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Historically, most research on conscious processing has focused on visual perception. This perception-based research has led to many insights regarding the nature of conscious processing. Today, research is revealing the intimate link, not just between perception and consciousness, but also between action and consciousness. (See more discussion in a previous blog post.)
To take one noteworthy example, a recent special issue of the journal Kinesiology Review focused on, among other things, kinesthetic sensitivity and self-awareness (click here for special issue; the introductory article is available for free).
In the field of kinesiology, practitioners of many complementary and alternative approaches to movement education rigorously explore their own actions to cultivate kinesthetic sensitivity and self-awareness. Practitioners view enhanced sensitivity and awareness as gateways to improvements in movement control and a reduction in the negative consequences that often stem from unreflective and habitual actions, such as pain, stiffness, and fatigue. Persistent self-exploration of actions has benefits that extend well beyond individual self-improvement. Pioneers of some of the complementary and alternative approaches have provided extraordinary insights into the integrated nature of human behavior and the indivisibility of mind and body.
The special issue of Kinesiology Review highlights three of these pioneers: F. M. Alexander, Moshe Feldenkrais, and Thomas Hanna. The issue also highlights contemporary attempts to study mind-body awareness and lived experience. The articles in the special issue provide fascinating insights into the contributions that complementary and alternative approaches to movement education can make to our understanding of human behavior and should stimulate further thinking about the centrality of action in human consciousness.
For a humorous tale by Morsella, involving a neurologist, click here.
References
Anderson, D. I. (2020). Re-education: What can complementary and alternative approaches to movement education teach kinesiology? Kinesiology Review, 9, 181-189.
