Get to know us , Anja & Souhail

Bridging Science, Frequency, and Human Potential

💠 Our Educational Foundations

My background is rooted in clinical science, movement, and a lifelong curiosity about how the human body learns, adapts, and stays resilient. Trained as a radiographer, I spent over twenty years working in clinical healthcare with electromagnetic imaging technologies, observing the body as an intelligent, bioelectrical system shaped by environment, perception, and attention. Over time, my focus shifted from diagnostics to education and research — exploring how sound, frequency, movement, and water influence regulation, awareness, and resilience. Rather than applying these insights therapeutically, I translate them into learning experiences that help children and young people understand their bodies through direct experience.

Nature plays a central role in my work. I am deeply passionate about outdoor education, climbing, and exploration as pathways to confidence, presence, and trust. Mountains, water, and natural environments offer powerful feedback, especially for children, and even more so for blind and sight-disadvantaged students, for whom sound, touch, rhythm, and movement become primary ways of knowing the world. My educational approach is informed by interdisciplinary research in water science, bioenergetics, neurophysiology, and sound, as well as ongoing study in how coherence and attention shape learning. Sound is used as a pedagogical tool — a way to support focus, emotional regulation, and sensory awareness — grounded in both scientific observation and natural principles.

Through Ocean of Sound and Libertas per Cultum, my work has evolved into an educational platform and physical learning environment dedicated to human resilience, embodied intelligence, and nature-based learning. I believe that when education reconnects children with their bodies, the natural world, and their own inner signals, learning becomes meaningful, stabilizing, and deeply human.

My work is rooted in embodied education, physical literacy, and the cultivation of human resilience through direct experience. For more than four years, I have worked with children, adolescents, and adults in both indoor and outdoor environments, using climbing, movement, and body awareness as powerful educational tools. Climbing, for me, is not primarily a sport, but a way of learning — a means through which confidence, emotional regulation, attention, and trust naturally emerge through the body.

My approach integrates clinical physiotherapy, movement science, and experiential learning to create safe, structured environments where individuals can explore their physical capacities and develop a deeper sense of inner stability. I place strong emphasis on safety, risk awareness, and respectful progression, understanding that real confidence grows when challenge is met with care, clarity, and presence. This work is deeply connected to community-based education and youth development, and I am especially committed to creating inclusive spaces where each person can reconnect with their physical intelligence, regardless of background or ability. Grounded in mountain culture and shaped by years of climbing practice, my teaching is informed by both technical expertise and lived experience in nature. I am a certified Climbing Wall Instructor (Level 2) through the Climbing Wall Association in the United States and a licensed physiotherapist trained at King Hassan II University in Casablanca. These foundations allow me to unite technical instruction with anatomical understanding, supporting long-term wellbeing, injury prevention, and functional movement.

Alongside my educational work in climbing centers, I maintain an independent physiotherapy practice, where I support athletes and climbers through rehabilitation, mobility training, and postural awareness. I have also volunteered as a physical trainer in endurance and para-athletic contexts, including trail racing and Paralympic events, experiences that have deepened my respect for human adaptability, dignity, and resilience. Outdoor education is central to my work. Through extensive climbing experience across Morocco and the Atlas Mountains, including multi-pitch routes and group expeditions, I use natural environments as living classrooms. Rock faces, terrain, weather, and rhythm teach presence, cooperation, responsibility, and trust in ways no indoor setting can fully replicate. In these contexts, learning becomes embodied, relational, and unforgettable, strengthening both physical capability and emotional regulation.

Fluent in Arabic, French, and English, and accustomed to working across cultures, I bring a calm, attentive, and safety-first presence to all educational settings. My work is guided by a deep respect for nature, a commitment to inclusion, and the belief that the body is not an obstacle to learning, but its primary gateway. Through climbing, movement, and outdoor exploration, I aim to help children and young people build resilience not as a concept, but as a lived experience — grounded, confident, and alive.