London Radix Workshops

education in feeling --- intensive body focused personal growth work - since 1985

now in the New Forest

Education in Feeling

Charles Kelley developed Radix in California during the 60's and 70's as part of the Human Potential movement. He rejected the "medical model" and rather than a therapy, called his approach "Radix Education in Feeling" and later "Radix Education in Feeling and Purpose." Based on this educational model, Radix practitioners are traditionally known as Radix Teachers and their clients, Radix Students.

This approach paid little attention to the concepts of transference and counter-transference, and emphasised self-responsibility  and self-direction in the Student. It asserted that personal development entailed risk: students were invited to sign a disclaimer at the start of the work, acknowledging that becoming more alive could make aspects of their lives intolerable to them.

While most Radix  practitioners - and certainly the  London Radix Workshop leaders - now work with an awareness of psychodynamic concepts, and see Radix as a form of Body Psychotherapy, the spirit of the founder still presides, and autonomy, self-direction and responsibility are part of the fabric of basic assumptions that inform the culture of the workshops.                                                                                                           

Benefits of an Education in Feeling

For all of us

Kelley listed the aims of Education in Feeling as:

Freeing blocks to feeling
Gaining increased spontaneity
Learning better to:
• give and accept love
• work through anger and fear
• laugh and cry
Feeling more deeply
Better contact with others
More capacity for tenderness
Opening up emotionally
Greater emotional freedom
Better ablity to love
Enjoying life more deeply

For practitioners

For practitioners in the helping professions another kind of Education in Feeling is being called for by the discoveries in and syntheses between developmental, experimental, neuroscientific, and clinical areas of research:

 "a vitalizing attunement to the patient,"

 "awareness of visceral-somatic  counter transference  responses",

 " a moment by moment tracking of subtle and dramatic shifts in arousal and state"

 -these are some of the capacities that Prof. Allan Schore calls for at the end of his mighty trilogy on "Affect Regulation."

There is no better way to develop these capabilities than through the  deep involvement with one's own embodied emotional process that comes from a course of Radix Intensives.