The Australian Immersion
Five days of direct application, receiving, observation and practitioner development.
The Australian Immersion brings peiec students and practitioners together in Western Australia for five days of intensive in-person education with Anandi Sano and the peiec teaching team.
This is not an introductory five-day training
Students arrive with their online education already underway and the relevant techniques already learned and practised. That preparation changes what becomes possible when everyone comes into the room. Instead of spending five days trying to remember technique after technique, we can explore how the work is actually being applied.
Open to eligible peiec® students and continuing practitioners2 October 2027
One room. Different stages of development.
peiec immersions are unusual in that students are not necessarily separated into rooms containing only people at their own level.
Level One students can encounter Level Two and Level Three students alongside practitioners who have remained engaged with peiec for many years. That matters.
A newer student can experience the touch of someone who has been practising for years. They can observe differences in pacing, effort and application. They can receive from someone whose energetic discernment or stillness has developed considerably further than their own.
This works in the other direction too. Students who are newer to the pathway carry a very different system than someone who has been practising for years, and a more advanced practitioner can work with that difference deliberately. Working with someone earlier in their own development gives an advanced practitioner information a room of peers cannot: it shows them how their application holds up against an unfamiliar system and how their own system responds. It can also show them how far along their own practice has come, and what still needs to be addressed and developed.
You may not yet be able to reproduce what you experience. You may not even be able to fully explain the distinction. But your system has been given another reference point for what may become possible through continued development.
You don't only learn from the teaching. You learn from the different levels of development within the room.
Why the online work comes first.
The ground needs to be prepared before students arrive.
Level One students must have undertaken at least five months of active learning and practice before attending an Australian Immersion, together with the required progress through their coursework and practical education.
There is a reason for this. If students arrive having never practised the techniques, much of their attention must go towards remembering where to stand, where to place their hands and what to do next.
peiec uses the online education differently:
Then come into the room.
The immersion begins where memorising the technique starts to give way to understanding how you are applying it.
What becomes possible over five days.
Every immersion is different.
peiec itself emerged largely through live teaching. Much of the methodology was not known by Anandi before she entered the teaching room. New techniques, diagrams and understandings arose in front of students and were explored as they appeared.
That process has never entirely stopped.
The established peiec curriculum provides the structure for each student's education, but an immersion is not delivered as a rigid five-day script. Questions arise. Particular people are in the room. Something is observed. An existing technique may reveal another application, or a new distinction may become apparent.
At times, entirely new work continues to emerge. Where appropriate, it is explored with the group and may subsequently become part of the developing peiec methodology.
The curriculum gives us the foundation. The people in the room influence where the exploration can go.
Learn directly with Anandi.
There are some distinctions that are easier to experience than explain.
Anandi's own development is inseparable from the way peiec has evolved. Students can watch her demonstrate online, but being physically present creates another kind of learning. They can observe her approach, movement and touch directly. They can receive from her. They can watch how she responds when something unexpected happens rather than following a predetermined sequence.
And they can experience the difference between knowing what a technique looks like and encountering how someone with many years of development applies it.
This is particularly relevant to the subtler areas of peiec. Stillness cannot simply be explained as an instruction to "be still." Subtle touch is not created merely by reducing pressure. Energetic discernment isn't developed by trying harder to feel energy.
Sometimes another person provides the reference point from which your own development can continue.
Quiet, gentle, and enough as it is.
The Australian Immersion is a quiet, gentle process.
There is no dramatic catharsis, no trauma shaking, no forceful emotional release required for change to take place. peiec does not need any of that.
Responses are usually gentle, often minimal. Bodies may move slightly. Breathing may change. Emotion may arise. But nothing is over the top, because there is no need for it to be.
The system responds in its own way, often more quietly, and more beautifully, than people expect.
Who can attend?
Australian Immersions are available to eligible students and continuing practitioners within the peiec pathway.
Students attending through the Online + Australian Immersion pathway nominate their April or October immersion as part of enrolment, and the immersion must occur within their active twelve-month Level One education period.
Readiness is demonstrated through participation and practice, not simply by the number of months that have passed.
Why preparation matters.
Everyone attending will work with other people and receive from other people. That creates responsibility.
A student who arrives without learning or practising the required material affects not only their own experience but the people who are asked to work with them and receive from them.
For this reason, students who have not met the required preparation, participation or practical milestones may not be permitted to attend or continue within an immersion.
The standard exists to protect the quality, safety and integrity of the learning environment for everyone present.
The pathway continues.
The Australian Immersion is not intended to be the culmination of peiec education.
For a Level One student, it may be their first experience of how much distinction exists beyond learning the mechanics of the work. For Level Two and Level Three students, different areas become available for exploration. For people who have remained with peiec for years, familiar work can continue to reveal something new.
This is why the levels come together.
The person you work with at one immersion may show you something you cannot yet hold consistently yourself. By the next immersion, you may be the person providing that reference point for somebody else.
The Australian Immersion
Five days of direct application, receiving, observation and practitioner development.
The Australian Immersion brings peiec students and practitioners together in Western Australia for five days of intensive in-person education with Anandi Sano and the peiec teaching team.
This is not an introductory five-day training
Students arrive with their online education already underway and the relevant techniques already learned and practised. That preparation changes what becomes possible when everyone comes into the room. Instead of spending five days trying to remember technique after technique, we can explore how the work is actually being applied.
Open to eligible peiec® students and continuing practitioners2 October 2027
One room. Different stages of development.
peiec immersions are unusual in that students are not necessarily separated into rooms containing only people at their own level.
Level One students can encounter Level Two and Level Three students alongside practitioners who have remained engaged with peiec for many years. That matters.
A newer student can experience the touch of someone who has been practising for years. They can observe differences in pacing, effort and application. They can receive from someone whose energetic discernment or stillness has developed considerably further than their own.
This works in the other direction too. Students who are newer to the pathway carry a very different system than someone who has been practising for years, and a more advanced practitioner can work with that difference deliberately. Working with someone earlier in their own development gives an advanced practitioner information a room of peers cannot: it shows them how their application holds up against an unfamiliar system and how their own system responds. It can also show them how far along their own practice has come, and what still needs to be addressed and developed.
You may not yet be able to reproduce what you experience. You may not even be able to fully explain the distinction. But your system has been given another reference point for what may become possible through continued development.
You don't only learn from the teaching. You learn from the different levels of development within the room.
Why the online work comes first.
The ground needs to be prepared before students arrive.
Level One students must have undertaken at least five months of active learning and practice before attending an Australian Immersion, together with the required progress through their coursework and practical education.
There is a reason for this. If students arrive having never practised the techniques, much of their attention must go towards remembering where to stand, where to place their hands and what to do next.
peiec uses the online education differently:
Then come into the room.
The immersion begins where memorising the technique starts to give way to understanding how you are applying it.
What becomes possible over five days.
Every immersion is different.
peiec itself emerged largely through live teaching. Much of the methodology was not known by Anandi before she entered the teaching room. New techniques, diagrams and understandings arose in front of students and were explored as they appeared.
That process has never entirely stopped.
The established peiec curriculum provides the structure for each student's education, but an immersion is not delivered as a rigid five-day script. Questions arise. Particular people are in the room. Something is observed. An existing technique may reveal another application, or a new distinction may become apparent.
At times, entirely new work continues to emerge. Where appropriate, it is explored with the group and may subsequently become part of the developing peiec methodology.
The curriculum gives us the foundation. The people in the room influence where the exploration can go.
Learn directly with Anandi.
There are some distinctions that are easier to experience than explain.
Anandi's own development is inseparable from the way peiec has evolved. Students can watch her demonstrate online, but being physically present creates another kind of learning. They can observe her approach, movement and touch directly. They can receive from her. They can watch how she responds when something unexpected happens rather than following a predetermined sequence.
And they can experience the difference between knowing what a technique looks like and encountering how someone with many years of development applies it.
This is particularly relevant to the subtler areas of peiec. Stillness cannot simply be explained as an instruction to "be still." Subtle touch is not created merely by reducing pressure. Energetic discernment isn't developed by trying harder to feel energy.
Sometimes another person provides the reference point from which your own development can continue.
Quiet, gentle, and enough as it is.
The Australian Immersion is a quiet, gentle process.
There is no dramatic catharsis, no trauma shaking, no forceful emotional release required for change to take place. peiec does not need any of that.
Responses are usually gentle, often minimal. Bodies may move slightly. Breathing may change. Emotion may arise. But nothing is over the top, because there is no need for it to be.
The system responds in its own way, often more quietly, and more beautifully, than people expect.
Who can attend?
Australian Immersions are available to eligible students and continuing practitioners within the peiec pathway.
Students attending through the Online + Australian Immersion pathway nominate their April or October immersion as part of enrolment, and the immersion must occur within their active twelve-month Level One education period.
Readiness is demonstrated through participation and practice, not simply by the number of months that have passed.
Why preparation matters.
Everyone attending will work with other people and receive from other people. That creates responsibility.
A student who arrives without learning or practising the required material affects not only their own experience but the people who are asked to work with them and receive from them.
For this reason, students who have not met the required preparation, participation or practical milestones may not be permitted to attend or continue within an immersion.
The standard exists to protect the quality, safety and integrity of the learning environment for everyone present.
The pathway continues.
The Australian Immersion is not intended to be the culmination of peiec education.
For a Level One student, it may be their first experience of how much distinction exists beyond learning the mechanics of the work. For Level Two and Level Three students, different areas become available for exploration. For people who have remained with peiec for years, familiar work can continue to reveal something new.
This is why the levels come together.
The person you work with at one immersion may show you something you cannot yet hold consistently yourself. By the next immersion, you may be the person providing that reference point for somebody else.
PLEASE NOTE:
Results vary between individuals. All student reflections are genuine and shared with permission. They reflect individual experience and should be read as such rather than as promises of specific outcomes. © 2026 Anandi Sano