One body of work. More than 200 ways of exploring what is possible within us.
The work of peiec®
peiec® has unfolded through Anandi Sano for more than a decade, growing into an extensive body of more than 200 techniques and applications that work with the physical body, energy, touch, the five layers of self, space, perception and stillness.
The breadth of the work can seem unusual at first. Some applications are entirely energetic and involve no physical contact. Others work directly with the body through touch and physical release. Some explore the space within and around us, while others develop perception or move into increasingly subtle qualities of stillness.
Yet these were never conceived as separate branches of peiec®, nor were they assembled afterwards into a methodology.
They came progressively, in an order Anandi did not design and, at the time, did not fully understand.
The earliest teachings centred on the five layers of self and learning to work within them energetically. From there came a much wider range of energetic techniques, including ways of working with the body without physically touching it. More direct physical work and touch came later. As the teachings continued, the work broadened and became increasingly refined, eventually opening into spatial work, perception, stillness and deeper questions about consciousness and the experience of being human.
Looking back more than a decade later, what emerged appears to contain a developmental logic of its own. The sequence was not simply adding more techniques to a growing toolbox. As the work progressed, different capacities within the person learning it could begin to develop too — sensitivity, perception, discernment, relationship with touch, awareness of space and the capacity for increasingly subtle stillness.
The techniques were arriving, but something was also being developed in the person learning them.
The whole of us participates.
One of the things peiec® continually reveals is how much of ourselves participates in any given moment. The physical body, energy, our internal responses, what we perceive, the space around us and the degree of stillness available within us are less separate in lived experience than our language can sometimes make them appear.
The five layers – Physical, Emotional, Intellectual, Energetic and Core – have been foundational to peiec® since its earliest teachings. Students begin by learning to recognise the layers and work within them energetically. Although the names themselves may sound familiar, the work is experiential. The layers provide different aspects of self through which the person can be explored, without requiring us to intellectually analyse or explain what is found.
This is where the work began, and those foundational teachings have remained remarkably unchanged.
From the beginning, students also learn to apply the work to themselves. This matters because peiec® is not something that exists only between a practitioner and another person. The techniques become ways of exploring your own body, energy and layers of self from within your own experience. As learning develops, the work can also be applied with willing people in your life and with animals.
Self-application is important developmentally as well as practically. Working with yourself gives you one experience of the work. Working with another person introduces a different system. Receiving from someone else introduces another reference point again. Each can reveal something different about what you perceive, how you respond and what is presently available to you.
As further techniques unfolded, they provided other ways of approaching the person. Energy could be explored through the body and beyond it. Physical work brought another dimension. Touch could become increasingly subtle. Space itself could become part of what was observed. Perception could be refined. Stillness could deepen.
What emerged was an increasingly rich way of exploring the human being through many dimensions of the same experience.
The whole of us participates in the life we are living. The work reflects that.
The work unfolded in an order.
When the early peiec® teachings came through Anandi, she taught them in the sequence they arrived. She did not yet have hundreds of techniques from which to design a curriculum, nor could she have known what someone learning the work might need two or five years later. She simply taught what came next.
The layers and energetic work came first. Students began developing their awareness of energetic information and learning to work within the layers. A wider range of energetic applications followed, many requiring no physical touch. The work then moved progressively into more direct physical applications and different qualities of touch, before continuing into increasingly refined areas of perception, space and stillness.
Anandi understands the significance of that sequence very differently now.
What initially appeared simply to be the order in which the teachings arrived also appears to have developed particular capacities progressively. Earlier work creates experiences and reference points that become important later. Sensitivity can become more refined. Observation can become clearer. Perception can become more nuanced. Something that may have carried little meaning at the beginning can become recognisable once the person has developed the capacity to perceive it.
This is why peiec® has not been reorganised simply because a much larger body of work exists today. Newer teachings can be placed where Anandi now understands they belong, but the foundational progression remains.
Over years of teaching the work, the intelligence within that original sequence has become increasingly apparent.
More than 200 techniques
The number itself is less important than the range and refinement it makes possible.
Over time, peiec® has developed into an extensive toolbox. There are many ways of working energetically, different ways of approaching the physical body, different qualities of touch and non-contact work, and increasingly subtle applications involving the layers, space, perception and stillness.
That range matters because the work does not need to approach every person, every system or every moment in the same way.
The toolbox also develops alongside the person learning to use it. Some techniques provide clear and accessible places to begin, while others involve distinctions that may be difficult to appreciate without the experiences that came before them. As perception develops, something learned later can illuminate something learned much earlier, allowing the student to return to foundational work from an entirely different reference point.
Anandi has observed this repeatedly in students who remain with the work. Someone can return years later to something first learned near the beginning and experience it very differently. The technique itself has not changed, but their capacity to work with it has. Their energetic perception may be more refined, their awareness of space may be different, their touch may contain less effort, or their degree of stillness may allow them to recognise subtleties that were previously unavailable.
In this sense, development through peiec® does not only move forward into increasingly advanced work. It can also take us back into what we thought we already knew and reveal more within it.
The toolbox becomes richer, but so does the person using it.
Another way of working with ourselves
he way peiec® unfolded also created a particular way of approaching what we carry within ourselves.
The work does not require the thinking mind to lead the process. You don’t need to keep talking through the past, analyse why something happened, or reconstruct the story around an experience. Instead, students learn practical ways to work with what is present through energy, the layers, the physical body, touch, space, perception, and stillness.
For Anandi, this significance became much clearer in retrospect. When the work first began unfolding, she was living with the effects of PTSD, anxiety, physical pain and overwhelm, while her body carried considerable constriction. Her capacity to push herself further was already limited.
What emerged gave her another way of working with herself: one that allowed her to begin where she was, work energetically and gently with what was present, and gradually encounter other aspects of the work as her capacity developed.
Since then, Anandi has met many people who understand themselves extremely well. They may know their histories, recognise their patterns and have considerable language for why they respond as they do. Yet understanding the story and changing how a lifetime of experience continues to express itself within us are not necessarily the same thing.
peiec® offers another way of exploring that territory.
The story does not have to become the centre of the work. We can work with what is present now – within the body, energy and layers of self – without first needing to explain why it is there. What becomes apparent can emerge through the work itself.
As this develops, thought also begins to occupy a different place within the process. Rather than immediately analysing, interpreting or trying to solve everything we encounter, we can learn to observe more directly and allow other forms of information to become available.
This becomes increasingly important as the work becomes more subtle.
The mind does not have to solve everything we carry. Sometimes another part of us provides the way in.
Working with energy
Energy has been part of peiec® from its earliest teachings because it can make an enormous amount of information available.
Students initially learn to work energetically within the five layers before moving into a wider range of energetic techniques for themselves and others. Much of this early work requires little or no physical contact, allowing the student to begin noticing movement, contraction, differences in quality and subtle responses without relying solely on what can be seen or physically touched.
As experience develops, however, an important distinction begins to emerge: being able to feel something and being able to perceive it clearly are not necessarily the same capacity.
Greater sensitivity can make more information available, but expectation, interpretation and our own internal responses can influence what we believe that information means. This is why peiec® does not treat sensitivity itself as the destination. Observation and discernment develop alongside it, as students learn to distinguish more clearly between what they perceive and what they assume about what they perceive.
Over time, the question becomes less about how much you can feel and more about how clearly you can meet what is actually there.
The physical body
The physical work entered the teachings after the early energetic foundations were already established, adding another dimension to the exploration of the person.
Techniques work with areas of tension and restriction, creating movement and space and approaching parts of the body that may have become so familiar in how they are held that another possibility is difficult to recognise. Some applications are direct and physical, while others allow the same area to be approached energetically or through another part of the wider system.
The work can be applied sitting, standing or lying down, and the techniques can be used on your own body as well as with others. Yet the physical body is never treated as though it exists independently of everything else the person is experiencing. It remains part of the same wider exploration of energy, layers, perception, space and stillness.
For Anandi, the body has become increasingly interesting as she has grown older. Her own experience continues to raise questions about how much movement, openness, sensitivity and availability may still develop throughout life – and how profoundly the quality of the body we inhabit can influence the quality of the life experienced through it.
Touch becomes increasingly subtle.
As physical touch entered peiec®, it became an area of refinement in its own right.
Some techniques involve clear physical contact, while others use remarkably little pressure. A hand may rest lightly on the body, barely make contact, hover above it or move through the surrounding space. The distinction is not simply how much pressure is used, but the quality of the interaction itself.
This is where the person applying the work becomes increasingly important. How are they touching? What are they perceiving? Are they adding effort? Anticipating a response? Interpreting what is happening before they have actually observed it? Can they remain sufficiently still to notice something subtle without immediately trying to change it?
Receiving is therefore as important as giving. When you receive from another person, you experience their touch, pacing and way of working from within your own system. Someone whose perception or stillness has developed further may provide a reference point that cannot be acquired simply by watching what their hands are doing.
Over time, touch can become increasingly refined. It becomes less about doing something to another person and more about developing the capacity to listen through the interaction itself.
Beyond the boundary of the body
As peiec® continued to unfold, space itself became part of the work.
Position, distance, orientation and movement through the space within and around a person can all become relevant. A response may occur before physical contact. Something may change as another person moves closer or further away. An area that appears absent from awareness when approached directly may become perceptible when explored through its spatial relationships.
This begins to raise very different questions about perception.
What are we actually aware of? What have we become accustomed to overlooking? How much information is present before thought gives it a name? And how much of what we believe we perceive is shaped by the reference point from which we are presently perceiving?
Spatial work gives students practical ways of exploring these questions through experience. As awareness develops, the distinction between what is happening within the body and what is happening in relationship with the space around it can become considerably less straightforward.
The body may have a boundary. Our experience of ourselves does not always appear to end there.
Perception changes the work.
Learning more techniques does not automatically mean perceiving more.
A person can become highly sensitive while still interpreting what they perceive through expectation, previous learning or their own internal responses. They may become accustomed to dramatic movement and overlook something much quieter. They may believe they are deeply still while carrying activity they have yet to recognise. And they may simply have no reference point for something that is not yet available within their present perception.
For this reason, peiec® progressively develops observation alongside application. Students learn to notice what happens before deciding what it means, and to recognise increasingly subtle differences between sensation and interpretation, intensity and depth, sensitivity and clarity.
But perception also develops through encountering difference. Working with different people, receiving from others and being exposed to qualities of touch, stillness or perception that are not our own can reveal something our present reference point could not show us.
This is why returning to earlier work can be so revealing. The same technique encountered through more refined perception can contain distinctions that were simply unavailable before. Nothing about the technique needs to change for the experience of it to become considerably deeper.
As our reference point changes, what we are capable of perceiving can change with it.
Stillness changes what becomes available.
Stillness has become one of the deepest aspects of peiec®, yet it too has unfolded progressively.
A state that once felt completely quiet may later reveal subtle thought, expectation, effort or contraction that was previously outside awareness. As these become perceptible, another quality of stillness can become available. The mind can become quieter, internal commentary can recede, and the habitual tendency to interpret the present through what has already been lived can begin to loosen.
This matters personally because it changes the quality of our own experience. It also matters when working with another person, because our own internal activity influences what we are capable of perceiving within an interaction.
Someone can perform a technique correctly and still bring expectation, interpretation, effort or their own responses into what they believe they are observing. As stillness deepens, there can be less between the person and what is actually occurring.
This is why stillness cannot be separated from the development of perception within peiec®. It is not simply a state to achieve. It can continue to deepen, changing both our experience of ourselves and the reference point from which the rest of the work is encountered.
Something learned years earlier can therefore become remarkably different when returned to from a depth of stillness that was not previously available.
The technique has not changed. What has become available within the person experiencing it has.
A body of work you can return to.
Learning peiec® online offers a particular advantage: the teaching remains available as your experience changes.
Anandi’s teachings and demonstrations are filmed, allowing students to learn directly from her and return to the material repeatedly rather than relying on what they were able to absorb on a particular day. In a developmental body of work, this becomes far more significant than simply having access to a replay.
You may watch Anandi demonstrate something and feel that you understand it. After applying the work to yourself, practising with and receiving from other people, you may return months later and notice something you could not see the first time. Years later, the same teaching may reveal another level of subtlety because your perception, spatial awareness, touch or stillness has changed.
The recording has remained exactly the same. The reference point from which you encounter it has changed.
But students do not develop through the recordings alone.
The online environment creates an ongoing movement between teaching, application, self-work, giving, receiving, observation and refinement. Students practise with different people, participate in live online sessions and learn alongside others at different stages of development. Someone relatively new to peiec® may work with or receive from someone who has been developing through the methodology for years, encountering differences in touch, perception, stillness and experience that cannot be learned simply by watching a demonstration.
Questions then arise because the work is actually being used. Those questions can be brought back into the live learning environment, where what students are encountering becomes part of the continuing education.
This allows development to take place over time rather than being compressed into a few intensive days. Students continually return to the work from somewhere slightly different.
The teaching remains available. The people encountering it continue to change.
Another environment for development
For those who choose them, in-person immersions and workshops provide another environment in which to experience and develop through peiec®.
Students bring what they have already been learning and applying online into a shared physical space. With sustained time together, they can work with and receive from different people, be observed directly by Anandi, explore subtleties within touch, positioning, movement, perception and stillness, and encounter different reference points across the group.
The physical environment also allows Anandi to teach responsively into what is actually happening in the room. She can observe how someone is applying the work, notice something they may not yet recognise themselves, redirect an exploration or use what emerges between people to open something for the wider group.
Other in-person experiences may focus on particular aspects of peiec® or create space for Anandi and the group to explore areas of the work more deeply.
These experiences sit alongside the online developmental pathway rather than replacing it. Development does not suddenly begin when students enter a physical room, nor does it end when they leave.
What is encountered in person can be taken back into self-work, the recorded teachings, practice with others and the continuing online environment.
The setting changes. The development continues.
And the inquiry continues.
The five layers and energetic work established the foundations. Further energetic applications expanded what could be explored without physical contact. Physical work and touch brought other dimensions into the work. Space changed the boundaries of what could be observed. Perception raised questions about the person doing the perceiving, while stillness began changing the reference point from which everything else could be experienced.
Eventually, the inquiry reaches consciousness itself and a much larger question:
How much of this human life are we actually available to experience?
peiec® continues to explore that question. New applications have continued to unfold through Anandi, while people who have remained with the work continue returning to what came before and discovering distinctions they could not have recognised when they began.
The more than 200 techniques give peiec® an extraordinary practical range, but the number is ultimately less interesting than what happens over time. The same work can be encountered through a different body, a quieter mind, more refined perception, greater awareness of space and a depth of stillness that was previously unavailable.
The work remains there to return to.
The person returning to it may no longer be the same.