Neurosciences show us today that we all use the totality of our brain. Although it represents only 2% of our body mass (~1.5 kg), it consumes 20% of our energy in adulthood (up to 50% in children and even 60% in babies), which is infinitely more than in the rest of the animal kingdom.

What differentiates us from one human being to another is the priorities that each one gives to the activation of this neuro-cerebral system. They differ according to criteria that genetics, education, culture and origins are not sufficient to explain. Current advances in brain imaging confirm certain interdisciplinary observations from psychology, pedagogy, psychomotricity and movement sciences.

We benefit from two psychomotor and neuro-cerebral organizations, one more open to the outside and the other more open to the inside. We switch from one to the other according to needs and contexts, but we favor one of the two modes, the other being a complement that we call upon as needed.

Thus, a person who prioritizes interactions with the outside world will be more ” receptive ” to information coming from the outside world, to exchange with it in order to perceive, understand, decide, feel and memorize. On the other hand, a person who prioritizes a psychomotor organization oriented towards the inside will be more inclined to go from his inner world to the outside world. The two modes are equally effective and give the image of two different characters or personalities, even though they are the result of an immersion in a particular educational, societal, professional, cultural, geographical and genetic environment.

Introversive psychomotor functioning requires the person to internalize all information in order to do something with it, to register, to understand, to decide, to participate actively; on the contrary, to achieve the same result, extroversive psychomotor functioning requires an interaction with the outside world. For example, this observation suggests that when working together, it is preferable to have people in introversive mode work together on their side so that the extraversives do not annihilate the intrinsic resources of people in introversive mode by their active and immediate participation. It is easy to understand the pedagogical benefit that can be derived from such a perception in the context of courses or training.

Neurosciences show us today that we all use the totality of our brain. Although it represents only 2% of our body mass (~1.5 kg), it consumes 20% of our energy in adulthood (up to 50% in children and even 60% in babies), which is infinitely more than in the rest of the animal kingdom.

What differentiates us from one human being to another is the priorities that each one gives to the activation of this neuro-cerebral system. They differ according to criteria that genetics, education, culture and origins are not sufficient to explain. Current advances in brain imaging confirm certain interdisciplinary observations from psychology, pedagogy, psychomotricity and movement sciences.

We benefit from two psychomotor and neuro-cerebral organizations, one more open to the outside and the other more open to the inside. We switch from one to the other according to needs and contexts, but we favor one of the two modes, the other being a complement that we call upon as needed.

Thus, a person who prioritizes interactions with the outside world will be more ” receptive ” to information coming from the outside world, to exchange with it in order to perceive, understand, decide, feel and memorize. On the other hand, a person who prioritizes a psychomotor organization oriented towards the inside will be more inclined to go from his inner world to the outside world. The two modes are equally effective and give the image of two different characters or personalities, even though they are the result of an immersion in a particular educational, societal, professional, cultural, geographical and genetic environment.

Introversive psychomotor functioning requires the person to internalize all information in order to do something with it, to register, to understand, to decide, to participate actively; on the contrary, to achieve the same result, extroversive psychomotor functioning requires an interaction with the outside world. For example, this observation suggests that when working together, it is preferable to have people in introversive mode work together on their side so that the extraversives do not annihilate the intrinsic resources of people in introversive mode by their active and immediate participation. It is easy to understand the pedagogical benefit that can be derived from such a perception in the context of courses or training.

Cette faculté perceptive, dont nous bénéficions toutes et tous, ne relève pas de la vision en tant que telle, mais de notre inclination naturelle à privilégier l’information venant d’un côté plus que de l’autre.

Et cette inclination n’est pas structurelle; elle s’adapte au contexte, comme bien d’autres composantes de notre motricité.

Encore faut-il savoir comment, quand et en quoi cela nous influence en matière de coordination dans notre activité sportive…

Depending on the context, we are more naturally influenced by what is happening outside our visual field either on our left or on our right.

In fact, according to our motor preferences, it appears that we more naturally favor or prioritize the activation of one hemisphere rather than the other depending on the context in which we are involved. This makes us more alert or spontaneously reactive to an event occurring on our left or on our right side, for example a ball thrown in our direction, voluntarily or not; this allows us to catch it or avoid it in time.

So we have one side more ” alert ” than the other, but it is not always the same one, this quality being able to switch from one to the other according to the perception that we have of the context or the environment in which we are at a given moment (if it is affecting us or not).

What is interesting is that what is valid for motor purposes is also valid for cognitive purposes. Knowing which psychomotor context we prioritize allows us to better focus our attention on what is happening around us or not. I let you imagine the importance of such an observation in a classroom or a course…

The esSENSiel-ActionTypes® approach allows teachers and learners to become aware of these qualities and to benefit from them in their respective roles.

It has always been and still is difficult for a young person to make a choice of educational path or to decide on a particular professional future if he/she does not have a vocation.
This is even more true and current in the reality of a world and a society where the trends and opportunities are changing as fast as they are evolving.

The esSENSiel-ActionTypes® approach offers these young people the opportunity to get to know themselves better and to better feel what their intrinsic motor and cerebral resources are, those that correspond to them energetically and to which they can best call upon in the long run.

For example, their preferences :

• Do they favor fine dexterity over global efforts ?

• Do they recharge their batteries better by favoring exchanges with others, with the outside world, or not ?

• Do they allow them to think first in order to act better later, or to act first in order to think better later ?

So many aspects, and many others, that can be validated by the young person her/himself by making her/him experiment with contradictory and playful exercises of coordination, balance, reaction, vision.

Her/his feeling will make him/her perceive and understand how and in which contexts she/he activates more naturally and spontaneously her/his psychomotor system as opposed to those which will cost her/him energy.

It has always been and still is difficult for a young person to make a choice of educational path or to decide on a particular professional future if he/she does not have a vocation.
This is even more true and current in the reality of a world and a society where the trends and opportunities are changing as fast as they are evolving.

The esSENSiel-ActionTypes® approach offers these young people the opportunity to get to know themselves better and to better feel what their intrinsic motor and cerebral resources are, those that correspond to them energetically and to which they can best call upon in the long run.

For example, their preferences :

• Do they favor fine dexterity over global efforts ?

• Do they recharge their batteries better by favoring exchanges with others, with the outside world, or not ?

• Do they allow them to think first in order to act better later, or to act first in order to think better later ?

So many aspects, and many others, that can be validated by the young person her/himself by making her/him experiment with contradictory and playful exercises of coordination, balance, reaction, vision.

Her/his feeling will make him/her perceive and understand how and in which contexts she/he activates more naturally and spontaneously her/his psychomotor system as opposed to those which will cost her/him energy.

Do you know that it is possible to organize our posture, our positioning, as we do to move, but also and especially to be more or less available, more or less concentrated, more or less able to see or perceive ?

The esSENSiel-ActionTypes®approach allows the student, as well as the teacher, to perceive in which dispositions to put themselves in order to take advantage of their participation in class, and the teacher to organize his class and his teaching in an optimal way by taking into account the specificities of each student, thus offering an individualized pedagogical path even when he is in front of his class.

30 years of professionalism within the economy have made me aware of an alarming observation and phenomenon to which esSENSiel-ActionTypes®  proposes to bring an answer and a solution so that they are no longer perpetuated for the current employees and the generations to come.

It is a question of stopping putting keyboard handicapped people on the job market because it has simply been judged that there was no interest in using a keyboard for two decades, even though its use has become unavoidable for hours a day, in all sectors, or at least at some point in their professional career.

We have been hiding behind access to personal computers, access to office suites and the Internet in a private capacity to take blind typing as a given at a time when, in a private capacity, almost all digital activity has become widespread from a smartphone, omitting in the process that neither voice nor the all-smartphone will find its place in the professional world for a long time to come, if only data confidentiality reasons…

As much as languages, spelling, arithmetic, access to the ability to blind type is accessible to a child from the age of 8-10 years. At this age, she/he is able to grasp this learning process all the more easily, as it is possible to make it fun. Short regular practice, x times 5 to 10 minutes a day for a few weeks, makes her/him autonomous and is much better than entire periods. Integrating its practice at each change of subject is one of the ways to implement its learning, because it is a form of exercise and movement that promotes brain activity, like any other mobility activity.

esSENSiel  is able to accompany your teachers and/or your young people in this fight against this generalized form of disability.

Please click HERE to learn more about this observation.

30 years of professionalism within the economy have made me aware of an alarming observation and phenomenon to which esSENSiel-ActionTypes®  proposes to bring an answer and a solution so that they are no longer perpetuated for the current employees and the generations to come.

It is a question of stopping putting keyboard handicapped people on the job market because it has simply been judged that there was no interest in using a keyboard for two decades, even though its use has become unavoidable for hours a day, in all sectors, or at least at some point in their professional career.

We have been hiding behind access to personal computers, access to office suites and the Internet in a private capacity to take blind typing as a given at a time when, in a private capacity, almost all digital activity has become widespread from a smartphone, omitting in the process that neither voice nor the all-smartphone will find its place in the professional world for a long time to come, if only data confidentiality reasons…

As much as languages, spelling, arithmetic, access to the ability to blind type is accessible to a child from the age of 8-10 years. At this age, she/he is able to grasp this learning process all the more easily, as it is possible to make it fun. Short regular practice, x times 5 to 10 minutes a day for a few weeks, makes her/him autonomous and is much better than entire periods. Integrating its practice at each change of subject is one of the ways to implement its learning, because it is a form of exercise and movement that promotes brain activity, like any other mobility activity.

esSENSiel  is able to accompany your teachers and/or your young people in this fight against this generalized form of disability.

Please click HERE to learn more about this observation.

My experience in training, retraining or professional reintegration has shown me how valuable it is for young people who have missed out on their schooling or for adults who have dedicated themselves to manual professions when faced with the need to reorient themselves, to be able to demystify the obstacle of office automation, the digital world and the Internet through this gateway that is the ability to blind-type on a keyboard.

esSENSiel  is able to offer you a program adapted to each person’s profile, to each educational situation, to each type of material environment.

You can be sure that, in addition to a personal support or professional orientation program, the beneficiary will have mastered the keyboard in two weeks and will be able to use it fully after one month. Next steps will just consist of the opportunity to continue the practice on a regular basis.