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Posts tagged ‘F.M. Alexander’

Life Is With People – Nov 2012 – Mar 2013 – Workshops in Japan

This video is in honor of all the bright, inquisitive, lively students who took my workshops.

It’s a thank you present from me, to you.

I’ll be returning to Japan, my second home, in the beginning of November 2013, and I will live in Japan until mid-April 2014.

I hope to give lots of workshops. And I will be giving individual lessons in Osaka and Kobe too.

I hope I will see many of you again.

Life is better when we’re together.

Yours,

Bruce Fertman

The Stampede

The Red Hats

There’s nothing quite like real life.

Helping people who come to our studio for lessons to become more physically and personally comfortable really does help. Sometimes a lot. It’s a beginning. Helping a person experience this newfound liveliness as they engage in an activity, like playing a violin, or doing the dishes, or working at a computer takes the work beyond the bodyself and into the world of action, and interaction, into life. My teacher, Marjorie Barstow, was masterful when it came to “working in activity” within a group setting. That stands as a major pedagogical contribution. Overtime, for me, “working in activity” evolved, transforming itself into “working situationally.”

It was some years ago, a workshop in Lubeck, Germany, an elementary school teacher wanted to work on teaching. I said, “Sounds good, lets do it. What’s the most stressful moment look like for you when you’re teaching?” She says,” When class is over and the students are running either out the door, or to my desk, while simultaneously, the next class is running through the same door and  into the classroom, or toward my desk.” “How’s that feel,” I ask?  She says, “ I feel bombarded”, and I observe her as she answers my question, her eyes wide open, her lips apart, her body arching back, her hands springing up in front of her like a shield, her breath held high in her chest.

To the fifteen other people in the room I say, “Okay, let’s make a classroom.” I ask the teacher where the door is in relation to her desk and the students proceed to set up the room, happy to be participating. I watch everyone move and interact. My job is to get to know people, so I sit back and watch as much as I can.

The room’s set up. The teacher is standing in front of her desk. Half the students are in their seats, the other half ready to stampede into the room. Everyone understands that they now are 9 or 10 years old. “Okay, go!” I watch the scene as it unfolds. I see what I need to see.

The teacher’s eyes are bugging out of her head, mouth open, body arching back, hands behind her, elbows locked, hands pressing down against the edge of the desk, knuckles white, body rigid. She’s virtually paralyzed, appearing much like she did when responding to my earlier question, though much more pronounced.  I get all the “kids” to pipe down and to prepare for “take two.”

I ask the teacher to sit behind the desk. She wondered why she had not thought of that. Once in her chair, I ask her to pull her chair forward, closer to the desk, and then to sit back, to let herself rest against the back of the chair, to let the chair support her body. I invite her to feel how the chair comes up under her and supports her pelvis and her thighs too. I have her rest her hands in her lap, and her feet on the floor. Gently, I use my hands to help her decompress her spine, I make her aware of her facial tension until she is able to release her jaw, let her tongue rest, which softens her breathing and her ribs. I encourage her to feel the weight of her eyelids until her forehead relaxes. I watch her arms disarm, her legs ungrip.

I tell her, even though a batch of kids may arrive at her desk in the near future, seemingly all at once, that one student will get her attention first. “Turn and look at that student and address only that student as if she were the only person in the room. Give her all the time she needs. When you feel finished, notice the next student who catches your attention and do the same. Just see what happens. You won’t know until you give it a go. Okay?”  She says okay. Getting that commitment is important.

I give a nod, the kids flock toward her desk. The questions are coming from everywhere. Resting in her chair she turns her head toward one student and says, “Hi, what can I do for you?” She listens to the child, thinks for a moment, then replies. The other kids are desperately trying to get her attention while she’s living inside of a private world with this one student.  She smiles, and tells the child she looks forward to seeing her tomorrow. She turns to another student and says hello. Suddenly, a breeze of silence fills the room. The teacher continues to give her undivided attention to the second child. Gradually the students at her desk decide to leave until only two are left. She finishes, turns to the two other students and tells them she really wants to meet with them and that she’d like to do it after class. They sit down.

Working situationally.  If you bring a person’s real life into the classroom, they will more likely be able to bring what they experienced in the classroom into their real life.

That has been my experience.

Openings

…an opportunity, a beginning, a celebration, a clearing…

An opportunity to receive individual hands on attention and guidance.

A beginning anew, a dawning.

A celebration of  the Alexander/Barstow tradition. Read more

Direction Unknown

Photo: B. Fertman, Coyote, New Mexico

Photo: B. Fertman, Coyote, New Mexico

from Letters To A Young Student…

How do I know when I am moving in the right direction?

It’s simple questions, like this one, that lead us in the right direction. This is what I mean by a heartfelt question. Questions asked from the heart don’t have intellectual answers. Ultimately a question like yours is about how to live one’s life. Living a life is not intellectual, not even for an intellectual!

So I will reflect on this question, not only for you, but for myself as well.

You are asking this question in the context of the work of F.M. Alexander, so let’s begin with a famous quip of  Alexander’s. “There is no such thing as a right position, but there is such a think as a right direction.”

Let’s first zoom out and get the big picture and then work our way into the center. Alexander implies here that what you want is not a posture, not a place, nothing fixed. So if we feel held, placed, or fixed in any way then we are off. He seems to be saying that it’s about “the way” rather than “the form.” Taoism immediately comes to mind as it did for Aldous Huxley who referred to Alexander as the first Western Taoist. Lao Tzu’s references to “wu-wei”, translated non-doing, effortless effort, or harmonious activity, his reverence for water, the watercourse, his love of the valley rather than the mountain, of space over substance, his praise of softness over hardness, his desire for less rather than for more.

Ironically the best book on Alexander’s work may have been written 2400 years before Alexander was born, and may still be the best guide for pointing us in the “right direction.”  That’s why I’ve spent the last eight years studying and writing my own interpretation of Lao Tzu’s, Tao Te Ching, because my experience tells me this text is the predecessor to Alexander’s work.

I would however go a step further. I would say not only is there no right position, I would say there is also no right direction, no one right direction. Being on “a way” is important. In Japan, where I live half the year, people study such disciplines as Kyudo, the way of the bow, Aikido, the way of harmonizing energy, Sado, the way of tea, Shodo, the way of calligraphy, etc.

But being on a way, doesn’t mean we don’t lose our way because we do. Sometimes we have doubts about the path we are on, whether we are getting anywhere, whether it is the right path for us, whether or not we took a wrong turn somewhere along the way, whether we are ever going to get where we are going.

Perhaps a certain amount of doubt goes with the territory. Alexander asked us not to try to be right, not to try to feel that we are right. Not even to care whether we were right. In fact he’d sometimes begin lessons saying, “Let’s hope something goes wrong.”

When we don’t know for certain where we are, we sometimes begin to see where we are, to experience where we are. We open to what is around us.

Yet still, something in us wants some confirmation that we are moving in a good direction. There must be signs, and if there are, what are they?

Alexander gives us a hint when he says,

“When an investigation comes to be made, it will be found that every single thing that we are doing is exactly what is being done in nature, where the conditions are right, the difference being that we are learning to do it consciously.”

What does Alexander mean by “right conditions?” I’m not sure, but maybe it’s similar to Aldo Leopolds’s definition of right. In A Sand County Almanac, Leopold writes, “A thing is right when it tends to preserve the integrity, stability, and beauty of the biotic community.  It is wrong when it tends otherwise.”

Perhaps Alexander is telling us that the way we know we are right, is when we are conducting ourselves in accordance with nature, that is, when we are tending toward the preservation of our integrity, stability, and (inner) beauty. And we are out of balance when we are not.

Let’s zoom into the biotic community within us and return to the question of knowing when we are moving in the right direction.

If we are a fractal of our larger ecosystem, then we too would be moving in a right direction when we are tending toward integration, stability, and beauty. I would add the complimentary opposites to these indicators: integration and differentiation, stability and mobility, and beauty and functionality. Complimentary opposites work with one another. Opposing opposites work against one another. My experience tells me that when we are experiencing an integration of complimentary opposites within us, we are moving in the right direction.

When we are feeling unified and articulate.

When we are feeling stable and mobile.

When we are feeling functional and beautiful.

When we are feeling light and substantial.

When we are feeling still as a mountain and moving as a river.

When we are feeling rest and support.

When we are feeling gathered and expansive.

When we are feeling within and without.

When we are feeling open and focused.

When we are feeling connected and independent.

When we are feeling committed and free.

When we are feeling spontaneous and deliberate.

When we are feeling soft and powerful.

When we are feeling relaxed and ready.

When we are feeling near and far.

When we are feeling time and the timeless.

When we are feeling gravity and grace.

When we are feeling self and others.

When we are feeling self and no self.

When we are doing less and receiving more.

If we decide to use the word direction in the strict Alexander sense of the word, and then ask how do we know when we are moving in the right direction, the answer may be hiding in The Use of the Self, one of Alexander’s books I read some 40 years ago. Somewhere, I believe in a footnote, Alexander mentions that a direction is a message we send to a part of the body. If the message is correct, if it is a right direction or order, it will conduct the energy within that part of the body in a way that will result in a general improvement of one’s overall integration.

The metaphor I use to get a picture of this is that of a lock and key. A joint in your body would be a lock, the key, its direction. It’s necessary to examine the lock to find out its structure. Then you can make a key to fit the lock. When the key fits the lock, the lock opens. This opens a door which allows you to enter into your house, your body, where you reside, your abode, your dwelling place, your refuge, your sanctuary.

Eventually, through study, whether that is on your own, or with the help of a teacher or teachers, you come to discover and learn about many of the doors and their locks, and you construct ever more precise keys to these doors which lead you through the gates into the holy city.

You learn, in Alexander’s enigmatic term, how to free into your primary control, or your true and primary movement, or as I sometimes refer to it as, your primary pattern, which is a fluid, moving, organizing pattern.

You learn how to enter into this fluid organization, into this knowing river within us, and it is the river who knows where to go, knows what a right direction is. Our job is to surrender to the river, to let the river take us to a place known to it, forever unknown to us.

More Than The Eye Can See

A photo/essay on touch. Touch is my primary sense. I live like a blind man who just happens to be able to see.  When teaching  Read more

Great

Sure, I am bias. I know. My kids are great. My neighbors are great. My wife is great. My Alliance teachers are great. My students are great. That’s just how I feel about the people I am blessed to be among. Oh yes, and my dog is great!

It’s exciting going back to the Alexander Alliance Germany. It’s like seeing a six month old child, and then seeing them six months later. The change is dramatic. That’s what it’s like seeing my students again. While I was living in Coyote, my students were studying with Celia Jurdant-Davis, and Margarete Tueshaus, so of course they have changed for the better. Being a community/school is like that. What we do, collectively, as a faculty is so much more than any one of us could do alone.

My house is almost in order, asleep for the long, hard winter up here in the Jemez mountains. My bags are almost packed, too heavy as usual. Because, after teaching for  two weeks in Germany, and visiting my dear friends for a week, I take off for Osaka for five months. But I am just an email away. Write to me whenever you want. I always write back.

An Alexander Riddle

What do these Alexander teachers have in common?

-Rivka Cohen

- John Nichols

- Marjorie Barstow

- Eileen Crow

- Lena Frederick

- Bryan Mckenna

- Elisabeth Walker

- David Gorman

- Bill Conable

- Tommy Thompson

- Nica Gimeno

- Marie Francoise Le Foll

- Doris Dietchy

- Ann Waxman

- Sally Swift (creator of Centered Riding)

- Jeremy Chance

- Gilles Estran

- Judy Stern

- Barbara Conable

-Erika Whittaker

- Michael Gelb

- Glenna Batson

- Beret Arcaya

- Carol Boggs

- David Mills

- Frank Ottiwell

- Meade Andrews

- Pete Trimmer

- Michael Frederick

- Rosa Louisa Rossi

- Frank Sheldon

- Michael Mazur

- Lyn Charlsen

- And no doubt a few others I cannot remember at the moment.

Answer: Each one of them was welcomed and taught as a guest teacher at The Alexander Alliance in America, Germany, or Japan, or served on the faculty at the Sweet Briar Summer Course in the Alexander Technique, which was required for Alexander Alliance trainees in America as part of their training.

Another Answer: I got to learn from all of them. Wow, how lucky to have studied with such an array of very fine teachers.

So………..be generous, refrain from pre-judging. Practice openness.

Peace,

Bruce

Sparkling

Once long ago I asked Peg Gummere how old she was.  She leaned forward and whispered, “Can you keep a secret?” I whispered back, “Yes.”  She smiled, paused, and then said, “So can I.”

I never did find out her exact age. But today I did. Today I called and spoke with Peg. Her memory is a thing of the past, as memory is, but in the present Peg is as she always was, lively, kind, and completely interested in you.  She had Marjory Benjamin, a woman who helps her, write down my name and number, thinking that her children might want to know I had called. Marjory told me next month would be Peg’s birthday. I said, “Really! How old will she be? “ Marjory said, “Ninety-five.”

Peg had great teachers, and a great education. She studied drawing with Kimon Nicolaides at the Arts Students League in New York, violin with Dr. Suzuki, and the Alexander Technique with F.M. Alexander. Like Alexander, she was also an avid rider. Peg could see, hear, and move. Her senses were wide open. Whatever happened to education like that?

In 2000, when Buzz Gummere, Peg’s husband, was 90, and Peg a mere 84, (now I know), they decided at the last minute to join us for our first Alexander Alliance retreat at Ghost Ranch in New Mexico. They found a flight, flew across the country, rented a car, drove for three hours, and showed up at Ghost Ranch just in time for class.

One night, sitting around a fire, under the stars, sipping on some red wine Buzz started talking about Alexander. Peg, as usual, slightly bowed her head, lowered her eyes, and listened intently. Buzz said,

“You’ve haven’t seen people wearing spats have you?  Well, a British gentleman would most certainly have a set of those fine woolen things that they put on over their feet to keep their ankles warm in cold weather.  Spats became a sign of somebody who was aspiring to be aristocratic.  Alexander had a perfect British accent.  You could not hear that he was from Australia.  Here was a very polished person.  Alexander was a very lovely person too, in a lot of ways, but underneath, he was a real wild man.   That tension must have been very intense in him.  Peg, tell us about F.M. from your point of view. 

Peg: He loved horses.  He rode till the end of his days.  He was a live wire.  He didn’t seem like an old man at all, even up to the late years.  He was sparkling.

Buzz: What was that last word?

Peg: Sparkling.

And, if I were pressed to find one word for Peg, that would be the word,

Sparkling.

Deeper Than Rest

 

From Conflict to Confluence

Every action has within it something you do and something you don’t. If you try to bend and straighten your arm at the same time, you will find yourself unable to move that arm. You won’t be able to bend it or straighten it. What you’ll be doing is using half your effort to bend your arm and the other half of your effort to keep your arm from bending.

Sort of like the American Congress.  Nothing moves.

When you flex your arm, whether you know it or not, your nervous system has “chosen” not to straighten it. Not bad. It sounds like a strange thing to “consciously” choose not to straighten your arm at all, but when you do, your arm is totally free to flex, without the slightest resistance.

When all the muscles are firing away, indiscriminately, in every which direction, in opposing directions, you get over efforting, sometimes to the point of paralysis. You get chaos. You get conflict. You get a body fighting against itself, and therefore losing. Fight against yourself and you will always lose. Any semblance of grace will be gone.

Lao Tzu, the famous Chinese philosopher/pragmatist/mystic had a word for grace. He called it “wu-wei”, often translated as non-doing, effortless effort, or harmonious activity.

Grace happens when everything that is not needed in an action is not engaged, and everything that is needed is. This requires a person with a discriminatory nervous system, a nervous system that knows when to say yes, and when to say no, and not only when, but how, and how much, and where. We have, within us, a potentially brilliant binary system, capable of virtually infinite nuance.

Knowing what not to engage, knowing what to leave be, knowing how, what, where, and when to cease firing, and being able to do so at will, is part of the skill Alexander referred to as inhibition. My guess is that Alexander chose the word inhibition because he wished to place his work within a scientific context, but it turned out that a contemporary of his, Freud, already had domain over that name. How unfortunate for Mr. Alexander, and for all of us who follow in his footsteps! How many people when they hear the word, inhibition, think of an inhibitory postsynaptic potential (IPSP), a kind of synaptic potential that makes a postsynaptic neuron less likely to generate an action potential, the opposite being an inhibitory postsynaptic potential, an excitatory postsynaptic potential (EPSP), which is a synaptic potential that makes a postsynaptic neuron more likely to generate an action potential?

Not many.

Yet, despite the confusion over this word, what Alexander was directing us toward was, I believe, nothing less than grace, both physical, and I dare say, spiritual.

You might look at physical and spiritual grace as two circles. Sometimes, for we kinesthetic types, these two circles overlap. We’re like raindrops touching down upon the surface of a pond. Have you ever seen two ever widening rings as they overlap, each moving toward the other, each becoming the other until, for an instant, they are one?

Below that fluid oneness, still and moving, a peace, deeper than rest.

Peace is not just the absence of war. Peace is what happens when war is absent. It’s the re-forming of swords into plowshares. It’s the conversion of conflict into confluence. 

Energy is freed, now able to be redirected toward nurturance, education, experimentation, service, art, and recreation.

In one word, I’d say that is what Alexander’s work is about.

Revitalization.

On Alexanderian Inhibition and The Great Undoing

photo: B. Fertman

Long ago now, after teaching a workshop in Zurich, someone asked me what Alexandrian Inhibition was for me. I told her. Then, gently, a wise person, and Alexander teacher, Doris Dietchy, suggested to me that it was important to remain open to one’s experience of Alexandrian Inhibition changing over one’s lifetime. At that time, I was cocky enough to feel that I had the definitive definition down. Of course, Doris proved right, and I was, thankfully, wrong.

Almost everyone gets the initial idea that Alexandrian Inhibition is about pausing, taking a pause, a moment to get your internal directions going, to get yourself free and together. It’s a beginning. And it’s a trap. Beginners get into the habit of stopping their activity, and thinking a litany of words to themselves with little actual change, which means little Alexandrian Inhibition happening. And so it was with me too.

Then some students begin to realize that Alexandrian Inhibition is not the stopping of an action; it is the stopping of one’s habitual way of doing that action within the action. This changes everything. The student realizes that pausing the action is sometimes a pedagogical device, sometimes needed, to facilitate a constructive dis-integration of one’s habitual way of being, allowing for a re-integration of a deeper way of being. But, in itself, stopping an action carries with it no guarantee that a deep neurological shift in one’s body and being will occur.

As Marj Barstow once told me, as we were driving to yet another introductory workshop, “Bruce, it’s like this. Here we are driving down the road. You’re getting ready to bare left, because you believe that is the right way to get to where you are going. Then suddenly, while you are driving, you realize it is not the right way to go. So very delicately you lightly turn your steering wheel, power steering, and there you are, headed off in a direction that is going to save you some gas and get you to where you want to go. It’s that simple. You can’t be going in two directions at once. You have to not go in the direction you believed was right before you can go in the direction you may now suspect is more on track. That’s just common sense. Now, if you take that wrong turn and you get yourself really lost, you may have to pull off to the side of the road, stop driving, turn off your car, sit there, take out your map, and figure out where you are. Because how could you ever get to where you want to go if you do not have the faintest idea where you are going? You can’t. Chances are you’ll end up going around in circles. That’s what we do. If you don’t have your map, a reliable map, then you are going to have to rely on someone who knows the territory better than you do, and get a little help. Now, that is a simple example, but that is how it works.”

Marj was full of practical wisdom. And while this understanding of Alexandrian Inhibition still makes a lot of sense, and remains operable for me, I begin to have a deeper experience of Alexandrian Inhibition. Alexander said it something like this, as told to me by Buzz Gummere, one of my mentors for 30 years who studied with Dewey, F.M., A.R., Marj, and who was one humbly brilliant guy. He told me that one day Alexander told him that when in a fix, there are exciters and inhibitors firing away. And when push comes to shove, the exciters always win out, and we get into a lot of hot water. Even wars. And that is the crux of the problem right there. The exciters are winning out, and the inhibitors are losing. And when the inhibitors lose, we lose. Everyone loses. That’s how it is.” Living through a couple world wars, as Alexander did, can knock some sense into your head.

I read a lot, mostly novels. I’m beyond self-help. Hopeless. So I like a good story. I like the benefit of how others view the world. Here’s how Dostoevsky understood ‘Alexandrian Inhibition’ near the end of his life, as expressed in The Dream of a Ridiculous Man. 

I suddenly felt like it made no difference to me whether the world existed or whether nothing existed anywhere at all…At first I couldn’t help feeling that at any rate in the past many things had existed; but later on I came to the conclusion that there had not been anything even in the past, but that for some reason it had merely seemed to have been. Little by little I became convinced that there would be nothing in the future either. It was then that I suddenly ceased to be angry with people…And, well, it was only after that that I learnt the truth. 

Marj used to say to us fairly often,”All I’m trying to show you is a little bit of nothing.” Well, Dostoevsky is having an experience here of a vast amount of nothing. But it is not a negative nothing. It’s a positive nothing. So what could there be to get angry about? Now this is a man whose inhibitors have won. And so has he.

Here’s how I experience it. What we call “now” is simultaneously here and gone. That means any given moment simultaneously exists and does not exist. It’s arriving and leaving at exactly the same instant. These days I experience myself as simultaneously here and gone, as existing and not existing, as awake and dreaming, as living and dying. As our Zen Buddhist friends might say, form is emptiness, because to them form is emptiness and emptiness is form, simultaneously! This simultaneous experience of being substantial and insubstantial, this balance of being something and being nothing grants me composure, peace; I dare say, freedom.

But the instant I begin to favor, to try to hold on to the moment, to the here, to the now, to existence, to living, to form, I am unfree, bound, burdened, heavy, and prone to suffering. Life is leaving. And leave it must. And leaving without holding on, without regret, gratefully, fills me with a poignant love for life.

That’s what Alexandrian Inhibition is for this older man, now. Who knows what it will be for me tomorrow.

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