A Few Words on the Faces and Focal Points of the TetraSeed | A Little Surprise: The Archesoma

I recognize that it may be helpful to bring the TetraSeed into more familiar terms by looking at each of its features.

However, I will start by making an unfamiliar term, familiar: "the archesoma". "Soma" refers to any living creature with a sense of its condition and a sense of its environment. The term, archesoma, refers to the underpinnings of all living creatures' sense of existence. It's based on four universal functions:

ATTENDING | REMEMBERING | INTENDING | IMAGINING
The TetraSeed (four-part origin of experience)

We start with Memory, as I believe it to be the most accessible to you, friendly reader.

MEMORY

Memory is nothing but the persistence of things. No persistence, no memory. If you can find it, it's persistent somewhere and in some way.

Memory is the persisting of the impression of an experience after the passing of the experience.

That definition applies even to computer memory or memory metal (used in eyeglasses): computer memory retains patterns of ones and zeroes; it is the pattern that it retains. Another medium than silicone wafer circuits could just as easily, and perhaps even better retain a pattern of ones and zeros. The medium doesn't matter; it's the pattern.

Memory metal exhibits similar behavior of pattern-retention: it retains its form, returns to it even when distorted by force. It's pattern, retained. The behavior of memory metal is a lot like the behavior of humans. Ever have anyone try to make you do what you don't want to do? or argue you into another opinion of something? You tend to want to "keep your own form", don't you.

Does that bring it home, for you?

Memory is persistence of a pattern of some sort, even a persistence of a pattern of patterns, of movements, the corresponding sensations, patterns of function, patterns of behavior, patterns of relationship, of experience, of habits, of destiny.


That leads us to the next Element.

IMAGINATION

Imagination is open-ness to being strangely attracted in some direction. Another term for this is, eros.

Thanks to Walt Disney, imagination has been brought before the public; he pointed to imagination as something alive. He highlighted it.

He was a pioneer of the animation of the imagination in his cartoons and the feature movies released in his lifetime.

He set a direction.

Imagination is about direction. "Direction", is an abstraction because, although the word, direction, usually awakens an intuitive impulse to move "outwardly" ( doesn't it ), it has no content, in itself, does it? "Outwardly", in this sense, means, "in some direction other than where you already are", whether internal/subjective or external/objective.

Imagination is an opening outward because it's always a movement from the known ( memory ) into the unknown. If it isn't moving outwardly from memory, it IS memory, not imagination.

Imagination is a pregnant pause. Imagination is like a woman: she may be beckoned by our patient receptivity, primed by our attention, but never yields to our immediate insistence -- and then comes unexpectedly. Imagination is like that. Imagination doesn't come "from" us; it comes "to" us, to our openness. We may then hold it by making the imagining tangible by some creative action, which is to say, persistent. We make the imagining persist, and when we do that, it becomes, Memory.

Anciently, this feminine personage of the imagination has been given the name, "muse", an inspiring female who arouses great things of a human's potential, which the person must then bring alive, make tangible, make persist, bring to life. Muse and music: where do they come from?

Pregnant Mystery

Thus does IMAGINATION feed into MEMORY.

Feel the light go on? That may have been your first feeling of "synergy", occurring. That feeling of synergy is the appearance of a "strange attractor" in "psychic space". And what it attracts is . . . . .

ATTENTION

Attention locates strange attractors (which are all TetraSeeds of experience). Strange Attractors have a "smell". Attention is like a nose. Yes, a nose, and it sniffs out Strange Attractors, the way a truffle pig sniffs out truffles.

Follow your nose. Follow your nose. You do. You do. Don't you?

In fact you can't help but follow your nose.

Even if you follow your ear, you end up pointing your nose the same direction and your nose leads the way. And if you follow your nose, you really follow your nose.

Things that go in your nose really get attention. Don't they? Chanel #5, the smell of pork barbeque?  a gnat? We'll let that be that.

Attention is a pointer. Attention locates. Always, attention locates.

What does attention locate? anything with a location, in terms of any of the senses.

Attention is a locator-pointer.

However, attention may be either waveringly or steadily "ON-OBJECT",
attention may be narrow and intense 
or open and lightweight
or diffused
or dissolved
or highly coherent (attention steadily cohering ON-OBJECT)
or scattered.

In "ADD" or "ADHD" attention is scattered.

INTENSITY of ATTENTION is related to INTENSITY of INTENTION.

The primal intention is, activity (experienced as existence).
What we call, "being" is really, "becoming".
No activity, no existence. Absolute zero.
The Center of the Black Hole, 
no communication out or in.

Activity is Existence and Existence is Activity.

Intense attention yields more detail, remembered
and also recognized by memory.

Attention burns impressions into memory
according to its intensity,
the more deeply, more densely
the more intense the attention.

Activity is existence and only activity is existence.

ATTENTION consolidates MEMORY according to its INTENSITY

Feel that? another synergy, another strange attractor

sniff, sniff, sniff

INTENTION

Intention intends movement, activity, or change.

(sniff, sniff, sniff)

Intention has no momentum of its own; that is supplied by memory/persistence.

Intention has no direction of its own, of any kind, until aimed by imagination, imagination perhaps bolstered by memory.
(sometimes not so bolstered by memory, as dreams of the imagination may evaporate as we wake).

Intention is the synergetic emergent of 

ATTENDING TO, "REMEMBERING IMAGINING"

To do all three, simultaneously, spontaneously activates intention.

another synergy
(sniff, sniff, sniff)

You've activated all Four. How do you like it? Want some more?

I thought you would.

Now, you know what goes into the TetraSeed transformation procedures: The Four, inner and outer.


Look at the diagram. See the colors? They indicate correspondences. Feel how they correspond. They reinforce each other.

Every feature (e.g., "intending") connects with every other feature (e.g., "persistence"). Feel how they connect (e.g., "intending persistence"). They add with each other to create familiar kinds of experience and unfamiliar, emergent, experiences (to be captured by MEMORY).




copyright 2017 Lawrence Gold

Information Streams

This message: a smorgasbord (or cornucopia)
  • SHORTER PIECES of COMMON INTEREST
  • A LONGER PIECE BY THE ORIGINATOR OF THIS WORK
  • AUDIO / VIDEO
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  • DEEP / ESOTERIC

This message is my quick response to your request for more information about somatics.

FIRST THING: Do you have a specific interest? Send email from here  (click and send).


The following links provide "a good start" (look them over and choose the one(s) that immediately interest you).


SHORTER PIECES:
 
A LONGER PIECE BY THE ORIGINATOR OF THIS WORK, THOMAS HANNA, PH.D.

PROFESSIONAL TRAINING:

GENERAL:

BOOKS
  • Somatics:  Re-Awakening the Mind's Control of Movement, Flexibility and Health, by Thomas Hanna | available at amazon.com and from many public libraries
  • The Magic of Somatics

DEEP / ESOTERIC
in your service,
​​​​​​​




PS:  Concerned by the "odd" political trends and converging crises of the times?  Here's a bracing message -- not to console you, but to light your fire:  http://t.co/mnz9HxG

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Inside Hanna Somatic Education

Forty-two years ago, an educator by the name of Thomas Hanna embarked on a course of exploration that led to a major advance in the treatment of people with chronic, non-malignant pain from injuries and aging. This article will give you an inside look at one of the most potent developments in the last one hundred thirty years, or so, of research and development into the origins and elimination of pain in human beings. This development came from a tradition of movement education and sensory development that has come to be known as, "somatic education".

The key distinction of this tradition is that its methods empower participants to take control of their own physiology, and in so doing, of their physical well-being as they age.

BACKGROUND
In the late 1960s, during the heyday of the human potential movement, Thomas Hanna held the position of chairman of the Department of Philosophy at the University of Florida at Gainesville.

In those days, the complexion of the humanities in academic life was different from what it is, today. Unlike today's climate, which is bent upon the deconstruction of the primacy of any kind of knowledge, whatsoever, in those days, Dr. Hanna's philosophical interest was about more than mental propositions and positions; he had an earnest desire to understand the human condition in such a way that it would lead to both human freedom and personal competence -- not just freedom from all constraints, but improvement in capabilities, the awakening of practical human functions.

That desire drew him more than once into conflicts that embroiled students and the university administration during a time when young people were experimenting with both ancient and new methods of mind-expansion (remember, this was the 60s), and their professors were often caught in the middle. Dr. Hanna tended to advocate for the students.

Ultimately, his interests led him to California, where he served as the first director of the Saybrook Institute (now known as the Humanistic Psychology Institute -- HPI). It was during that time that he heard of and became acquainted with a man whose own interests had led him to develop methods of improving human functioning and sensory awareness through movement education. His name was Moshe Feldenkrais, a Russian genius whose methods of education have since come to be known as Feldenkrais Somatic Integration.

Feldenkrais was a man of many abilities and interests -- an electrical engineer, a research scientist in high-energy physics, and a black-belt judoka who had founded the first school of Judo in Europe (France). His methods of improving the functioning of the brain and muscular system had grown out of his studies of and training in the methods of F. Matthias Alexander (The Alexander Technique), the methods of Gerda Alexander (Eutony) and judo.

Hanna found Feldenkrais' methods and views fascinating and, in addition to including a section on Feldenkrais in Hanna's book, Explorers of Humankind (1979), he invited Feldenkrais to conduct a training in America, a training course that Hanna organized and directed and in which he participated as a student.

That training began Hanna's sixteen-year odyssey of exploration as a practitioner of the methods of Functional Integration, as Feldenkrais' method was then known. His experiences during those years of private practice and his ongoing, absorbing interest in developments in related fields (as founding editor of Somatics: the Magazine Journal of the Bodily Arts and Sciences), led to the advances in the field of somatic education that led to Hanna Somatic Education, a form of clinical somatic education used to end pain and improve mobility.

Hanna Somatic Education developed from the convergence of ideas and discoveries of many individuals. Its methods rest upon a simple principle brought forward by Feldenkrais, and before him, by F.M. Alexander: that improvements of human functioning rest ultimately upon human attention and intentional application of effective methods of change to oneself, i.e., upon education. Hanna Somatic Education freely applies the principles and methods brought forth by Hanna's predecessors; however, to those methods, Hanna added something more, something that was his unique contribution to the field and that created a major improvement in the speed and degree of improvement possible with somatic education: a technique now called, "assisted pandiculation" -- a strange term with a simple meaning.

THE PANDICULAR RESPONSE
The term, pandiculation, comes from the study of animal behavior -- ethology. One paper in particular, on pandicular behavior of sheep fetuses in-utero, published by researcher A.F. Frazier, piqued Hanna's interest and led to his developing a new clinical technique.

The term, pandiculation, refers to something that you have undoubtedly seen cats and dogs do upon arising from rest. It's something you often do, yourself, before getting out of bed in the morning or upon standing up from a prolonged period of sitting. It's also something referred to by an expectant mother as her baby "kicking" inside her womb. It's a sensuous movement of refreshment and preparation for activity.




People commonly call it, "stretching" -- but it isn't stretching, and it especially isn't stretching in the sense applied by physical therapists and athletic trainers. It's a strong, pleasurable contraction of muscles in particular patterns, followed by a smooth (not sudden) release and then by movement into activity.

Animals and children pandiculate instinctually to refresh kinesthetic awareness and motor control. It's what they spontanously feel like doing upon arising from rest. The action, which originates in the motor and motor-association areas of the brain, sends a strong cascade of sensory impulses to the sensory and sensory-association areas of the brain from the sense receptors of movement, a cascade of sensation sufficient to refresh the sensory-motor feedback loop by which we regulate muscular tension and movement. Motor control and sensory awareness improve in seconds of pandiculation.

The Pandicular Response, as a feature of neuroplasticity, depends upon an intact nervous system; lesions of the nervous system impair the application of the pandicular response to the affected region.

The presence of contractures that commonly form during injury and that persist long after healing of injuries as distortions of motor control is a sign that sensory-motor integrity has been blown out/interrupted. Voluntary control of movement has been distorted and diminished, and control has passed to the involuntary, subcortical brain level (e.g., cerebellum). Patterns of movement practiced repeatedly, as in athletics or as part of ones vocation, likewise pass to subcortical control, and are triggered by momentary intentions to move in familiar ways and are executed "on-automatic", fine-tuned by in-the-moment intentions. Typographical errors are are an example of how automatic execution has overridden voluntary control, as most typographical errors involve the correct spelling of the incorrect word!

It turns out that pandiculation is sufficient not merely to refresh the sensory-motor feedback loop, but to reforge sensory-motor integrity when it has been interrupted/blown out by the pain of injury and reflexive movements have taken over. "Reforge" implies an enduring improvement.

Dr. Hanna devised a way to apply the pandicular response deliberately; more than that, he devised a way to magnify the effects of the pandicular response in a hands-on technique called, "assisted pandiculation"; and he devised protocols that apply assisted pandiculation in a systematic way to address three major reflexes of stress that commonly become habituated in human beings: Landau Reaction, Trauma Reflex, and Startle Reflex.

Habituated Landau reaction commonly appears as back trouble, so-called degenerative disc disease, insomnia and tension headaches.

Habituated Trauma reflex commonly shows up as lasting changes to movement and posture following injury or surgery, as TMJ dysfunction, and as the headaches that follow whiplash injuries.

Habituated Startle reflex commonly shows up as the chest-down, head forward posture and movement of the elderly and those who have been through emotionally traumatic times, and as breathing difficulties.

You can find more detailed discussion of these three reflexes of stress in Dr. Hanna's book, Somatics: ReAwakening the Mind's Control of Movement, Flexibility and Health, and in his definitive article, Clinical Somatic Education: A New Discipline in the Field of Health Care.

That "therapeutic/athletic" stretching is an inadequate approach to correcting alterations of muscular control and restrictions to movement can be seen in the long periods needed in therapy and athletic training needed to produce even modest improvements. Its error is in treating contractures as if they are bio-mechanical conditions, alone, that can be treated by biomechanical means, alone.

Assisted pandiculation, on the other hand, addresses such altered functional patterns in a way that is true to their nature as changes of muscle/movement memory (rather than as a bio-mechanical matter), and so it quickly produces the desired results and those results are durable and easily withstand both activities of daily living and vigorous activity.





Hanna Somatic Education fully acknowledges the bio-mechanical aspect of the human body and uses that view in applying its methods; however, it goes beyond the view of the body as a "marvelous machine". It recognizes that the "memory" of "muscle memory" resides in the brain, not in the muscles; it recognizes neuroplasticity (memory formation and memory dissolution) as the underlying process of motor development and of the alterations of movement that follow injury; it recognizes that coordination trumps strength, that large muscular recruitment patterns trump the action of any single muscle, that inherent movement patterns trump arbitrary movement patterns; and that the feelings and action of the individual trump anything that can be done to him or her. Thus, Hanna Somatic Education integrates the understandings of kinesiology, neuroplasticity, and learning theory to get results faster, more easily, and more comfortably than by standard therapeutic or training methods, and it supports the processes of therapy and of athletic training.

Its effectiveness is so decisive that it usually brings lasting relief from excessive muscular tonus in any area of the body in less than two minutes. (The length of clinical somatic education sessions comes from the amount of territory that must be covered, when addressing altered patterns of control).

Before and After | Hear clients’ own words. Lawrence Gold

Facebook: Lawrence.Gold.Somatics | 505 819-0858
CONTACT: http://somatics.com/wordpress/contact

Clinical Somatic Education | a New Discipline in the Field of Health Care
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In Pain? The 3 Biggest Mistakes People Make to Get Out of Pain Lawrence Gold

Facebook: Lawrence.Gold.Somatics | 505 819-0858
CONTACT: http://somatics.com/wordpress/contact

Clinical Somatic Education | a New Discipline in the Field of Health Care
https://www.youtube.com/user/Lawrence9Gold?feature=mhee
#somatics
#somatic education
#intelligent-self empowerment
#personal development


http://feeds.wordpress.com/1.0/comments/lawrencegold.wordpress.com/742/ In Pain? The 3 Biggest Mistakes People Make to Get Out of Pain Lawrence Gold https://lawrencegold.wordpress.com/2017/06/02/in-pain-the-3-biggest-mistakes-people-make-to-get-out-of-pain-lawrence-gold/