A SOMATIC AND PHILOSOPHICAL APPROACHES AROUND THE EMBODIED FLOW IN MOTION AND PHENOMENOLOGY IN THINKING IN EXPERIENTIAL LEARNING AND CONTEMPORARY MOVEMENT BY USING BASIC CONCEPTS OF LABAN MOVEMENT ANALYSIS AND BARTENIEFF FUNDAMENTALS

 5. EXPERIENCE AND ACTION WITHOUT PREJUDICE (last chapter from Lecture on Laban Conference, June 2022)

Experience and action has an importance in my life as a teacher. It is very clear that we have to be able to re-connect with our own bodies through the movement, but that also gives a hint that student needs to connect not only with the teacher, but I would rather say with his own body and mind, his patterns, habits, emotions, vulnerability…  This part can be slow and hard but as a teachers we ought to find a tool how to be followed, then how to overcome it, how to stop imitating teacher/student movement, how to re-pattern and recognise their own, accept it, how to listen, become intimate with some parts of the body, creative and then start imitating again with own qualities, originality, vocabulary, imagination, acceptation of their own being using the voice as a rhythm, clapping with hands, using an instrument as a leader, using laughter as the element of catharsis, silence to imbalance the comfort zone, using the space, harmony/disharmony, different habits, body language, …Dewey insisted on learning through action, and “thought and action are inseparable” (DRJ: Vol. 34, Iss. 2: p.60.). The mind is not located in one particular place, it is situated in the whole body. We think, act and experience as one body and mind. When we move, we think, when think we act and becoming thinking body. This experience taking place continuously.
“Husserl’s phenomenology is interested in what we experience, but also how experiential phenomena and the world they comprise are shaped by the structures of consciousness” (DRJ., Vol. 43, No. 2 (Winter 2011), pp. 34-35; Published by: Congress on Research in Dance ).
We were witnessing the phenomenology of breath and the movement through curiosity, exploring uncertainty and chaos and play without judgemental eye.
    “It is really important for the group to be able to tolerate intermittent confusion,             ambiguity, uncertainty, chaotic profusion of issues and apparent difficulties. The             group needs to abide with chaotic profusion for a while, and wait for a genuinely             creative order to emerge in its own way and time” (Bound., Keogh., Walker., 1985,         90).
Experiential learning teach us how to share this knowledge together, how to mirror and share this meaning with ourselves and the others and think about the consequences for the group. From this understanding we can act, react and create the kind of group or environment we want. That is why we need to use everyday ongoing reflective practice and have reflective conversation with ourselves that empowers us teachers and increases our self-confidence but also make an interaction with the learners and evoke theirs meta-cognitive condition and open the ‘appetite’ for contemplative and participative observing.