אני והחזון שלי
- טקסט המובא מתוך העבודה להסמכת טריינר כפי שהוגשה לועדות הבינלאומיות של שיטת פלדנקרייז (ולא התקבלה).
- העבודה כוללת את ניסיוני (עד עמוד 25), והחזון שלי (מעמוד 25 עד 33) - ניתן להוריד כאן את המסמך המלא (באנגלית):

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Introducing a New Accreditation Initiative
Any system, in order to grow, expand and evolve, requires a critical mass of people to operate in it, in all levels. The Feldenkrais method is no exception. We need to keep new blood flowing into the system regularly and in volumes.
In the past 14 years, since the new Accreditation system was implemented, there were only 3 new trainers accredited in Israel. In the past 4 years only 14 trainers were accredited around the world – 1 in the United States, 2 in Australia, and 11 across Europe. Obviously, this is an unbelievably low number. Most new FPTP's are getting smaller and smaller.
It is clear to all involved, that the current official Feldenkrais framework is ineffective and restrictive. I have spoken to a number of former EuroTab members and chairpersons, and they all expressed frustration and even anger and desperation. It is common knowledge that most Feldenkrais practitioners are finding it difficult to develop a decent practice.
The accreditation process for trainers is problematic for several reasons:
(1) It is subjective.
(2) It depends completely on the good will of the current trainers, since they are not obligated in any way to help practitioners become trainers.
(3) It reflects the knowledge, skills and achievements of the candidate, but improves his abilities only a little.
(4) It requires the candidate to demonstrate their abilities and experience through means in which they were not trained and which are irrelevant to their actual skill level as a practitioner and trainer (I refer mainly to the demand to describe case studies, experience and other ideas in writing).
Without new blood, i.e. a good number of new motivated practitioners, assistants and trainers, the Feldenkrais method cannot expand.
I would like to suggest a different accreditation process, based on 3 stages: A practitioner training program, an assistant training program, and a trainer training program.
There are several ways in which this initiative can be implemented, fully or partially. Regardless of the approach you choose to take, I will be happy to assist in any way and be a part of the process.
I am hopeful that my suggestions will lead to positive change. 26
Practitioner Training Program
As one practitioner told me: "The Practitioner Training Program (FPTP) was a great experience, but it didn't make a practitioner out of me".
In a survey of 165 practitioners conducted by the Israeli guild, 95 percent of the responders said that they are missing knowledge in techniques, and that they need more practical workshops. I feel that this is what the FPTP should provide them with.
The highest level of practice in the Feldenkrais method is intuition. Moshe said that intuition develops through experience. Obviously, the FPTP cannot provide instant experience, but it can provide the foundation on which a practitioner can develop experience and intuition.
The FPTP should provide a full proper training that allows a practitioner to work with the general public in ATM and FI lessons:
1. A compilation of all ATM lessons would be handed out to the students.
2. A compilation of all FI techniques would be handed out to the students.
3. The students would learn Anatomy.
4. The students will be trained in group instruction.
5. An extended practicum.
In one of the Alexander Yanai lessons, Moshe describes an experiment in which two people were given special "upside-down" glasses. One of them sat in a wheelchair, and the other pushed the chair. The brain of the person pushing the wheelchair learned how to process what it was seeing in such a way that it turned the view back to its "right-side up" state, so that person could function normally. The person sitting in the chair never learned to do that. The lesson of this experiment, as we know, is that the brain learns through trial and error, through experience.
Coming from the world of martial arts, it is obvious to me that without practice and training one cannot achieve competence. Therefore, in the FPTP, students will not only practice a lot during the lessons, but will also be strongly encouraged to practice at home and to attend as many workshops as possible. Of course, they will also be encouraged to work with Moshe's materials.
The FPTP will increase the students' awareness, sensitivity, movement and functioning, and perhaps will even help them become better human beings. But the main objective of the FPTP is professional training that will allow them to successfully work with the general public.
ATM Training
Most lessons taught in the FPTP will be adjusted to the general public. All lessons will be analyzed by subject, structure, principals (see page 33), ideas, theory and philosophy. In my opinion, it is extremely important for the practitioner to understand the theme of the lesson profoundly. So, the FPTP students will not just experience the lesson, but also understand it fundamentally.
I have categorized the ATM lessons by subject and focus (see page 34), and spread them out across the FPTP, so that the students get to taste them several times during the FPTP. Altogether, 330 ATM lessons will be taught during the course.
350 hours in total 27
FI Training
All material will be handed out to the students in printed, organized compilations, divided by subjects or lessons.
Techniques will be taught as complete lessons, which will be explained and well-rehearsed. Once the students acquire 12 full lessons ("suits"), they will learn how to adjust lessons to specific people in specific situations ("custom-made suits"). The students will be encouraged to practice at home. This time spent practicing at home will help them develop skills, intuitions, and, in effect, will be the start of their own practice.
350 hours in total
Anatomy
It is clear that a Feldenkrais practitioner requires knowledge of anatomy. Professionals would be brought to the FPTP for this purpose.
50 hours in total
Group Instruction
Obviously, any Feldenkrais practitioner needs to be able to communicate well with others. The practitioners will acquire skills that will help them to better instruct multiple people at once, and will also improve their inter-personal skills.
hours in total
Practicum
ATM
Each student will teach at least 10 lessons to a large group, after practicing on small groups of 2-3 people. In addition, after the halfway point, the students will get the chance to use the facilities before class begins for the day and give ATM lessons to other students. This helps them gain a lot of experience before the actual practicum takes place.
150 hours in total
FI
Again, at least 10 lessons. Before the practicum itself begins, the students will give many full FI lessons so that they will be less nervous and more focused during the actual practicum.
503 hours in total
Receiving FI Lessons
Each Student will get 10 FI lessons during the FPTP. The students will get a list of all trainers and assistants (not only those working in the FPTP), and will be able to get the lessons on their own time. This allows interaction with a variety of trainers and assistants, and also provides work for those not working in the training program
Observing FI Lessons
This is one of the most important and enriching aspects of the FPTP, since it allows the students to see how a professional trainer approaches a specific person and adjusts techniques to specific real-life situations: How do they speak to that person, what they ask, what do they do with the answers they get.
50 hours in total
Lectures and miscellaneous
Up to the discretion of the educational director.
20 hours in total
Conclusion
The FPTP, as presented here, will last 1,030 hours not including break time. This amounts to 1,200 hours in total, 6 hours a day over 200 days. The FPTP is designed for 20-30 students. If more students are to attend the program, more practicum hours will be required, in addition to the planned 1,200 hours.
Assistant Training Program
The Assistant Training Program (FATP) is a program designed to qualify assistants, and will also be a necessary step in becoming a trainer. However, the FATP will be open to all practitioners, not only to candidates to become assistants. Meaning, even beginning practitioners looking to enhance their knowledge will be welcomed to participate.
The material learned in this program includes all the material learned in the FPTP, however the students themselves will teach most of it, as part of their training. In addition, the FATP emphasizes group instruction skills. The students in the FATP will be allowed to attend FPTP's without limitation or charge.
The FATP is a process that allows the students to make great strides professionally and interact with other practitioners.
The FATP teachers will be trainers and senior assistants.
Duration
70 days, 7 hours a day.
490 hours in total
Assistant Accreditation Requirements
Obligatory Requirements
FATP diploma
5 years since FPTP
Additional Requirements (6 out of 11)
Teaching 2,500 ATM lessons
Teaching 2,500 FI lessons
Working in FPTP's
Professional workshops as student
Professional workshops as teacher
Self-training
Special Projects
Recommendations
Media exposure
Experience with related disciplines
Teaching experience
This accreditation process allows practitioners with motivation, experience and knowledge to enhance their skillset and creates interaction in the Feldenkrais community. Additionally, it provides trainers and senior assistants the opportunity to work in a high-level teaching environment. 30
Trainer Training Program
The Trainer Training Program (FTTP) will be open to assistants, FATP students and senior practitioners. It will be a necessary step in becoming a trainer, but will also function as a high-level professional workshop and an environment for exchanging ideas and approaches, and interacting with other experienced and skilled practitioners.
The FTTP will include thorough discussions and analysis of ATM and FI lessons, but also discussions and brainstorming sessions on how to teach and navigate FPTP's. The FTTP students, i.e. future trainers would also acquire high-level group instruction skills.
The FTTP will have an official instruction team. However, most of the teaching would be conducted by the would-be trainers themselves. This approach allows them to share their views, knowledge, perspective and experience with each other, thus enriching their professional world.
In the middle and the end of the FTTP, the students will fill out a socio-metric questionnaire. If 75 percent of the students and instructors will come to the conclusion that a certain candidate is not fit to be a trainer, then they will not be able to complete the accreditation process. The claims regarding that person must be well-reasoned and explained.
The FTTP participants will be allowed to attend FPTP's without limitation or charge.
Duration
50 days, 7 hours a day.
350 hours in total
Trainer Accreditation Requirements
Obligatory Requirements
FATP diploma
FTTP diploma
10 years since FPTP
Teaching 5,000 ATM lessons
Teaching 7,000 FI lessons
Additional Requirements (5 out of 10)
A practice of 20 FI lessons a week over the past 2 years
Professional workshops as student
Professional workshops as teacher
Working in FPTP's
Self-training
Special Projects
Recommendations
Media exposure
Experience with related disciplines
Teaching experience
This process is objective and professional. It allows the participants with motivation, experience and knowledge to grow by creating high-level interaction between experienced practitioners. It also strengthens the sense of community among the practitioners.
Conclusion
Martha is a Feldenkrais practitioner. She lives in a remote place, away from a big city, but, after 10 years of hard work she has built a successful practice with many students. She has no connections with trainers but she works a lot with Moshe's materials and has attended professional workshops. Around 30 of her students want to become Feldenkrais practitioners themselves. With the current accreditation system, she has no chance to become a trainer because she is not well-known to trainers and can get no sponsors to vouch for her. With the new proposed accreditation system, she will be able to become a trainer and open her own FPTP.
Today, good motivated people cannot reasonably progress and become Feldenkrais trainers. The limitations of the current accreditation system sometimes even push them away from the community or the profession. The Feldenkrais method thus loses quality practitioners that would otherwise contribute greatly to the expansion and progression of the method. It is absurd that a discipline that deals with creating change is afraid of the very thing it promotes, although it is obvious to almost everyone that change is a necessity.
The accreditation process that I am proposing here is highly professional and objective. It depends on the actual professional level of the candidate, and not on the subjective opinion of trainers and the availability of training programs. It helps and encourages experienced and successful practitioners to progress within the Feldenkrais community, become trainers and share their knowledge with others. As a result, it creates great interaction in different levels of the community, allowing the Feldenkrais method to expand and grow.
I hope that you consider my suggestions thoroughly and adopt them to the benefit of the Feldenkrais community.