What is Somatics? Part III
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Part 3 in a 4-part series by the founder of the field of Somatics discussing some of its philosophical and theoretical underpinnings.
Part 3 in a 4-part series by the founder of the field of Somatics discussing some of its philosophical and theoretical underpinnings.
The founder of the field of Somatics discusses the philosophical and theoretical roots an emerging broader field.
Thomas Hanna offers a reflective follow up to Bodies in Revolt, the 1970 book in which he established the field of Somatics.
Part 2 of a 4 part article by the founder of the field of Somatics, which provides philosophical and academic discussion about some central concepts and questions of the field.
A car accident in which Karen slammed on the brakes to avoid killing a bicyclist led to a chronic knee problem. The pain gradually worsened, until she had to avoid almost any exercise, including walking up the stairs. Knee surgeries only made the condition worse. Despite that, doctors declared the surgery a success (although they chastised her for failing to recover from it), and attributed her problems to a rare bout of post surgical arthritic conditions. Thirteen years later, Karen had to alternate between crutches and a wheelchair.
The bodywork community lost a vital member in Thomas Hanna, who died in a late July auto accident near Novato, California. He was 61.
Thomas Hanna's somatic insights are not only an inspiration to a member of the first class in Clinical Somatic Education, but a breakthrough in somatic learning.
Thomas Hanna’s own description of Somatic Education as developed for his original training program. This article provides a descriptive and eloquent clarification of the methods of Somatic Education, including the developments and problems that preceded it; as well as a helpful history of bodywork and Somatic explorations leading up to Hanna’s work. Additionally, this article provides a partial description of some the key elements of our modern Clinical Somatic Education.
Thomas Hanna’s own description of Somatic Education as developed for his original training program. This article provides a descriptive and eloquent clarification of the methods of Somatic Education, including the developments and problems that preceded it; as well as a helpful history of bodywork and Somatic explorations leading up to Hanna’s work. Additionally, this article provides a partial description of some the key elements of our modern Clinical Somatic Education.
