抄録
The purpose of this study is extracting the principle of “somatic learning” explained by T. Hanna by examining his terminology. I also consider common viewpoints that illuminate the interrelation of various bodywork systems and then become clues for decoding their unique terminologies and learning systems. I was mainly concerned with a series of essays titled “What is Somatics?” by Hanna (1986-1988). I referred his terminology to neurobiology and the theories of neurocognitive rehabilitation.
I clarified that Hanna explains somatic learning as an activity expanding the range of volitional consciousness in contrast to conditioning, and also a way of releasing the involuntary restrictions of sensory-motor amnesia. He explains that, triggered by focusing one’s awareness on an area, the awareness facilitates the function of “synergy of sensory-motor system”, and the function makes the inactive motor-neuron of that area active. Hanna also states that sensing needs acting.
Based on Hanna’s ideas, the common viewpoints for comparing various bodywork systems are indicated as follows. (1) How to help students focus their awareness on the appropriate parts of soma? (2) How did the founders explain the function of synergy? (3) How can we keep students focused on awareness? With considering whole process of movement learning in general meaning, additional viewpoints are indicated: (4) How to make learners get accustomed to a movement. (5) Are the movements learned but ruined in cortical process, un-learned in the cortical process, or undeveloped in the core process?
As somatic scholars stated, Hanna’s idea is also not free from his cultural background and experience. His essay shows us a model of the conceptual flame for somatic learning. Somatic learning doesn’t have to mean specific movements or goals but is triggered by focusing awareness on an area, and choosing the way to move according to the sensation of synergy of feeling of comfortableness from within.
