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High and low level control systems

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The awareness correlates between the intention to achievement

Moshe Feldenkrais; ATM bok part 1 chapter 5 paragraph 11

The eyelid

Yochanan Rywerant uses the function of the eye to exemplify the two different levels of control that schematically explain the process during Feldenkrais lessons

In his book Teaching by Handling, he develops the reasoning further.

Since I meet teachers who have never heard of this, I dedicate this article to a simplified explanation.

1) Blinking is a reflex

We constantly close the eye to keep it moist.

It is a protective mechanism. Sometimes, as with increased nervousness, we blink more often. In certain types of stress less often, if not at all.

Corneal reflex

wikipedia

2a) Closing the eye is voluntary

I can instruct myself to consciously both close and open my eyes and change the pace and rhythm, and even do it one eye at a time. I can clench tight and I can have my eyelids half open.
When I do this volitional act, I still use the same eyelid as in the blinking reflex. The intention is now different and the brain activity is also different. It is not possible to do both actions at the same time.

The volitional action superimposes and suppresses the reflexive action.

2b) Communication and play

I can communicate with someone else through conscious blinks, both in fun and play but also in all seriousness. This is an even more intentional action and the intention is controlled from the cerebral cortex.


2b overlaps the other two.

It is not possible to do
all three ways at the same time.
Closing the eyelid can be done only one way at a time.

In Feldenkrais lessons,
we seek to explore in the third way, with awareness.
We avoid to perform action automatically, in learned and habitual ways. Instead, we approach the lessons with intention, thoughtful, and with an attitude of playful curiosity.

LEVELS OF CONTROL

The lower level manifests its control and initiates activity in the following areas:


1. in hereditary reflexes
2. in conditions of danger when quick defensive reactions are evoked
3. in early-achieved motor patterns such as antigravity mechanisms
4. in emotionally loaded actions
5. in states of regression such as occur after trauma or disease
6. where there are neurological deficiencies, whether peripheral or central
7. where there is pain

The upper level of control manifests itself in quite different functions:


1. in selecting single strands of information from a muddle of noise
2. in exploring, such as the way in which an infant learns about its immediate environment
3. in asking questions
4. in comparing things, experiences, ideas, possibilities of action
5. In playing games, acting, teasing
6. in performing refined, intentional actions
7. in programming intentional, goal-directed activities
8. in a "meta-attitude" toward any activity, namely, the act of "looking at" an ongoing activity

YOCHANAN RYWERANT; 
THE VARIOUS MODES OF THE PUPIL’S RESPONSES:
THE LIMBIC AND CORTICAL LEVELS OF CONTROL

TEACHING BY HANDLING CHAPTER 5

During lessons and for learning, according to the principles of Classical Feldenkrais, we seek a state of mind representing calm and quiet.

The awareness correlates between the intention to achievement

Moshe Feldenkrais; Improving the Ability, chapter 5 paragraph 11

In Acquiring the Feldenkrais Profession page 124 Yochanan Rywerant writes:


“The relationships, the processes
that comes into play
with the intentionality of the action itself:
deciding to take the action or choosing
a non-habitual way of acting etc.,
are again typical considerations of the Method.”