{"id":1900,"date":"2026-02-23T12:05:07","date_gmt":"2026-02-23T11:05:07","guid":{"rendered":"https:\/\/ohadnachmani.com\/on-the-role-of-inhibition-in-learning\/"},"modified":"2026-03-02T14:46:45","modified_gmt":"2026-03-02T13:46:45","slug":"on-the-role-of-inhibition-in-learning","status":"publish","type":"post","link":"https:\/\/ohadnachmani.com\/en\/on-the-role-of-inhibition-in-learning\/","title":{"rendered":"On the Role of Inhibition in Learning:"},"content":{"rendered":"

If You Know What You Do, You Can Stop Doing It<\/em><\/p>\n<\/div>

Introduction<\/h3><\/div>

A few years ago, I gave an F.I. lesson to a student in a training program who had substantial experience in both individual and group work. Our work revolved around her walking pattern, which she described as \u201cstrange.\u201d While she was on the table, we observed many changes in her organization: her legs appeared to find a different alignment, and her chest changed its shape. When she finally stood up and began to walk, the change in posture was evident, but she rapidly returned to her habitual walking pattern.
I stopped her and asked her to inhibit her tendency to stop tilting her knees inward. She looked at me, somewhat bewildered, and commented that during all her years of practicing Feldenkrais, no one had ever told her to stop doing\u2014or to inhibit\u2014what she was doing. I could see that the instruction confused and frustrated her. After some discussion, I found a way to reframe the situation and turn it into a pleasant learning experience for her. This moment proved insightful and set me on a path of inquiry into the role and use of inhibition in learning, particularly within the Feldenkrais Method. <\/p>\n

The more I investigated the concept of inhibition in psychology and physiology, the more I understood how central it is \u201cto reflection on how order is possible at the social and the individual level: how social values instruct a person\u2019s action, how we exercise\u2014or fail to exercise\u2014our will, how the mind regulates the body, and how the brain controls the automatic physiological functions\u201d (Smith 1992, p. vii). No wonder Moshe Feldenkrais stated: <\/p>\n

\u201c\u2026inhibition is the most important single item or thing for learning. It\u2019s impossible to learn anything without inhibition. If you want to differentiate anything, you must inhibit something\u2026 If you talk about learning, excitation is second to inhibition. Without inhibition, you can\u2019t learn a new skill\u201d<\/p>\n

(Amherst, July 21, 1980).<\/p>\n

\nYet despite this firm declaration\u2014and despite the intuitive notion that new behavioral patterns cannot emerge without suppressing existing ones\u2014several questions arise: What does the concept of inhibition mean in general? How did Feldenkrais understand it, and why is it so important for learning? How does it relate to other aspects of learning, and how is it applied in practice within the method? <\/p>\n<\/div>

The Concept of Inhibition<\/h3><\/div>

\u201cInhibition\u201d is a term with a long history in the sciences of the mind and, as often happens, it was borrowed from folk psychology and moral discourse at the beginning of the nineteenth century. Interestingly, it played a key role in consolidating modern neurology as a crossroads between psychology and physiology. <\/p>\n

Within the philosophical and social\u2014and therefore moral\u2014context from which twentieth-century science emerged, inhibition referred to the process of restraining or suppressing an existing possibility of behavior, thought, or response as part of a mechanism of control, usually in education and socialization. This control was attributed to the power of the will over \u201clower\u201d drives and functions and was thus seen as a sign of culture, morality, and a mature personality. <\/p>\n

This notion persists in many aspects of contemporary society. A typical example is the child who learns to control their sphincters or to eliminate a particular behavior, either independently or as a result of adult imposition. In this sense, inhibition is associated with hierarchy: a higher level exerts power over and conditions the expression of a lower level. <\/p>\n

With the development of the science of mind, the role of this higher level\u2014formerly social\u2014was increasingly attributed to the nervous system. Correspondingly, the structure of the nervous system came to be viewed as hierarchical. Alongside this view, another concept emerged: parallel inhibition, in which two possibilities (or systems) compete, and the activation of one excludes the expression of the other. This option will be considered later. <\/p>\n

The phenomenon of inhibition, and its use as an explanatory concept, is now widespread in neuroscience, cognitive science, and theories of learning and memory. In neuroscience, inhibition is crucial for understanding regulation in the central nervous system, as excitation alone cannot account for it. Inhibition occurs when neurons suppress the activity of other neurons by releasing inhibitory neurotransmitters (such as GABA and glycine), thereby reducing the likelihood of triggering an action potential. <\/p>\n

Neural inhibition is commonly categorized according to its location in the neural network: synaptic, presynaptic, postsynaptic, recurrent, or lateral. In addition, disinhibition refers to the inhibition of inhibitory neurons, effectively \u201creleasing\u201d a previously suppressed neuron or network and allowing it to become more active.<\/p>\n

These inhibitory mechanisms are essential for:<\/p>\n<\/div>

  • 1<\/span>
    Preventing excitatory signals from exceeding safe levels, as occurs in epilepsy;.<\/div><\/li>
  • 2<\/span>
    Filtering sensory information by suppressing irrelevant stimuli, enabling focused attention;<\/div><\/li>
  • 3<\/span>
    \n

    Creating smooth muscular coordination, in which antagonistic muscles are inhibited while agonists contract. In many cases of brain injury, loss of inhibition leads to simultaneous excitation of both groups and resulting spasticity; <\/p>\n<\/div><\/li>

  • 4<\/span>
    \n

    Coordinating muscle activity within action units, where different muscle combinations may be used to perform the same action.<\/p>\n<\/div><\/li><\/ul>

    From these points, it becomes clear that inhibitory mechanisms are crucial for learning new skills, as they underlie the ability to exclude certain stimuli and actions, thereby creating choice and adaptability. Common sense suggests that knowing what not to do is as important as knowing what to do, and that adaptation often depends on distinguishing between these two possibilities. <\/p>\n

    At the same time, it is essential to distinguish between unconscious, automatic inhibitory mechanisms and those associated with higher brain structures and volition. The latter belong to the realm of social inhibition: the individual\u2019s ability to modify conduct by overriding a reflex, habit, or tendency through personal choice, social pressure, or a combination of both. This distinction\u2014between volitional (cortical) inhibition and neural inhibition\u2014is crucial for understanding the uniqueness of Feldenkrais\u2019s approach. <\/p>\n<\/div>

    Feldenkrais on Inhibition<\/h3><\/div>

    In Body and Mature Behavior, Feldenkrais presents the neurological foundations of his method alongside its practical implications. The book is deeply embedded in the psychology and physiology of its time and addresses many of the questions raised by Smith\u2019s analysis, drawing on prominent early twentieth-century research. <\/p>\n

    Feldenkrais aimed to establish the conditions for behavioral change and heightened awareness, claiming that such change would be impossible without improving motor learning. This radical embodiment\u2014introduced at the outset and developed throughout the book\u2014is structured around several key claims: <\/p>\n<\/div>

    • 1<\/span>
      Neurotic or compulsive behavior, anxiety, and rigidity stem from a lack of adaptive capacity to the environment.<\/div><\/li>
    • 2<\/span>
      \n

      Developing this capacity does not depend on rationally understanding one\u2019s faults and conforming to social norms (as in psychoanalysis), but on creating alternative options.<\/p>\n<\/div><\/li>

    • 3<\/span>
      \n

      Creating options\u2014learning to do otherwise\u2014depends primarily on unconscious processes rather than direct volition. However, one can rationally create the conditions for unconscious or organic learning.<\/p>\n<\/div><\/li>

    • 4<\/span>
      \n

      The basis of all behavior is movement in space. Anxiety is intimately linked to antigravity mechanisms; therefore, improving motor function, including proprioception, is essential for psychological growth and for moving away from compulsivity and rigidity. <\/p>\n<\/div><\/li><\/ul>

      In analyzing the neurological dynamics of learning, Feldenkrais draws on Pavlov\u2019s theory of conditioned reflexes and established learning principles, yet his interpretation is distinctive. He concludes: <\/p>\n

      \u201cPavlov\u2019s work has proved, for the involuntary innervations, that the part tends to reinstate the total situation, and that psychologists knew this to be the case for voluntary innervations\u2026 for every sensory-motor vegetative functioning, the whole situation is reinstated in certain conditions at the appearance of any part of it\u201d (p. 48).<\/p>\n

      This insight underlies the concepts of integration and differentiation: any unit of behavior is always embedded in a broader whole. Consequently, rational understanding and conscious correction do not prevent a suppressed pattern from reappearing when one of its components is activated. This is true even for something as seemingly simple as posture. <\/p>\n

      According to Feldenkrais, a poorly organized body is one in which:<\/p>\n

      \u201cUnused parts grow weak and become atrophied; other parts bear a correspondingly heavier burden and are overworked. Fatigued motor cells become inhibitory nuclei, and a whole series of acts become excluded and impossible\u201d (p. 118).<\/p>\n

      To reach balance and maturity, one must improve the ability to act and sense through doing, since choice and adaptability depend on a tonically erect state that offers equal opportunity for all actions and muscular combinations.<\/p>\n

      This improvement is achieved by changing the relationship between excitation and inhibition in the cortex: lying on the floor reduces or inhibits the habitual effort of carrying the body; movement is organized so that (1) only a small group of muscles is activated, which (2) inhibits their antagonists and lowers habitual contraction thresholds; (3) the full habitual response to gravity is avoided; and (4) the learner acquires a new sensory experience of reduced contraction and improved action quality.<\/p>\n

      This last point is central to Feldenkrais\u2019s conception of nervous system health and maturity, understood as spontaneous self-regulation. His position becomes clearer when contrasted with Freud\u2014whom he explicitly criticizes for treating social norms as sacrosanct\u2014and with Alexander, whose method relies on conscious inhibition of faulty habits. Feldenkrais argues that as long as conscious control is required to counter habitual proprioceptive impulses, learning remains immature and attention is burdened in a way unknown to fully developed individuals (p. 126). <\/p>\n<\/div>

      Discussion<\/h3><\/div>

      Feldenkrais\u2019s rejection of voluntary inhibition as a means of behavioral change, together with his strategies for facilitating nervous system reorganization, forms the foundation of his method. Learning, in his view, should occur spontaneously rather than through the domination of unconscious processes by conscious will. <\/p>\n

      However, adult behavior is already shaped by layers of acquired social and conscious inhibitions\u2014belief systems that play a significant role in learning dynamics. Dealing with these existing inhibitions, and working to disinhibit actions and body parts, is not always possible without conscious involvement. <\/p>\n

      This raises two key questions: first, what might be gained by \u201cinhibiting inhibition\u201d and involving volition in spontaneous learning; and second, how can this be done without disrupting the unconscious learning processes Feldenkrais emphasized?<\/p>\n

      Before addressing these questions directly, it is useful to review the ways inhibition is already addressed in the method, both in ATM and F.I.:<\/p>\n<\/div>

      • <\/i><\/span>
        Finding support on the floor or table inhibits antigravity mechanisms, reducing habitual muscular effort and increasing contrast between opposing systems.<\/div><\/li>
      • <\/i><\/span>
        \n

        Contrast is further enhanced by activating one system (e.g., pressing against the surface), which naturally inhibits its antagonist. This requires precise control of force, timing, rest, and repetition. <\/p>\n<\/div><\/li>

      • <\/i><\/span>
        \n

        The supporting surface allows greater segmentation of the body, creating multiple support points and breaking actions into smaller units.<\/p>\n<\/div><\/li>

      • <\/i><\/span>
        \n

        In both ATM and F.I., asking students to act against resistance can activate inhibited muscles or inhibit overactive ones. Relaxation is not the goal but a means of rebalancing excitation and inhibition. <\/p>\n<\/div><\/li>

      • <\/i><\/span>
        \n

        Inhibiting learned patterns\u2014such as reducing or temporarily stopping breathing\u2014can restore reflexive regulation. This approach, I believe, is underdeveloped in the method. <\/p>\n<\/div><\/li>

      • <\/i><\/span>
        \n

        These strategies can be understood as creating constraints on movement, which increase differentiation and force the CNS to reorganize patterns.<\/p>\n<\/div><\/li>

      • <\/i><\/span>
        \n

        Attention itself functions as an inhibitory mechanism: directing focus to one sensation suppresses others, and shifting attention between foreground and background trains inhibitory flexibility.<\/p>\n<\/div><\/li><\/ul>

        Returning to conscious inhibition, we must acknowledge that \u201cold habits die hard.\u201d The emergence of a new option does not automatically eliminate the old one; transition periods are inevitable. In such cases, inhibition can help identify competing patterns or suppressed possibilities. <\/p>\n

        For example, a client with chronic back pain improved only after recognizing that she habitually pressed her knees together when sitting\u2014a behavior conditioned by her religious upbringing. Awareness of this inhibition did not immediately change the habit, but it clarified the pattern. Similar dynamics occur after trauma, where older patterns persist beneath newer compensations. <\/p>\n

        Thus, while cortical inhibition alone cannot change behavior, it can support learning by clarifying habits, revealing inhibited patterns, and opening space for observation. Used skillfully, conscious inhibition can restore agency and enhance awareness\u2014provided it is applied at the right moment and supported by the practitioner. <\/p>\n<\/div>

        Conclusions<\/h3><\/div>

        Understanding inhibition within the nervous system is essential for understanding habit formation. Creating or modifying habits involves altering the balance between excitation and inhibition. Feldenkrais recognized this dynamic and developed a learning process that supports such change, yet he rejected voluntary inhibition as ineffective and overly socialized.
        In doing so, he overlooked two important facts. First, cortical inhibition\u2014whether self-imposed or socially acquired\u2014is an inescapable part of personal history and plays a significant role in habit dynamics. Second, excluding conscious inhibition entirely ignores a powerful avenue for awareness during transitions between old and new habits.
        Using conscious inhibition wisely requires knowing when and how to apply it. Premature inhibition of a pattern, without sufficient differentiation or alternatives, may confuse the learner and disrupt experience. But when used with sensitivity and understanding, inhibition can support observation, differentiation, and ultimately awareness\u2014the foundation of meaningful learning. <\/p>\n

        In doing so, he overlooked two important facts. First, cortical inhibition\u2014whether self-imposed or socially acquired\u2014is an inescapable part of personal history and plays a significant role in habit dynamics. Second, excluding conscious inhibition entirely ignores a powerful avenue for awareness during transitions between old and new habits. <\/p>\n

        Using conscious inhibition wisely requires knowing when and how to apply it. Premature inhibition of a pattern, without sufficient differentiation or alternatives, may confuse the learner and disrupt experience. But when used with sensitivity and understanding, inhibition can support observation, differentiation, and ultimately awareness\u2014the foundation of meaningful learning. <\/p>\n<\/div>

        Bibliography<\/h3><\/div>

        Alexander, F. M. The Use of the Self. Methuen, 1948.
        Feldenkrais, M. Body and Mature Behavior. International Universities Press, 1949.
        Reese, M. Moshe Feldenkrais: A Life in Movement. ReesKress Somatic Press, 2015.
        Smith, R. Inhibition: History and Meaning in the Sciences of Mind and Brain. University of California Press, 1992. <\/p>\n<\/div><\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

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