"Learning
must be pleasurable, and it must be easy... What is learnt otherwise rarely
becomes habitually spontaneous."
—Moshe Feldenkrais
What does this mean? And
what are the far-reaching possibilities of learning through pleasure?
We are so accustomed to
learning because of some outside motivation: pain, punishment, social and
societal expectations, money, external praise (I’m sure there are other
motivations for why we set out to learn something, and I hope you’ll add to the
list) that often we don’t truly realize what our own motivations are. Am I
still trying to please a parent, a teacher, God, a friend, a boyfriend or
girlfriend, or society’s idea of who I should be? Or maybe it’s the only an idea
of what I think one or all of these things should be or could be.
Regardless of who or what it
is influencing us, most of us are sometimes still moving through our lives with
a low- or high-level of disconnection from what makes me feel good. This does translate into physical action because I
often have a motivation for what makes me do an action and how I do it. You
asked me to do something, and so I do it even if I’m not sure how to do it (writing
a paper for an academic class in school or responding to a teacher’s comment or
request in a dance or yoga class...). Moving in this way, and learning in this
way, is rarely true learning because the reason for doing it can cloud the
outcome. I have pleased or satisfied the external demand for learning and
that’s what I’ve accomplished. And then there’s my own sense of ambition, which
can be clouded by external motivations: I need to do this so that _______ (I
get my money’s worth; so that I can learn; so that you will love me, like me,
pay me, praise me, give me an ‘A’, not criticize me, know how hard I work, not think
I’m an idiot...)
During an Awareness Through Movement® lesson I may
discover some of these external motivations. When is it that I do too much?
When do I move just or mostly to please the teacher? When do I think I know
what is being asked of me only to discover I have no idea what is being asked
of me? When do I barrel through just because I don’t know what I’m doing and
I’d rather complete the request than remain in this place of unknowing? Maybe I
will do it wrong. Maybe I won’t finish. Maybe I won’t get my money’s worth of
what I think I should be getting. But if I force myself to try to make a choice
within all these confusing motivations—which are underneath, around, and in my
learning—I am rarely able to learn something new and unexpected. Though often
I do! It’s just much harder and more confusing and the thing I learn will
likely have inauthentic aspects to it. I have to sift through all these
external motivations—which are often at odds and which often don’t have real
learning as the goal—to get to my authentic way of moving, thinking, and learning.
We’ve probably all
experienced someone telling us to stand up straight. Fix your posture! Some of
us don’t do what we’re told or asked to do, just because we’re so tired of
being told what to do. I’m going to do whatever the hell I want and certainly
not what you asked me to do! Some of us are so tired of this that we can’t stop
rebelling and notice when something we’re asked to do might actually be useful
to us. But if I want to do this—change my posture because someone asked me to—even
if I really want to and really try to, am I trying to change it to please someone
or to respond their request or demand? It’s not because I know how to actually
change my posture so I can stand “better.” If someone asked me to stand more
comfortably, would I know how to do that?
So we begin to notice what
we do: How do I stand here? What do I feel here? What feels bad
here? What feels good here? What are all the grey places in between here? What
confuses me here? What don’t I know about how I stand here? And what if I ask
all these same questions when I’m sitting, standing, eating, swimming, biking,
etc. here, just in this particular moment? Because from moment to moment what
is asked of me and from my “posture” is different. Sometimes I won’t pay
attention, because I just need to get to work or to class or to my home or just
because I can’t or don’t want to. But sometimes I will. Sometimes is all it
takes.
And this is what we do in Awareness Through Movement® lessons.
We begin to notice how and what we do. What do I do? What feels good and what
doesn’t feel good? I stop or change when something doesn’t feel good. Or if I
get confused. Or if I can’t pay attention anymore. I don’t just do to do. And I
don’t mindlessly or unconsciously repeat movements. My attention counts more
than my movements. I begin to learn through what I notice about myself and how
things feel to me. And I start with noticing what I do, where I start from, and
then go on to what I’d like to try. I go slowly and make short explorations into
what’s new and unknown, and then I return to where I started from to see what
that’s like now. I begin to learn because I want to and it’s interesting and it
feels good or right to me. (Though sometimes it doesn’t feel good because it
can be different, frustrating, confusing, but let’s save that important tangent for
another time…)
I begin to learn through
pleasure. And when I learn through pleasure, I can really learn something. I am
not doing it to avoid or gain consequences. And if learning is pleasurable, I
don’t have to force myself to remember. I remember. My nervous system
remembers. My somatic self remembers. You tell me what remembers. It’s a
bigger, better, more interesting, more-of-myself self that remembers because
it’s learning that feels good and is interesting and useful to me, and so it’s
easier and sweeter to remember.