mental or mind development; this defines us. Our logo demonstrates limitless directions, vectors of forces, arrows of action within perceived as limited closed structure; in terms of our bodies being circular, or rather oval, structurally closed system, with gravity pressing down, floor reaction force up - and through the mid of our body into infinate movements. We action our life experience from within state of our embodied selves.
From the early days of our development there is no difference between cognitive and motoric development – it is one of the same. Brain demands instinctively stimulation for development. From within us we are spurred to move around - as the most prominent characteristic of early years children. From the development of language – and related thinking that is pantomimed up to exhalation of breath forming a word; and to thoughts are moving shapes in biogenetical fields of brain – we are experiencing movement. However, today, limited living space and constrained environment with modern technology, tv and digital media along its benefits – also provide challenges as they strap children in front of screens for hours limiting their movement, replacing their senses and starving the brain of creative functional connections by synapse development between brain cells. Children sitting in front of digital media 3-4 h in a day has 40.000 less movement every day; and equivalently less synapse development. While the number of nerve cells are inherited – the cognitive capabilities and intelligence depends on the number of synapse developed between brain cells; for parents this means both to be and to do. Typical positions in front of the screen does not allow for eye accommodation and in the case of the keyboards, phone or gaming consoles contributes usually to hand deformations – hurting fingers which are the largest synapse development area. Within such limiting and sedentary circumstances – we already have statistic with 40-50% children having already some type of speech disorder (small, medium and large), 50% of children slower eye accommodation and now 70% children have flat feet (25y ago the situation was 10-14% which is found to be genetical). Motoric dependent cognitive development limits will limit the efficiency of synapse development; and with limitation in development brain will sacrifice the youngest evolutional abilities; those of reading and writing – and hence in society the rise of dyslexia, dysgraphia; dysgraphia upon which we have toppling influence of primitive reflex, which have not despaired due to lack of new stimulus. Accordingly, we see increasing relevant medication of children. Such trends are strong with both youth and adult; and hence this is a development worth a family awareness as much as that of the society.
When it comes to efficiency of cognitive capacities and development improvement of complex abstract thinking is based on empirical and associative functional thinking. There is tremendous contribution we add to education when we empirically increase our relation to gravity. In many ways we can look of importance of gravity impact on our posture with relation to our capacities and health; specifically when it comes to our vitality, recovery and resilience, and thinking.
Gravity defines our biological existence and is a constant force field from our beginning to the end, which, either works for us or against us. In relation to gravity we define our state of vitality or youthfulness. 90% of our energy function is used to maintained postural-up of awaken state, where remain is for regeneration, nutrition and thinking. Body in need of recovery will constrain you to a bed.
We evolved through establishing verticality in gravity. Looking from early days, in need to move search for food and new shelter we passed distant planes on foot; at the beginning perhaps on 4 feet, by evolutional theory, perhaps to see through tall grass, with standing on two legs concentrating reaction forces on the ground legs we saved energy and freed our hands. Concentrating reaction forces on the ground we received more return of energy from our moving mass back into our system for efficiency, all allowing and contributed to development of our brain; and hence the intelligence. The obtained vertical concentration of gravity force through our body and brain – allowed for the gravity induced ground reaction force (Fgr) as a wave through distance and mass – the energy (E=F*d) i.e Work – like a whip through our body with the ripple effect contribute to increase of relative brain size; and effects of the splitting brain development.
Relation to gravity in this way made us smart enough to be able to explain today that by establishing vertical line to gravity – we have decreased negative horizontal leverages, decreased gravity entropy and focused gravity impact surface maximizing the use of gravity reaction force through our body by tensegral quality of our connective tissue – mastered by fascia and our, ever so thankful, neuroses system.
This is simple to understand by example – we all know that if someone holds a ball and just lets it go, the ball will bounce up. In fact the gravity will attract the ball that will fall to the ground and from the ground bounce back up – transforming force of gravity - by its tensegral quality, i.e. the elasticity in the ball will translate the downward force of gravity through its mass up – this is transforming gravity into energy (Gravitational Potential Energy).
Hence in our postural relation and movement – we either use gravity to produce work as we did through evolution, or gravity works against us. We learn how to stand and move most efficiently with the help of gravity.
Movement, in whichever form, is a very much a function specific to our structure – and it is our specific experience of embodiment. Movement - is life. Holding to our example and to why such a simple empirical awareness of gravity is so important – we can say that gravity defines environmental relation of physical and biological movements.
The movement is so crucial that - from the layers of our being which Maria Montessori called the “white man” meaning of the fascial network frame (in anatomy observed as white tissue in color on a red muscle, enwrapping the entire human form) - it is feeding into every other sensorial capacity.
In her own words: All the will is crated by these marvelous instruments of movement while the function of the mind is to possess all these means of expression with which the experience or an idea is changed into action and feeling is realized in work.
Through their absorbent mind young children are effortlessly assimilating the sensorial stimuli of his or her environment, where movement in its many forms dominates. Movement, defined within a gravity force field, underlines our capacity to breath, to mimic and pantomime, produce the breath of voice – all involved in basic creation of language, exploration, dexterity and physical coordination, understanding forces and motions, in space and mind - deepening physical experience of geometry as it devices from nature to which it relates into order.
Movement defines our health in physical, emotional and physiological form. Physical awareness development is orientated toward sensory development of micro and macro physical environment and relevant cognitive development which through play provides experience of empirical physics, practical mathematics, nature and its laws (including developing intrinsic capabilities to interpret and understand related anthropological and natural philosophy).
In education, the home or classroom environment responds to a child’s development periods by making appropriate materials and activities available while the periods are active in each individual young child. The role of parent or teacher is to provide the environment and examples – as through awareness of examples children learn most directly – the rest is done by the child alone through a free play. When it comes to a child or a grown up – for all mention here above – there is no difference since we as grown up still want to be happy, healthy and play to a full and nourishing experience.
The education and the awarenes of efficency of aligment within our biodynamic form, our embodyment - be it development, prevention or therapeutic form - benefits us from which ever age we encounter, or whatever walk of life or profession we are engaged to - for the rest of our life. As a parent myself, I was most interested to take responsibility and make sure to educate my children from their early age about the construction of their physical form and the role of the field of gravity they are existing and playing within.
Objective of the family clinic is introducing the concept of empirical physical awareness, somatic education and environment – through Ida Rolf’s method of Structural Education - as a part of the sensorial exploration development. Educational aim is that parents, educated through ‘ebodyment’ platform, with new awareness and awaken responsibility - contribute and serve as an educational example toward a child’s development through the principles of imitation that children use to learn and cooperate - as well as by observation of the parent. Human form of prime education is imitation and copying - hence we are often able to say "look at him how he walks like his father"... often there is the grandfather there too. Therefore, here we are looking at Personal Structural Integration as work through and for generations.
90% of our brain develops by age 4 meaning we develop through perception of energy around us - as light develops our eyes - a wave of energy without which there would not be sight; hearing through waves of sound, motorics within the pulse of gravity; and our parents' touch. Not a metaphysical energy - but a real, true physical energy, and the forces of physics. It is our first and primal communication with the environment that our survival depends of, that frames us and that we do since being babies developing accordingly, and so that our comunication later in lives still remains up to 93% non verbal. It is this time, of a conection with our enviroment, that we know the most intrinsically and most organically - and yet we neglect it the most.
As movement is part of our life while still in planning, as well as after birth, our family clinic also works with parents planning a pregnancy, and offers pre and post-natal work and therapy helping the body cope with the processes and additional physical, hormonal and emotional demands of pregnancy and labour.
Structural Integration treatment for children is very light, safe and often very short therefore planned as an extension of the work with the parent.
Structural Integration is a somatic education with a therapeutic process and preventive approach based on integral efficiency over all improving function and increasing mobility, with an enhancement of relevant awareness. It is a tool to empower a client over their overall physical state. Structural Integration is not an acute form of healing nor does it claim to cure medical conditions. Structural Integration is a long-term investment in oneself where many of our clients with acute aches and pains, from back pain to rheumatic pain, from Sciatica to Fibromyalgia - feel reduction in pain and greater control and content over their physical state.
We are a family with a crèche capacity (please do crèche booking well in advance due to high demand; operating only on Mondays and Tuesdays).
Family Clinic