PRO-FELDENKRAIS® international teacher training program (open training*)

Aeroparc Gilze-Rijen Engels

The PRO-Feldenkrais International Teacher Training Netherlands  (PRO-Feldenkrais NL) is the sixth accredited international training held in the Netherlands.  The training takes place in the southern part of the Netherlands, at Panta Rhei’s spacious, well-lit training center in Rijen (Noord Brabant). Given the English proficiency of the Dutch and our desire to offer an international training program, we will conduct the course in English.

Movement scientist, cybernetician, multimedia author, and Feldenkrais teacher and trainer Larry Goldfarb is the Educational Director of the PRO-Feldenkrais NL program, continuing his central role in the first five Amsterdam programs.  Continuing their long working relationship, Caro van Iersel joins him as the program’s Co-director.

The training curriculum combines classical aspects of Feldenkrais training, including extensive immersion in Awareness Through Movement (ATM), gradual development of refined touch and improved self-use, and exposure to Feldenkrais’ life and ideas, with the best of contemporary approaches, including experiential anatomy, cooperative learning, and online learning support. We support ongoing education by organizing study groups, providing study guidelines, and meeting online during the months between training segments.     

  • Feldenkrais Accreditation is being applied for.
  • Enrollment in the program is open to interested people from all branches of the moving arts and sciences

Intentions and Commitments

Educational Plan

The Curriculum

A Comment on Language & Staffing

The Application

Training Schedule

About Panta Rhei

Intentions and Commitments

Committed to a program that brings an international group of trainees together, crosses the boundaries of language and country, and reflects the spirit of the European community, we propose the sixth accredited training program in the Netherlands. 

We are committed to creating a program that prepares you to be a competent and successful practitioner.  

  • By preparing you to be competent, we mean that when you complete the program, you will be capable of giving worthwhile and beneficial Awareness Through Movement (ATM) and Functional Integration lessons.  
    • We realize that competence, like function, is not simply the performance of a skill. Considering competence as more than just doing the work, we also count the ability to relate to colleagues,  other professionals interested in movement and learning, and the general public.  
    • We aim to develop the knowledge necessary for being professionals in the field and to understand our work in a historical context as both a physical tradition and an intellectual heritage.  
  • By successful, we mean you will be prepared to face the challenges of beginning and conducting a successful practice. 

We base the program on the examples of training programs, workshops, and classes that Moshe conducted.  As such, we build this training on the body of work that he created:  the Tel Aviv, San Francisco, and Amherst training programs, the extended courses at Esalen and Berkeley, long workshops, and books and articles he wrote.  So that you have an impression of what it meant to learn from the founder of the method, we will use portions of these recorded materials as part of the program. We recognize that following the tradition that Moshe began means we must base our plan on a sound foundation of experiential, sensory-based learning.  Our training design also benefits from recent developments in pedagogy that make learning not only active but, more importantly, interactive.

The following section on Learning Strategies delineates how we encourage you to talk with and learn from each other, experiment with various ways of working, develop skills, understand ideas, practice writing and speaking about the Method, and fully engage in active learning.  To ensure that learning continues outside of class, we will provide you with ways to continue working independently, including asking you to participate in self-organized study on your own and with your classmates.  The program offers an online library where you can access recordings from the program along with articles and other resource materials. In this training, we include online class meetings to promote continued learning.  Beyond that, because we recognize that learning happens on a personal level, the Educational Director offers virtual office hours.  To keep the development of ATM teaching skills and understanding a lively concern, we ask you to complete a community-based Awareness Through Movement (ATM) project during the third year. This process creates a stepping stone from practice teaching during the training to offering classes to the public for compensation while simultaneously providing a legitimate reason for offering their services for free. We progress from understanding individual lessons to composing meaningful series of classes and learning how to prepare to teach. You are also encouraged to collaborate — with each other or a local teacher — in preparing and presenting your class(es) or workshop.

Educational Plan

The  PRO-Feldenkrais NL program draws on a wide variety of teaching-learning approaches, including lectures, Awareness Through Movement (ATM), Functional Integration, class discussion, small group work, collaborative learning experiences, cognitive apprenticeship, ongoing support and supervision, and between-segment assignments. 


Trainers, assistant trainers, and guest lecturers present short talks on the background of the method, related areas of current knowledge, and professional conduct.  During the first segment, you learn about Moshe Feldenkrais and his development of the Method.  We delve into Moshe’s history, background, and training to understand the roots of his methodology.  As the program progresses, we present an explicit and comprehensive set of models. Eventually, these talks turn to more practical matters, such as developing a practice and running a business.  These talks link theoretical presentations to experiential learning. They also incorporate Socratic dialogue to engage and refine your critical thinking abilities.

To differentiate prevailing concepts from our Feldenkraisian framework and assist you in learning to talk to people with other perspectives, we introduce relevant topics in contemporary education, movement science, systems theory, and philosophy. The purpose of presenting a broad spectrum of ideas—including concepts from cognitive & educational psychology, anatomy, neurophysiology, kinesiology, motor learning, cybernetics, dynamic systems theory, phenomenology, and epistemology—is to demonstrate where and how these concepts can be of use to the Method. 

Awareness Through Movement (ATM)

You experience ATMs taken from the entire range of Feldenkrais oeuvre.  In addition to becoming familiar with the classical structures and themes that Moshe taught in classes to the general public, you also delve into the complex, interwoven lessons he taught in San Francisco and Amherst training programs. 

The beginning of the program highlights the developmental themes that Moshe taught in Amherst. Each module explores a specific theme. As the program progresses, we draw more from the San Francisco structure and material, as well as from Alexander Yanai and other supplemental materials. We organize segments around a specific functional theme, such as standing and walking. We do not make an exclusive distinction between Awareness Through Movement (ATM) and Functional Integration

Instead of focusing on Awareness Through Movement (ATM) only during the program’s first half, we continue to address how to teach it throughout the program.  Rather than developing an understanding of ATM lessons solely as individual entities, we also examine several series of lessons and how they facilitate learning over time.

Besides experiencing ATM lessons in the program, you receive supervision in teaching them in the training. You will receive assignments to develop your presentation and comprehension between segments (see section below).  In the third and fourth years, you are encouraged to do an optional community-based ATM student teaching project, which you prepare collaboratively.  We ask you to work in a community where you do not have prior credibility to learn how to develop it with support and supervision.  As part of this externship, you ask the participants to complete a standardized course evaluation, a concrete means of evaluating and improving your teaching skills.

Functional Integration

As mentioned above, we begin developing Functional Integration skills early in the program.  

Along with learning anatomy and movement observation, we nurture basic sensing abilities: making skeletal contact, “seeing with the hands,” and directional touch.  You refine your tactile and kinesthetic acuity by “going for a ride” during ATM lessons and in innovative small-group exercises.  

You will be able to learn through observation by observing FI in-class lessons, lessons given to other trainees during non-class hours, and videos of Moshe giving lessons. You receive at least three individual lessons each training year and are encouraged to arrange more lessons between segments. 

You will receive a minimum of 12 FIs throughout the training. At least one of these lessons shall be from the Educational Director. You receive the remaining required lessons from a  Trainer, an Assistant Trainer or a Feldenkrais teacher with at least five years of experience. 

The curriculum is structured so you will learn basic FI techniques, tactics, strategies and structures in the first three years.  The fourth year allows you to refine your competence and confidence, preparing to start a practice when you graduate.  In this final year, we will also develop an understanding of how to structure a series of individual lessons over time.

Class discussion

Trainers and assistant trainers facilitate and moderate discussions involving the entire class as well as in small groups.  These discussions include Socratic dialogues, question-and-answer sessions, open-ended talks, and topic-specific conversations.  Class discussions encourage you to grapple with difficult questions while modeling the process of asking and investigating legitimate questions, that is to say, questions that do not have pre-determined answers.  The faculty engages in an interactive, dialogic approach, demonstrating how to interact consistently with how the Method is structured and taught.  You also participate in self-directed discussions. 

Small group experiences

Small group experiences facilitate cooperative learning where you will learn from and with each other.  We include small group exercises structured around performing certain activities — such as observing movement, practicing hands-on skills or exploring an aspect of educational strategy — and discussions.  For example, after reading one of Moshe’s books, topic-oriented discussions and student presentations create a bridge from the text to the experiential aspects of the curriculum.  The faculty also leads some small group experiences as they would teach an Awareness Through Movement lessons, guiding you through a step-by-step process.  We use triads — and other configurations larger than dyads — to develop your ability to observe and understand the interactive aspects of our work.  

We also use small groups to foster Functional Integration and Awareness Through Movement skills. For example, you review an ATM, analyzing and discussing its structure and logic with each other. You practice by teaching short sections of the lesson and working collaboratively on presentation skills, pedagogical strategies, language patterns, voice quality, and pacing.

In the small group setting, you have the opportunity to speak and be heard, creating a concrete basis for developing trust and membership in the group.  You also evaluate the training process, reflect on class events, identify difficulties, and develop solutions.  

By asking you to talk and work with your classmates, we work to create a constructive context. In particular, we believe this kind of interaction fosters respect for — and the ability to work with — colleagues.  We expand the idea of group learning beyond that of being in a group and learning individually to learning as a member of a group.  

Supervision & Individualized Learning 

As the educational director, Larry gets to know and work with you individually. To facilitate this, he conducts regular meetings with you — during the training and “virtual office hours” — to discuss your learning process and ways of supporting it. (Virtual office hours are meetings with the trainees between segments via e-mail, telephone, and videophone calls.)   

The educational director and co-director observe and track your progress. Not only do we monitor your participation in Awareness Through Movement lessons, interaction in structured experiences, and practice hands-on skills, but we continually follow your participation in — and development throughout — the program. 

Thus, supervision —in the sense of watching and guiding—is an ongoing aspect of the program. Explicit assessment of your Awareness Through Movement teaching abilities happens during the second year. Functional Integration supervision starts with short lessons given to fellow trainees at the end of the third year (see the Curriculum section for further details). It continues with the supervision of FIs given to volunteers from the general public in the fourth year.

Between Segment Learning

We recognize that the training program is a long process. We have chosen to offer two- and three-week in-person sessions combined with shorter online segments spread over each training year to facilitate continued, incremental learning.  We want to utilize the time between classes to support ongoing gradual development.  To that end, you organize study groups between training sessions to work on specific assignments.  (We know from experience in previous programs that study groups and intersession assignments make significant and crucial contributions to your overall learning.) 

We encourage you to take Awareness Through Movement classes or workshops in the interim. Studying with colleagues outside of the program exposes you to various styles and approaches to teaching while also encouraging interaction with future colleagues. For the same reasons, we suggest you receive intersession Functional Integration lessons.

Given the challenges the method faces and will continue to face in becoming better known and accepted in the public domain, we encourage you to develop your reading and writing abilities.  To this end, we assign reading and writing between segments.  For example, during the second year, we will ask you to create an outline for a talk you could give to the public.  So that you receive comments and suggestions, your study group reviews your proposal and offers feedback. This approach develops critical reasoning abilities and provides a structure for continued learning.

We digitally record each session of the PRO-Feldenkrais NL program. The audio recordings of the ATM lessons and the videos of the class activities make up the content basis of the program’s online library, from which you can access any portion of the program. In addition, we provide an online index of the recordings after each segment to facilitate the use of the materials.

The Curriculum

Year One

The program’s first year initiates you into the basic tenets of the Method. Your immersion in Awareness Through Movement forms the heart of this time. The beginning of the training incorporates classic ATM lessons with an explicit developmental theme.

From the beginning of the program, we make distinctions between observation and interpretation to support you in developing and refining your abilities to observe. Specifically, we construct situations where you witness and recognize differences in how diverse individuals organize the same movements.

To preserve the legacy of Moshe’s work, we focus on the concepts and frameworks he introduced in his writings, classes, workshops, and teacher training programs. We develop the idea of self-organization, especially its relationship to doing the work

We introduce the art of making contact and the various ways of touching from the beginning. In the first year, learning activities emphasize developing sensitivity, working with awareness through touch, learning basic skeletal anatomy (through experiential exercises), and hands-on experiences tied directly to the Awareness Through Movement lessons.

Along with this tactile work, we begin to work on communication skills, emphasizing listening and developing the exploratory attitude so central to doing the work.

Year Two

In the second year, we cultivate an understanding of the grammar and syntax of Awareness Through Movement, elaborating on themes from Year One.  You learn what constitutes a lesson and how each step contributes to its integrity. We begin to develop communication skills and the components of teaching ATM, including delving into the importance of using language well and the variety of presentation styles.

Lessons are presented around specific functional themes, such as walking or sitting, to help you understand and observe these global coordination patterns.  To end the second year with you knowing a basic repertoire of simple lessons, we thoroughly examine several “classic” ATM lessons.  We also supervise you in teaching classes to each other. 

In addition, we discuss different means and approaches to offering classes, including the advantages and disadvantages of teaching online and in person. We ask faculty members and visiting colleagues to share their experiences of starting to teach and the lessons they learned. We present the basics of starting a practice, enlist those with relevant expertise to support fellow trainees, and provide frameworks and resources.

You learn to speak about the method engagingly and professionally through discussion, developing communication skills, role-playing, and practicing.

The introduction of hands-on work is inseparable from the Awareness Through Movement lessons. We introduce basic hands-on skills through “guided Functional Integration” or “non-demonstration ATM-like processes.” Classes are structured so you end the second year knowing how to teach the same “classic” lessons verbally or hands-on. To avoid following recipes by rote and foster genuine, in-depth understanding, we explore the same themes from different angles using varying constraints. 

Year Three

In the third year, we refine the technical hands-on skills needed for the practice of Functional Integration. We foster these skills and the concepts upon which they rely against a background of systems thinking and critical thinking. We do this so that you do not simply repeat what you saw but, as much as possible, learn in the context of solving problems and figuring things out for yourself.

We believe in de-emphasizing the transition between engaging in Awareness Through Movement and learning Functional Integration by having both practices develop throughout the program. Therefore, we continue inquiry into the teaching of Awareness Through Movement in the third and fourth years. As you complete the community project and begin to teach classes(1), we present more complex Awareness Through Movement lessons and continue developing ATM teaching skills and pedagogical understanding. We also examine the formal relationships between ATM and FI lessons, translating from one format to the other.

We introduce situations in which you supervise each other —and are observed by the faculty—in giving Functional Integration lessons to each other. This way, we identify difficulties early on, zero in on the particular challenges you may face and individualize solutions long before the pressure of the last year. This approach creates an additional step between the safe and exploratory nature of the class work and the often intimidating leap into the supervisory situation of the fourth year. We encourage you to actively and regularly practice FI between years three and four to prepare for assimilating the material in the fourth year.

Year Four

During Year Four, you will continue to refine your abilities.

You learn more about communicating constructively with your students, understanding the learning logic and teaching tactics of Moshe’s method, and your self-use, observational acuity, and manual skills.  

We introduce more unusual and challenging positions and situations in Awareness Through Movement and hands-on work. Our focus shifts from teaching individual lessons to curating and presenting a series of classes or a workshop. We delve into how the teacher understands, follows, and facilitates learning over time.  

We include student-directed and faculty-led supervision of FI lessons.  Though it will have been an ongoing theme throughout the program, we pay particular attention to your ability to articulate and present the work. While we rely on small group learning throughout the program, we use them with increasing frequency in the final year to provide as much individualized feedback and attention as possible. You move from developing basic techniques and unpacking lesson structures to thinking strategically and acting systemically.

During this program’s final year, you must give at least two supervised individual lessons to demonstrate your competence.  

A Comment on Language & Staffing 

In keeping with the tradition we established in previous Amsterdam and Strasbourg programs, we propose this training as an international one reflecting the universal nature of our work and the growing interest in it. Since the Dutch are competent in English, and since we intend to bring together a multi-national group of trainees, conducting the training in English makes sense(2).  

The faculty includes trainers and assistants from Europe, Australia, and North America.  We continue to incorporate experienced Dutch practitioners in the program as tutor teachers: experienced practitioners who commit to attending the program regularly, giving the FIs, and working with the trainees between segments. This process helps them prepare to become assistants while providing Dutch trainees with native language and culture support. Since local practitioners can attend the training as visitors, we also offer a much-needed opportunity for Dutch teachers to review a training program and continue their professional development in their home country.


One0119 — 30 August 2024Larry Goldfarb
 0221 October — 1 November 2024Anastasi Siotas
 0307 — 08 December 2024Caro van Iersel Larry Goldfarb
 0425 — 27 January 2025Larry Goldfarb Caro van Iersel
 0514 — 16 March 2025Caro van Iersel Larry Goldfarb
 0628 April — 09 May 2025Susan Hillier
 0707 — 08 June 2025Larry Goldfarb Caro van Iersel
Two0818— 29 August 2025Arlyn Zones
 0913 — 24 October 2025Larry Goldfarb
 1015 — 16 November 2025Caro van Iersel Larry Goldfarbl
 1116 — 18 January 2026Larry Goldfarb Caro van Iersel
 1213 — 15 March 2026Caro van Iersel Larry Goldfarbl
 1327 April — 08 May 2026Angelica Feldmann
 1406 — 07 June 2026Larry Goldfarb Caro van Iersel
Three15  17 August— 04 September 2026  Larry Goldfarb Caro van Iersel
 1612 — 23 October 2026Larry Goldfarb
 1714 — 15 November 2026Caro van Iersel Larry Goldfarb
 1806 — 07 February 2027Larry Goldfarb Caro van Iersel
 1926 April — 07 May 2027Arlyn Zones
Four2005 — 06 June 2027Caro van Iersel Larry Goldfarb  
 2116 August — 03 September 2027Larry Goldfarb Caro van Iersel
 2218 — 29 October 2027Larry Goldfarb
 2308 — 09 January 2028Larry Goldfarb Caro van Iersel
 2404 — 05 February 2028Caro van Iersel Larry Goldfarb
 2517 — 28 April 2028Larry Goldfarb

Please note:

  • The majority of the training consists of in-person training at the Panta Rhei center, located in Rijen, Noord Brabant, NL. 
  • During the program’s first two years, we meet for three two-week (ten-day) in-person training segments each year, adding up to 30 days (6 weeks) per year.
  • During the third and fourth years, we meet for two two-week (ten-day) segments and one three-week (15-day) in-person segment, adding up to seven weeks (35 days) per year. 
  • That makes for a total of 130 days of in-person instruction.
  • In-person classes meet Monday to Thursday from 10:00 AM to 6:00 PM (10:00 – 18:00) and from 9:00 AM to 4:00 PM (09:00 – 16:00) on Fridays during the first and second years.
  • During the third and fourth years, in-person classes meet from 9:00 AM to 2:30 PM (09:00 – 14:30) on Fridays.
  • In addition, the program includes 13 online segments, each consisting of two or three consecutive half-day classes. 
  • Online classes will meet 06:00 – 9:15 PM (18:00 – 21:15)
  • These short meetings add up to another 30 days of online instruction over all four years. The online segments happen during the months between live segments. 
  • Each online class consists of two and three-quarters contact hours.
  • Combining 130 in-person days plus 30 online days equals 160 days of instruction over four years.

please note: the program can continue with a minimum number of 24 participants

The PRO-Feldenkrais NL program is not yet accredited by the European Feldenkrais Training Accreditation Board. Accreditation is being applied for; the program meets or exceeds all requirements.

(1)  Beginning to teach classes before the end of the training is one the most important factors in determining future success.

(2)  Mind in Motion’s previous five training programs in the Netherlands, which were all accredited by the EuroTAB, were successfully conducted solely in English.

The application

This professional training program is designed to give you the experiences, skills, and knowledge necessary to practice the Feldenkrais Method. The only prerequisite for participating in the program is prior experience with the method. We screen applications according to the degree of interest in working as a professional. We also consider the contributions you could eventually make to the practice and development of the method.

We are looking for a diverse group of trainees with a wide range of professional and life experiences. We are committed to accepting participants into the PRO-Feldenkrais NL program regardless of race, gender, religion, physical limitation, age, or sexual orientation. 

To let us know you’re interested in participating in the PRO-Feldenkrais NL program, please sign up for a free account on the website and register for the training course. We will send you an application via email asking for the following information:

  • Work history 
  • Educational background (academic & professional)
  • Financial information 
  • Experience with the Feldenkrais Method
  • Languages spoken & ability levels
  • Description of hobbies and interests
  • Health status
  • Two letters of recommendation
    One from a Feldenkrais teacher, if possible
  • A current photo

To apply for the program, please submit a PDF of the completed application or send the answers in an email. The Educational Director and/or the Co-Director read applications as we receive them; after which, we will let you know whether or not you are accepted into the program. If your application is approved, we will send you the trainee contract, which you will need to review, sign, and return to Panta Rhei, along with your tuition down payment.


Feldenkrais teacher and trainer, movement scientist, and multimedia author Larry Goldfarb, CFT, RSME, Ph.D., has been practicing Moshe’s method for 43 years, teaching it for 38, and training others for 28. Over the years, he has directed Feldenkrais teacher trainings and postgraduate programs on three continents and taught in universities, hospitals, dance companies, music conservatories, orchestras, and other organizations in 15 countries.



Dr. Goldfarb holds a Masters degree in Cybernetic Systems (San Jose State University, 1990), which he completed under the tutelage of Heinz von Forester, and doctorate in Kinesiology/Movement Science from the University of Illinois, Urbana-Champaign). He studied neurolinguistic programming with Richard Bandler and John Grinder, completing the final trainers’ training they conducted together. He brings a rich background in group facilitation, movement analysis, contact improvisation and dance, and other related fields to his work.
Engaging and intellectually rigorous, Larry is simultaneously a fun, straightforward, and collegial teacher who enjoys nothing more than building confidence and fostering competence. He is known for developing the SPIFFER model and other frameworks for understanding and practicing the method. He is committed to demystifying the method and empowering others in every course he gives.
Larry worked in physical therapy and rehabilitation clinics in the greater San Francisco Bay area for many years. He currently maintains a practice in Santa Cruz, California, where he teaches group classes and provides professional supervision.

Anastasi’s life journey began in Melbourne, Australia. He was, born to Greek parents who encouraged a broad perspective on the world. Sent to Greece at 16, he now considers the island of Crete a second home after nearly 50 years.  Balancing his love for both the Arts and Sciences, Anastasi’s initial educational choices led to two distinct careers. The first involved a decade as a postgraduate research fellow at Melbourne University, focusing on the ultrastructure of marine plant cells. Following this, he transitioned into a second 10-year career in Dance Performance, Choreography, and Directing, turning his lifelong interest in movement into a profession while keeping a parallel interest in biological systems.

After sustaining a dance-related injury in the early 90’s Anastasi’s exploration of pain management led him to the Feldenkrais Method. In 1993 his study of this work became the most central aspect of his life. Not only becoming his 3rd career choice but influencing his decisions on where to live and informing his future teaching endeavors.

Moving to New York City in 1997 to work as a teacher in Feldenkrais Trainings after completing his own in Sydney, Anastasi furthered his understanding of movement analysis at the Laban/Bartenieff Institute of Movement Studies and has been on their faculty, teaching Kinesthetic Anatomy for the past 15 years. In 1999 he became a student of world-renowned Choreographer, Anatomist, and Educator Irene Dowd and continues to work with her today as one of her teaching assistants.

His expertise in Anatomy and Kinesiology is the result of years spent researching, and teaching in diverse fields, from cell biology to modern dance, and now biotensegrity. Recognized internationally, Anastasi’s approach to the Feldenkrais Method has been well-received as an assistant trainer and trainer in programs throughout the USA, Canada, Australia, China, Japan, the Netherlands, Austria, and Greece. In New York City, he has taught in 8 complete Feldenkrais training programs and regularly conducts workshops in Crete and other locations. His philosophy emphasizes the Feldenkrais Method as a practical tool for self-improvement and human development.

Caro van Iersel, a seasoned Feldenkrais practitioner with over 30 years of experience, began her journey with the Feldenkrais method as a physiotherapist and an avid athlete and dancer. After graduating as a practitioner in 1991, she worked with people from all walks of life, in both public and clinical settings. She taught professional seminars for physiotherapists and allied health professionals in the USA and the Netherlands and workshops for various parties, including performing artists, parents and yoga instructors.

After graduation, Caro studied Aikido to better understand Feldenkrais’ Judo background, which added a dimension both to the perception of her movement and to her understanding of the method.

Caro has continued studying with a number of Feldenkrais teachers, including Larry Goldfarb,  in the Mentor training to develop the skills to teach and guide Feldenkrais practitioners, and Chava Shelhav, in the Child’Space training to refine her skills for working with children.

In her role as a parent, Caro has witnessed her children develop through organic learning, which is a fundamental principle in the Feldenkrais Method. She has also learned that the skills you need as a mom are surprisingly transferable to other fields, such as teaching.

Since the inception of the Amsterdam Feldenkrais International Training Program in 1999, Caro has been involved as a coordinator and, from 2007, as an assistant trainer, continuity assistant, and co-director. Throughout this period, she conducted study groups and advanced courses for Feldenkrais trainees and teachers. Additionally, Caro has been on the faculty of teacher training programs in Spain, Sweden, and China. Through her experience studying and working with many different trainers in the Amsterdam Training and other programs, she has observed and adopted a wide range of approaches to teaching the Feldenkrais method.

Caro has witnessed firsthand the method’s effectiveness in working with children and with people dealing with chronic pain. Her practice in Almere, the Netherlands, serves individuals of all ages seeking to enhance their daily lives, artistic pursuits, and athletic performance.

Susan Hillier is a Feldenkrais practitioner, trainer and Educational Director from Adelaide, Australia. She has conducted a private practice for over 30 years – offering Functional Integration to people from all ‘walks’ of life – most often with serious movement disorders.

She is also a Professor of Neuroscience and Rehabilitation at the University of South Australia where she researches in the area of brain recovery – how best to enhance neuroplastic changes that serve the individual well. She conducts clinical trials as well as secondary evidence synthesis to help explore ideas and possibilities for best practice.

Susan teaches in Feldenkrais Professional Training Programs around the world and has been Educational Director in several in Australia. Her style is open and informed – she is particularly interested in combining the scientific with the creative in her lessons.

Arlyn Zones (M.A. Theatre Arts) studied physical approaches to character work and mime before discovering and training in the Feldenkrais Method®. She has been involved in the Feldenkrais Method since 1977 and graduated in 1983 from the last training that Dr. Moshe Feldenkrais conducted during his lifetime.  Arlyn has taught in over a hundred Feldenkrais trainings worldwide.  She has directed several of her own programs in Europe and North America. Arlyn co-directed the first Amsterdam Training with Larry Goldfarb.

She has played an active role in all the subsequent Amsterdam trainings.


Over the last 40 years Arlyn has taught hundreds of workshops for health professionals, pediatric therapists, performing artists, and the general public.  She has also taught special workshops on the theme of Feldenkrais and Voice.


She has taught numerous Advanced Trainings for Feldenkrais Practitioners on numerous subjects including how to work with children with special challenges.  She has been active in mentoring many of the most senior assistants in the Feldenkrais community.


Arlyn lives in San Francisco, California where she has maintained a private practice for the past 40 years.   She works with infants, children and adults who are seeking help for a wide range of physical and neurological difficulties.  She also works with performing artists. She has brought the Feldenkrais Method into clinics, hospitals and schools for children with learning differences.

Angelica Feldmann, M.A., resides in Zürich, Switzerland. She has been an international Feldenkrais Trainer since 2006. Angelica has worked around the world in many Feldenkrais trainings and is the Educational Director of her own trainings in Switzerland. She has a master’s degree in educational science and a background in dance, improvisation and work with the voice.

Angelica’s approach is unique, as she brings into her teaching her large spectrum of training and experience in different schools and methods of movement and mindfulness, all related to somatic learning and the science of movement. In her work, she facilitates the understanding of the depth of the Feldenkrais Method in a unique way and establishes novel interdisciplinary connections, as well.

PRO-FELDENKRAIS® international teacher training program (open training*)
Per jaar
€ 5.100,00

Inschrijven voor deze cursus?



19 aug t/m 30 aug 10:00 - 18:00
21 okt t/m 1 nov 10:00 - 18:00
7 dec t/m 8 dec 18:00 - 21:15
25 jan 2025 t/m 27 jan 2025 18:00 - 21:15
14 mrt 2025 t/m 16 mrt 2025 18:00 - 21:15
28 apr 2025 t/m 9 mei 2025 10:00 - 18:00
7 jun 2025 t/m 8 jun 2025 18:00 - 21:15
18 aug 2025 t/m 29 aug 2025 10:00 - 18:00
13 okt 2025 t/m 24 okt 2025 10:00 - 18:00
15 nov 2025 t/m 16 nov 2025 18:00 - 21:15
16 jan 2026 t/m 18 jan 2026 18:00 - 21:15
13 mrt 2026 t/m 15 mrt 2026 18:00 - 21:15
27 apr 2026 t/m 8 mei 2026 10:00 - 18:00
6 jun 2026 t/m 7 jun 2026 18:00 - 21:15
17 aug 2026 t/m 4 sep 2026 10:00 - 18:00
12 okt 2026 t/m 23 okt 2026 10:00 - 18:00
14 nov 2026 t/m 15 nov 2026 18:00 - 21:15
6 feb 2027 t/m 7 feb 2027 18:00 - 21:15
26 apr 2027 t/m 7 mei 2027 10:00 - 18:00
5 jun 2027 t/m 6 jun 2027 18:00 - 21:15
16 aug 2027 t/m 3 sep 2027 10:00 - 18:00
18 okt 2027 t/m 29 okt 2027 10:00 - 18:00
8 jan 2028 t/m 9 jan 2028 18:00 - 21:15
4 feb 2028 t/m 5 feb 2028 18:00 - 21:15
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