Strozzi Institute proposes a different approach to learning—embodied learning—recognizing that in a world of continuous change and constant social innovation, learning has taken on new meaning. We are now required to continually learn new skills, partner with people of widely different backgrounds, and be flexible enough to change roles, job positions, and organizational directions quickly and skillfully. The conversation is no longer about learning over the course of our career but about learning over the course of our lifetime—learning how to learn, so that we can adapt, change, take new actions, and become more whole. All learning at Strozzi Institute is embodied learning, with a unique approach combining the latest in neuroscience, holistic practice, action-oriented communication, and mindfulness. Through this methodology, Strozzi Institute helps people, teams, and organizations learn to take new actions—ones they weren’t previously able to take, that are aligned with what they care about. Strozzi defines transformation as the ability to take new actions, aligned with vision and values, even under the same old pressures. Embodied learning involves our whole existence—our way of thinking, our physical bodies, our emotions, and how we relate to others. Embodied learning creates transformation.
Why it matters: Strozzi Institute addresses the reality that continuous change and social innovation require learning over the course of our lifetime rather than just our career, demanding a fundamentally different approach that involves our whole existence—thinking, physical bodies, emotions, and relationships—rather than purely intellectual development. By combining neuroscience, holistic practice, action-oriented communication, and mindfulness, Strozzi Institute demonstrates that genuine transformation is the ability to take new actions aligned with vision and values even under the same old pressures, not merely acquiring knowledge or changing beliefs. The focus on embodied learning shows that adapting, changing, taking new actions, and becoming more whole requires engaging the body and emotions alongside the mind, proving that learning how to learn demands integrating all aspects of our existence rather than treating learning as purely cognitive work.
