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It’s Going to Happen – October 3rd to December 6th, 2020

Already people have registered to partake in, A Grace of Sense – Where Our Inner World and Outer World Meet, from Scotland, England, Italy, Germany, Switzerland, Iran, Australia, New Zealand, Singapore, and United States. That is why I decided to teach two classes, as to accommodate all of our different time zones. Usually, I have to trek around to world to get to people from so many different countries, but this way I can do so leaving a much lighter carbon footprint.

Yes, I cannot be with you in person. I cannot work with my hands as a way of helping you to access this material. But, at the same time, as I acclimate to this new medium I find, there is a surprising amount that I can successfully communicate visually and verbally.

Eventbrite makes it very easy for you to read about and register for this course. If you give yourself the time to read this material slowly and let it sink in, then you will know if this course if for you. If my words speak to you, if they move you, consider studying with me. If you have any questions, write to me. I am not going anywhere!

There is a handsome saving if you register by August 15th.

A Grace of Sense – Europe

 

Photo: B. Fertman

 

A Grace of Sense – Asian Pacific

 

Photo: B. Fertman

 

A Grace of Sense – Americas

 

Navajo Woman – Photo: B. Fertman

About Bruce Fertman

“In Bruce’s class you feel as if you are sitting by a deep, soft lake. He is the embodiment of his work. His pace and patience, his quiet confidence, allows people to unfold and open layer by layer. The superfluous falls away, leaving only life’s inner vitality effortlessly expressing itself through you. And then you know, ‘That’s who I am, that is who I could be.’”

Margarete Tueshaus – Alexander Teacher, Equestrian, Germany

Gone is the straight-lined striving, the stopping and oughting. Instead curiosity, inquisitiveness, and permission to experiment, to play, to open boxes and to climb out of them into a world of possibility – a world both soft and strong. And all this through a quiet power, a clarity of speech, and a wealth of wisdom. For me, Bruce’s work is more than exciting; it is important, both to the world and to anyone involved in any way with Alexander’s Technique.

Annie Turner – Alexander Technique Teacher, England

Having done so for 30 years, Bruce continues to teach annually in Europe, Asia, and the United States helping people to understand and experience the interconnectedness between physical and spiritual grace.

In 1982, Bruce co-founded the Alexander Alliance International, an intergenerational, multicultural community/school, now with programs in Germany, Switzerland, Austria, England, Japan, Korea, Australia, New Zealand, and America.

Author of  Teaching By Hand/Learning By Heart, Delving into the Work of F.M. Alexander, Bruce currently lives and works in Osaka, Japan and Coyote, New Mexico.

 

 

A Grace of Sense – Where Our Inner World and Outer World Meet – Part I – A 10 Week Online Course with Bruce Fertman – October 3rd – December 6th, 2020

Already people have registered to partake in, A Grace of Sense – Where Our Inner World and Outer World Meet, from Scotland, England, Italy, Germany, Switzerland, Iran, Australia, New Zealand, Singapore, and United States. That is why I decided to teach two classes, as to accommodate all of our different time zones. Usually, I have to trek around to world to get to people from so many different countries, but this way I can do so leaving a much lighter carbon footprint.

Yes, I cannot be with you in person. I cannot work with my hands as a way of helping you to access this material. But, at the same time, as I acclimate to this new medium I find, there is a surprising amount that I can successfully communicate visually and verbally.

Eventbrite makes it very easy for you to read about and register for this course. If you give yourself the time to read this material slowly and let it sink in, then you will know if this course if for you. If my words speak to you, if they move you, consider studying with me. If you have any questions, write to me. I am not going anywhere!

There is a handsome saving if you register by August 15th.

A Grace of Sense – Europe

 

Photo: B. Fertman

 

A Grace of Sense – Asian Pacific

 

Photo: B. Fertman

 

A Grace of Sense – Americas

 

Navajo Woman – Photo: B. Fertman

About Bruce Fertman

“In Bruce’s class you feel as if you are sitting by a deep, soft lake. He is the embodiment of his work. His pace and patience, his quiet confidence, allows people to unfold and open layer by layer. The superfluous falls away, leaving only life’s inner vitality effortlessly expressing itself through you. And then you know, ‘That’s who I am, that is who I could be.’”

Margarete Tueshaus – Alexander Teacher, Equestrian, Germany

Gone is the straight-lined striving, the stopping and oughting. Instead curiosity, inquisitiveness, and permission to experiment, to play, to open boxes and to climb out of them into a world of possibility – a world both soft and strong. And all this through a quiet power, a clarity of speech, and a wealth of wisdom. For me, Bruce’s work is more than exciting; it is important, both to the world and to anyone involved in any way with Alexander’s Technique.

Annie Turner – Alexander Technique Teacher, England

Having done so for 30 years, Bruce continues to teach annually in Europe, Asia, and the United States helping people to understand and experience the interconnectedness between physical and spiritual grace.

In 1982, Bruce co-founded the Alexander Alliance International, an intergenerational, multicultural community/school, now with programs in Germany, Switzerland, Austria, England, Japan, Korea, Australia, New Zealand, and America.

Author of  Teaching By Hand/Learning By Heart, Delving into the Work of F.M. Alexander, Bruce currently lives and works in Osaka, Japan and Coyote, New Mexico.

 

 

Newsletter & Retreat Registration: Data Privacy Policy

Retreat/Online Course Registration:
Data Privacy Policy

​I agree that my contact details are saved by Bruce Fertman / the Alexander Alliance Europe and are used for the execution of contractual relationships (e.g. workshop or online course participation).

By ticking the box “Newsletter Alexander Alliance Europe” I confirm that I would like to be included in the newsletter of the Alexander Alliance Europe.

I understand that the consent to the data processing of the aforementioned information is voluntary and can be withdrawn at any time by me in whole or in part with effect for the future. Any revocation must be sent by email to: Bruce Fertman, bf@brucefertman.com.

I have read and taken note of the information requirements set out below in accordance with Articles 13 and 14 of the GDPR.

Information obligations under Articles 13 and 14 DSGVO

According to Articles 13 and 14 of the EU GDPR, the person responsible must provide the information specified in the articles to a data subject whose data he processes. The information below complies with this information obligation.

 

1. Names and contact data of the person responsible:

Bruce Fertman, 216 County Road, #35, Coyote, NM 87012; E-Mail: bf@brucefertman.com

2. Contact details of the data protection officer:

Bruce Fertman, 216 County Road, #35, Coyote, NM 87012; E-Mail: bf@brucefertman.com

3. Purposes for which personal data are processed:

The personal data will be used for the execution of contractual relationships (e.g. participation in seminars, online courses and events of Bruce Fertman / the Alexander Alliance Europe: organization, issue of participation certificates, etc.) and for personal marketing of the Alexander Alliance Europe, such as the announcement of regional and international events and offers.

4. Legal basis on which the processing takes place:

The processing of personal data is usually based on the need to fulfil a contract in accordance with Article 6 para. 1 lit. b) GDPR. The contractual relationships are primarily the participation in events, online courses and seminars of Bruce Fertman / the Alexander Alliance Europe.

If personal data are collected without the processing being required to fulfil the contract, the processing is carried out on the basis of a consent pursuant to Article 6 para. 1 lit. a) i.V.m. Article 7 GDPR.

5. The recipients or categories of recipients of the personal data: For organizational reasons, the contact details of the participants will be forwarded to the seminar house of the respective event as required.

6. The duration for which the personal data are stored or, if this is not possible, the criteria for determining the duration:

The personal data will be stored for the duration of the contract as well as for the duration of the enrolment in the newsletter of the Alexander Alliance Europe. Upon termination of the contract and cancellation from the newsletter, the data categories will be held for a further ten years according to the legal retention periods and then deleted. In the period between the termination of the contract and the cancellation from the newsletter and the deletion of the data, the processing of these data is restricted.

7. The data subject has the following rights under the conditions specified in the articles:

  • the right to information under Article 15 GDPR,
  • the right of correction under Article 16 GDPR,
  • the right to cancellation under Article 17 GDPR,
  • the right to limit processing under Article 18 GDPR,
  • the right to data portability under Article 20 GDPR,
  • the right of objection under Article 21 GDPR,
  • The right to complain to a supervisory authority under Article 77 GDPR,
  • The right to revoke consent at any time, without affecting the lawfulness of the processing on the basis of the consent until revocation.

8. The source from which the personal data originate:

In principle, the personal data are collected in the context of a new contractual relationship and the registration for the newsletter of Bruce Fertman / the Alexander Alliance Europe.

End of the information obligation

As of July 2020

 

Turning the World Inside Out

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“I only went out for a walk, and finally concluded to stay out till sundown, for going out, I found, was really going in.” John Muir

One day, I too came to this same realization. Because of where I live in New Mexico, the world around me is hard not to notice. In fact, it is hard not to want to be in it. The world around is so huge, so vast, so alluring.

On this day, climbing for about an hour up the mountain behind my house, I end up sitting on the edge of a tall red rock cliff overlooking my small village of about fifty small dwellings. From my perspective these shelters looked a bit like anthills or groundhog mounds, low to the ground, made of mud, as are many of these earth brown adobe homes. When an old adobe home is vacated, they look like an abandoned bird’s nest, a temporary shelter returning back to the earth, at its own time, in its own way. Biodegradable.

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Our Adobe House in Red Rock Country

Looking at these shelters from high above, I thought to myself, “These shelters are outside in exactly the same way the ground or the cliffs or the sky are outside, in exactly the same way I am outside right now. Maybe there is only outside, and everything is in it. Even when I am inside my tiny earthen house down there, am I not still outside? Am I not always outside?” As odd as it may sound, after that revelation, my life has not felt the same.

In the fall, at harvest time, when the orange moon hangs low and large in the sky, some Jews will make a temporary hut called a Sukkah. There are rules as to its construction. For example, a Sukkah must provide more shade than sun but must be made in such a way that at night one can see at least three stars through the roof. For a week or so, observant Jews will eat their meals in their Sukkah. Some will set places at the table for beloved ancestors whom they will invite to join them, invoking their presence through story. The frail structure of the Sukkah reminds us that our bodies too are fragile, impermanent structures but even so, best not to wall ourselves off, to shut ourselves out from the natural world, a world overflowing in abundance and beauty.

“I had to go out into the world and see it and hear it and react to it, before I knew at all who I was, what I was, what I wanted to be.” Mary Oliver

Making this one linguistic shift radically affects the use of my senses and the tone of my body. Now, when I am covered by a shelter of any sort, even this large apartment building where I now sit in Osaka, I still feel like I am outside. I no longer lose the sense that it is morning, afternoon, or night, that it is sunny or cloudy, rainy or windy, cold, hot, dry or humid. Though sheltered, am I not still outside?

Now, when I go back outside, I am going back into the world. When I take shelter, I am coming out, coming out from the cold, coming out of the rain, out of the elements, out from what is elemental, out of my element.

At some point along the way, I realized that it is not possible for me to be in my own world. I can only be in the world because there is only the world and I am in it. Then I realized that the same is true of my body. I do not and cannot live in my body. My body lives in the world with the rest of the animal kingdom. Do we not think of a bear hibernating in its cave or den as living in nature, of baby birds in their nests as being in nature?

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Are we not in nature? Just as we spent 9 months living in our mothers, so too we spend the however many number of years allotted to us living, gestating, inside the great mother of us all. Is there any other world but the world of nature?

No wonder we feel alone. No wonder we feel lonely, cut off, shut out, abandoned. Motherless children. But we have not been abandoned. We left. Somewhere along the way we became confused. We began to believe that being in the world was being outside and being in our homes or offices was being inside.

Can you remember when you were very little, how much you wanted to get out of the house and into the world? How, as it was getting dark, you did not want to go home for dinner. You wanted to stay under the open sky, in the fresh air, lying on the soft green grass, rolling down a hill, climbing up a tree, playing in the biggest playground in the world? For most kids, that’s natural. Now, when I am at Ghost Ranch, hiking up Chimney Rock or Kitchen Mesa, I often get the feeling I am walking inside of the biggest church/mosque/temple imaginable. It is as big as I can see in every direction. The ceiling seems infinite, the floor fantastically large. Everything I can see exists inside the cathedral of the world.

21083030_938964652911485_69443437429317687_oAtop Chimney Rock at Ghost Ranch, New Mexico

The first step for me was to realize that everything is outside, that the house I live in, is outside. That everything is outside. The second step was for me to realize that when I am outside, I am actually inside, inside Earth’s Cathedral, inside the Mother of us all. Once this became my new normal, John Muir made perfect sense.

“I only went out for a walk, and finally concluded to stay out till sundown, for going out, I found, was really going in.” 

I invite you to experiment with this linguistic shift. If you succeed in reversing this spatial metaphor, something wonderfully strange will begin to happen. When you are home under your own roof, or sitting at your office desk, your sensory field will broaden. Though sheltered, you will hear the larger world speaking to your body. Your peripheral vision will take in more light, your breathing will improve, your sense of smell will become more astute, your skin will record the weather, your muscle tone will engage, your bones will begin to balance, you will become less sleepy, more sensorially alert, your mammal body will reassert itself. You will find yourself wanting to spend more time in the world, unsheltered, in the elements, in your element.

“Whoever you are, no matter how lonely, the world offers itself to your imagination, calls to you like the wild geese, harsh and exciting – over and over announcing your place in the family of things.” — Mary Oliver, Wild Geese

Fieldnotes – Gleanings from the Life and Work of Tommy Thompson – A Review of Tommy’s New Book – Touching Presence

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Parallel play. That’s when toddler’s play adjacent to one another without trying to influence one another’s behavior. Two kids, playing alone, in the same space with a peripheral interest in what the other is doing.

Tommy and I did not meet until we were quite a bit older, but this is what we did. Every once in a while we would begin to interact. Martha and I invited Tommy down to Philadelphia to teach for us. Tommy invited me up to Boston to teach for him. Together we helped with the conception and founding of ATI. Every few years we’ed bump into one another at International Congresses and talk. Life happened. Twenty years sailed by without much contact at all. Finding out Tommy would be in my neighborhood in Osaka, I make an arrangement for us to meet over dinner at a little French restaurant Tommy liked. There we were, two considerably older men, weather worn but the better for it, and under it all still sparkling, those little kids somewhere alive within us.

Shortly after that meeting, my book comes out, Tommy reads it and is kind enough to write a review. He says to me, “Now I don’t have to write my book. You said what I care most about.” But Tommy did write a book, with the expert help of Rachel Prabhakar and David Gorman, and I am glad he did, because while there indeed exists considerable overlap in what Tommy and I find important in the Work and in how we are as teachers, we are also different.

It is with great pleasure, and with enormous respect, that I offer this review of Touching Presence by Tommy Thompson.

Fieldnotes

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Gleanings from the Life and Work of Tommy Thompson

 

Reading Tommy’s book, Touching Presence, I hear Tommy speaking primarily to trainees and teachers and to advanced students of Alexander’s work. Given that, I will address this same audience.

This book is not so much about the Alexander Technique as it is about how Tommy uses the Alexander Technique as his vehicle through which he guides his students into living more compassionately conscious and self-embodied lives. Use is too narrow an arena for Tommy. He is interested in personal transformation.

In our profession, thankfully, we have many gifted teachers doing research into different aspects of Alexander’s work. Some of us are reductionists. Some of us are more physiologically oriented and want to zero in on the precise physiological mechanisms involved in bringing about improved use. This is exciting. At the same time, some of us, like Tommy, are what I would call expansionists. Tommy wants to expand Alexander’s work beyond the workings of the body into the workings of the heart and soul. That is where Tommy’s work lives. This too is exciting. For Tommy, Alexander’s work is a spiritual path, a way of life. I think this is true for many of us. Tommy is as much a healer and secular rabbi/sheik/priest as he is a teacher.

I am fine with this because when reading, Touching Presence, I feel in the presence of a person who is entirely himself, who teaches through who he is. He’s not imitating anyone. He teaches through his own personal ethical framework, expressing his own truth. He teaches through his own language. He teaches out of his own experience, sometimes painful experience. He’s real. He’s authentic.

Tommy often, like a Hasidic rabbi or Sufi sheik, teaches through story. He’s a good storyteller. He shares deeply moving stories with us of his birth, of growing up in the segregated south, of the love for and death of his wife, Julie. These are not just stories. The key concepts which Tommy holds dear about the Alexander Technique are clearly elucidated within these stories.

What are some of these key concepts? Here, I will not go into detail; for that I suggest reading Touching Presence and if possible, studying with Tommy.

1.) Perhaps the deepest and most far reaching of all of Tommy’s key concepts is that of “withholding definition”. This is his way of talking about Alexandrian Inhibition, of a radical sort, one that allows a persons’ fixed sense of identity to become unfixed, fluid, changeable. Tommy’s work revolves around the issue of identity, how we define ourselves and by doing so, how we limit ourselves from experiencing who we are and what we might become. In the words of James Baldwin, “Identity would seem to be the garment with which one covers the nakedness of the self: in which case, it is best that the garment be loose, a little like the robes of the desert, through which one’s nakedness can always be felt, and, sometimes, discerned.”  Tommy’s work seems to be about loosening the garment.

2.) Seeing a students’ beauty. Appreciating a student for how and who they are and letting your lessons unfold from there. Tommy’s work is profoundly non-corrective.

3.) Restoring a supportive sense of being as we do what we are doing. Remaining a human being rather than turning into a human doing. Our culture judgmentally demands: “Don’t just stand there, do something!” Tommy’s advice might be: “Don’t just do something, stand there.” First get a sense of where you are, what you are in relation with, how you are being, what you are experiencing and then let your doing arise out of this fullness of being.

4.) What most influences our students and allows them to change depends not so much on what we do but on who we are when we are with them. Ram Dass says, “The only thing you have to offer another human being, ever, is your own state of being.” Maybe Ram Dass heard that from Tommy! Sounds like Tommy.

Touching Presence does not read like a novel, or a textbook, certainly not a manual. Reading Tommy requires some work and some time. I found myself reading just a paragraph or two and then having to stop, become still, quiet, and just think, reflect, meditate before reading on. Touching Presence reads more like a Buddhist Sutra, or like the Cloud of Unknowing, where something important is said over and over again. Humility…is nothing else but a true knowledge and experience of yourself as you are. (Cloud of Unknowing). Or, The word is not the thing. (The Diamond Sutra). Or, Form is emptiness, and emptiness, form. (The Heart Sutra). Ideas not for thinking once and then forgetting, but rather ideas you sit on, like a mother hen, until one day, CRACK, your mind opens, your heart opens, and new possibilities, ones you never could have imagined, present themselves.

If you are training to become an Alexander teacher, or if you are an Alexander teacher and if you are interested not only in The Use of the Body, but are really interested in The Use of the Whole Self, if you wish to go beyond teaching about the body and about movement, if you are interested in physio-spiritual life, in your physio-spiritual life, then this book may help you along your way.

 

Flying in Formation

Photo by: Miles Orchinik

To My Dear Trainees, Faculty, Grads, and Post Grads,

My childhood friend, Miles Orchinik, now a professor of neurophysiology once told me that, for animals, it appears fear has a real and positive function, whereas anxiety, something apparently unique to humans, does not.

Fear energizes us for action. Michael Gelb once gave a talk at one of our annual summer retreats in the Alexander Technique and said it something like this. “Fear gets all the butterflies flying around in your stomach every which way. It is up to us to know how to get them to fly in formation.”

The sight of a predator, for example, triggers a fear response in the amygdala, which activates areas involved in preparation for motor functions involved in fight or flight. It also triggers the release of stress hormones and the sympathetic nervous system. This leads to bodily changes that prepare us to react to danger more efficiently and successfully. The brain becomes hyperalert, pupils dilate, the bronchi dilate, breathing accelerates. Heart rate and blood pressure rise. Blood flow and glucose to the skeletal muscles increase. Organs not vital in survival such as the gastrointestinal system slow down.

Fear is short-lived, geared toward a clear and present danger, usually a specific danger. Anxiety is another matter. Anxiety is chronic, geared toward an often more diffuse future event. Anxiety promotes excessive caution and makes coping less constructive or successful.

Having worked somatically with so many people, my experience tells me that fear charges the muscles, creating a great deal of potential energy in the thighs, (kicking, running), in the biceps and hand, (punching, etc.) and in the jaw, (biting). Once released and redirected, a person is in a condition or readiness, free to fight or flee or in the case of humans, to choose neither, to just be where we are, not fighting, not running, not freezing, not feigning, not fidgeting, but rather relying on reason, compassion, and cooperation to resolve conflict.

A person suffering from anxiety tends to squeeze their energy toward their midline and up almost appearing tied up with a rope. It in no way prepares the body to fight or flee or be. Yet this pattern can be released as well and redirected more constructively. But first, the mind must stop freaking itself out about the future. The mind must be brought back into present time and into the world as it is now. Often, the immediate reality is less scary than dire possible realities our minds can create for us.

Thoughts that create anxiety for me go something like this…If I get covid-19, I will die. If I die in Japan, I may never see my children again. If the economy crashes, I will lose my entire savings. If covid-19 continues and other pandemics arise, my life as an Alexander teacher who uses his hands will end. If covid-19 and other pandemics arise, travel will be too risky, and my school will close. These thoughts make me anxious and do not help me. I spend very little time entertaining these thoughts because, thankfully, I know how to diffuse them.

This is when the work of Byron Katie becomes very handy. I studied with Katie for quite a number of years. I feel such gratitude toward her and her brilliant work. Her work is an ingenious synthesis of cognitive and meditative processes. You have to think, and you have to drop down deeply into your innermost being for the answers that are there and that will help you live your life, no matter what is going on.

If you do not know about her work, I suggest buying her book, Loving What Is, or going online and learning about what Katie calls, Inquiry.

Here is an example of my using Inquiry.

As an example, let’s take one of my anxiety producing thoughts. After I do this, I encourage you to write down a few of your anxiety producing thoughts and just ask these questions and go through the process. Make sure you write everything down. As Katie says, “All pain belongs on paper.” See what happens.

Here we go. My thoughts are in italics.

If covid 19 and other pandemics arise, travel will be too risky, and my school will close.

Question 1: Is it true? Be still and ask yourself if the thought you wrote down is true.

Of course, I can’t predict the future, but it is good to do your best to arrive at a yes or no answer, even if you have to use your intuition. My intuition says No. I let this answer sink into my body.

Question 2: Can you absolutely know it’s true? This is another opportunity to open your mind and to go deeper into the unknown, to find the answers that live beneath what we think we know.

This for me is definitely a No. I let this sink in. Ah, I can’t know this for sure.

Question 3: How do you react—what happens—when you believe that thought? With this question, you begin to notice internal cause and effect. You can see that when you believe the thought, there is a disturbance that can range from mild discomfort to fear or panic. What do you feel? How do you treat the person or the situation you’ve written about, how do you treat yourself, when you believe that thought? Make a list and be specific.

Okay. What happens when I believe this thought is true? I am going to write down the thought again, just so I can really take it in.

If covid 19 and other pandemics arise, travel will be too risky, and my school will close.

 How do I react, what happens, when I believe this thought?

 I feel sad, my chest sinks. It’s hard to inhale. I feel defeated, over the hill, hopeless. Other thoughts arise. All that work I did, for nothing. My work will disappear. I will die in Japan. Life is over.

Question 4: Who would you be without the thought? Imagine yourself in the presence of that person or in that situation without believing the thought. How would your life be different if you didn’t have the ability to even think the stressful thought? How would you feel?

For my Alexander trainees, this is Alexandrian Inhibition with a very creative twist. The stimulus is the stressful thought, in this case an internal stimulus. I react to it as described above. Now, instead of my unplugging the reaction, I am choosing to see what happens if I unplug or drop the stimulus. If the stimulus is no longer there, what is there to react to? 

 If covid 19 and other pandemics arise, travel will be too risky, and my school will close.

 And if I didn’t believe this thought, if I could not think it, if I could let it drop, let it fall?

 My whole body relaxes, widens, my breathing becomes full and smooth. I feel support from my chair. I feel peaceful. Right here, right now, I am okay. I am comfortable. I am fine.

Ah! So what is creating my suffering? Is it reality or is it my thought about reality? If I am no longer suffering when the thought falls away, then it would stand to reason that it is the thought that is creating my suffering, my believing that this thought is true.

Turn the thought around: The “turnaround” gives you an opportunity to consider the opposite of what you believe. We resurface from the meditative process back into a cognitive process. Once you have found one or more turnarounds to your original statement, you are invited to find at least three specific, genuine examples of how each turnaround is true in your life.

Here is an example of a turn around. You pick a statement and turn around only one part of it. For example.

My school will close.

My school will not close. Why might this be true?

  1. I am part of a fantastic team of teachers, all dedicated to the school and to the trainees.
  2. My trainees and grads love the school.
  3. We are all learning how to learn and teach our work online and this will help us strengthen our community and help us as Alexander teachers.

Another turnaround.

My school will open.

  1. Yes, this online way of learning is opening for us.
  2. Alliance students and teachers from Japan, England, Germany, Austria, Switzerland, Australia, and New Zealand are all getting to meet one another, opening up to one another.
  3. I am writing another book for my students and faculty right now and this will open up new ways for them to think and work as teachers.
  4. My book might be read by people outside of the school and they might become open to visiting or training with us.

 Another turnaround.

 I will close.

 Yes, that is the more important thought to attend to. How do I remain open?

  1. I open my heart to everyone in the world who is struggling and dying.
  2. I open my heart to my family.
  3. I open my heart to all the hospital workers.
  4. I open my heart to my students and teaching team.

Now rather than being anxious, I feel empowered. I feel brave. I feel motivated. My butterflies are flying in formation.

I hope this helps you.

Love to you all,


Bruce

 

 

 

 

A Learning Opportunity – Free – April 27-May 1, 2020 – The Somatic Summit

To my friends, students, and trainees, as well as to my faculty and co-directors,

Here is an opportunity to listen and learn from very experienced people in the field of Somatic Education. I was honored to be invited to participate. Read all the bios and listen to the folks you are interested in. Out of this delicious menu, I am personally drawn to – Bonnie Bainbridge Cohen, Mia Segal, Martha Eddy, and Judith Aston. It is entirely free. You just have to register. If you want to purchase all the videos and podcasts and transcripts and get all kinds of extra goodies, you can Upgrade for under $100. Take a look.

Free Online Event
Somatic Movement Summit
April 27 – May 1, 2020

Register Here!

Please Share This With Your Friends, Students, and Colleagues.

Thanks.

Bruce

10 izplatītākie mīti par Aleksandra tehniku (LATVIAN)

Sveiki. Mani sauc Brūss Fertmans (Bruce Fertman). Es esmu Alexander Alliance International dibinātājs un direktors. Šeit ir 10 mīti par Aleksandra tehniku, kurus daudzi uzskata par patiesiem. Pēc 50 intensīviem studiju gadiem, un pēc tam, kad esmu izglītojis  300 Aleksandra tehnikas skolotājus, esmu nācis pie atziņas, ka šis plaši izplatītās idejas nav patiesas.

10 izplatītākie mīti par Aleksandra tehniku

By Bruce Fertman 

1. Aleksandra tehnika māca pareizu pozu. Tas ir mīts.

Patiesība. Aleksandra tehnika māca kā atbrīvoties no pareizas pozas.

Problēma ir tā, ka mēs pastāvīgi ieņemam pozu, pārsvarā neapzināti. Aleksandra tehnika māca, kā neieņemt pozu t.i. – neturēt, nefiksēt; kā būt kustīgam, lokanam cilvēkam, ne tikai fiziski, bet gan kā personībai kopumā.

Photo: B. Fertman – Trevi Fountain

2. Aleksandra tehnika māca taisnu stāju. Tas ir mīts.

Patiesība.  Aleksandra tehnikai nav nekāda sakara ar stāvēšanu taisni. Starp citu, ne mūsu ķermeņos, ne visā Visumā nav nevienas taisnas līnijas. Aleksandra tehnika nemāca kaut ko darīt pareizi vai korekti izpildīt. Runa ir par to, kā visu to, ko darām, darīt efektīvi, racionāli, vijīgi, ērti un ar baudu.

Photo by: Anchan of B. Fertman

3. Aleksandra tehnika māca, kā turēt galvu uz skausta. Tas ir mīts.

Patiesība. Aleksandra tehnika māca, kā pārstāt turēt galvu uz skausta. Tā māca mūs netraucēt mūsu iedzimtajam balansa mehānismam to priekš mums darīt.

Photo: B. Fertman – Sherry Stephenson

 4. Aleksandra tehnika māca mums pārvaldīt savu ķermeni. Tas ir mīts.

Patiesība. Aleksandra tehnika māca mūs sajust sevi, kā mēs jūtamies iekšēji, kādi esam attiecībā pret citiem un apkārtējo pasauli. Runa ir par mūsu darbību un mijiedarbību kvalitāti. Runa ir par to, kādi mēs esam, kad darām to, ko mēs darām.

Photo: B. Fertman

5. Aleksandra tehnika māca kā kļūt simetriskākiem, tāpēc, ka simetrija ir līdzsvarota. Tas ir mīts.

Patiesība. Nekas dabā, ieskaitot cilvēkus, nav simetrisks. Simetrija ir koncepcija, tāpat kā punkts vai līnija ir koncepcija. Kad Buda mierīgi sēž uz lotosa zieda, viņš varbūt izskatās simetrisks, bet ja ieskatāmies tuvāk, redzam, ka viena pēda ir virs otras, viena roka uzlikta uz otras. Ieskatoties jebkuras personas sejā, mēs neatradīsim perfektu simetriju. Mēs tiecamies pēc harmonijas, nevis simetrijas, un harmonija ne mirkli nav saistīta ar ķermeņa formu, kontūrām vai apveidu.

Photo: B. Fertman

6. Aleksandra tehnika māca līdzsvaru. Tas ir mīts.

Patiesība. Cilvēkiem būt līdzsvarā nav iespējams. Mēs pēc būtības esam nelīdzsvaroti, un tieši tas ir tas, kas mūsos izraisa kustību. Mēs līdzsvaram pietuvojamies un no tā atkal attālināmies. Un tas ir labi. Kad pūš vējš, uz ezera virsmas veidojas viļņi. Kad vējš norimst, viļņi kļūst mazāki, gandrīz pilnībā izzūdot, bet nekad neizsīkstot pavisam. Miers, nekustīgums ir skaists jēdziens, taču šķietamā nekustīgumā vienmēr slēpjas kustība, kaut arī pavisam smalka.

Lucia Walker: Alexander teacher, Johannesburg, South Africa

7. Aleksandra tehnika māca pareizi elpot. Tas ir mīts.

Patiesība. Mēs neelpojam. Reiz F.M.Aleksandrs teicis: “ beigu beigās es secinu, ka tad, kad es neelpoju, es elpoju”. Es teiktu tā: “kad es neelpoju, es tieku elpināts.” Dziļi mūsos un mums apkārt ir spēki, kas mūs piepilda ar elpu. Vai mēs elpojam, kad guļam? Vai mēs elpojam, kad ēdam? Jā, mēs varam ievilkt elpu. Bet tā nav paredzēta ievilkšanai. Tā nepieder mums. Elpa ir Visuma dāvana. Un dāvanas varam tikai saņemt. Elpošana pielāgojas. Tā mainās atkarībā no tā, ko darām. Tā nav darbība pati par sevi, kā piemēram, skriešana kalnā. Kad izlemjam uzskriet kalnā, vai vispirms stāvam un elpojam, lai uzņemtu pietiekami daudz gaisa, un tikai pēc tam sākam skriet? Vai arī mēs vienkārši skrienam, un elpošana automātiski un uzticami pakļaujas mūsu vēlmēm, pat bez prasīšanas?

8.Aleksandra tehnika māca mūs stāvēt. Stāvēt uz savām pēdām. Tas ir mīts.

Patiesība. Mēs nestāvam uz savām pēdām. Mēs stāvam uz zemes.

9.Aleksandra tehnika māca mūs atslābināties. Tas ir mīts.

Patiesība. Aleksandra tehnika māca būt gatavībā. Aleksandra tehnikā runa ir par sagatavošanos ne kaut kam konkrētam, bet jebkam, lai kas arī atgadītos. Aleksandra tehnika mums māca, kā bez piepūles atkal un atkal atgriezties aktīvā, bet mierpilnā gatavībā.

Photo: Anchan – Alexander teacher: Britta Brandt-Jacobs

10. Aleksandra tehnika māca pareizu ķermeņa mehāniku; tā māca labāko veidu, kā piecelties no krēsla un kā apsēsties tajā, kā pareizi iet, kā noliekties tā, lai nenodarītu sev sāpes utt. Tas ir mīts.

Patiesība. Cilvēciskas būtnes nav mehāniskas. Mēs neesam mašīnas. Mēs esam organiski. Mēs esam zīdītāji. Aleksandra tehnika mums māca, kā esam veidoti, lai mēs, būdami Homo Sapiens, spētu eksistēt visoptimālāk.

Aleksandra tehnika daļēji apšauba mūsu vipārpieņemtās kulturālās, dzimuma un kosmētiskās ķermeņa koncepcijas, kuras traucē izpausties mūsu dabiskajai funkcionalitātei un skaistumam.

 

Bruce Fertman

The Alexander Alliance Europe

Teaching by Hand/Learning by Heart

 

 

 

10 главных мифов о Методе Александера.(RUSSIAN)

Здравствуйте. Меня зовут Брюс Фертман. Я – директор и основатель Alexander Alliance International. Вот десять мифов о Методе Александера, в которые верят многие люди. Посвятив 50 лет тщательному изучению метода и выпустив 300 учителей-инструкторов, я пришел к выводу, что эти идеи не соответствуют действительности.

1

Метод Александера учит манере держаться. Это миф.

Реальность. Метод Александра учит манере не-держаться. Проблема в том, что мы постоянно пытаемся принять и удержать какую-то позу, чаще всего неосознанно. Метод Александера учит как перестать принимать позы, и быть незажатым, гибким, и динамичным человеком – не только физически, но и как личность в целом.

08 Swing and Sweep_1 copy (2)

Photo: B. Fertman – Trevi Fountain

2

Метод Александера учит стоять прямо. Это миф.

Реальность. Метод Александера не имеет ничего общего с прямой осанкой. Более того, ни в нашем теле, ни во вселенной нет ни одной прямой линии. Метод Александера не имеет ничего общего и с тем, чтобы делать что-то правильно, или безукоризненно. Речь идет о том, чтобы мы могли делать все, что мы делаем, качественно, продуктивно, рационально, легко, спокойно и с удовольствием.

Photo by: Anchan of B. Fertman

3.

Метод Александера учит поддерживать голову на шее. Это миф.

Реальность. Метод Александера учит, как перестать поддерживать голову на шее. Как перестать вмешиваться в работу врожденного механизма балансировки, который отвечает за посадку головы. 

Photo: B. Fertman – Sherry Stephenson

4.

Метод Александера учит нас владеть нашим телом. Это миф.

Реальность. В методе Александера речь идет о нас самих, о том, как мы ощущаем себя внутренне, о нашем отношении к другим и к миру вокруг нас. Речь идет о качестве наших действий и взаимоотношений. Речь идет о качестве нашего жизненного опыта. Речь идет о том, как мы себя ощущаем, когда мы делаем все, что мы делаем.

Photo: B. Fertman

5.

Метод Александера учит как стать более симметричными, потому что симметрия – сбалансирована. Это миф.

Реальность. Ничто в природе не является абсолютно симметричным, включая людей. Симметрия – это просто концепция, точно так же как точка или линия – просто концепция. Когда Будда мирно сидит в цветке лотоса, он кажется нам симметричным, но если присмотреться внимательнее, мы увидим, что одна нога у него закинута поверх другой, и одну руку он положил поверх другой. Присмотритесь внимательнее к лицу любого человека, и вы не найдете идеальной симметрии. Мы стремимся не к симметрии, а к гармонии, и гармония не зависит от формы нашего тела в данный момент.

Photo: B. Fertman

6.

Метод Александера учит балансу. Это миф.

Реальность. Баланс для людей невозможен. Мы по своей природе не сбалансированы, и именно это порождает движение. Мы склоняемся к равновесию, и отклоняемся от него. И это хорошо. Когда дует ветер, на поверхности пруда возникают волны. Ветер прекращается, и волны становятся меньше, они стремятся к неподвижности, но никогда не достигают ее. Неподвижность – это прекрасная концепция, однако в самой сути неподвижности заложено движение, пусть едва уловимое.

Lucia Walker: Alexander teacher, Johannesburg, South Africa

7.

Метод Александера учит правильно дышать. Это миф.

Реальность. Мы не дышим. Александер как-то сказал: «В конце концов, я обнаружил, что именно когда я не пытаюсь дышать, я дышу.» Я бы сказал так: В конце концов, я обнаружил, что когда я не дышу, я наполняюсь дыханием. Глубоко внутри нас и вокруг нас есть силы, которые и наполняют нас дыханием. Когда мы спим или едим, кто отвечает за наше дыхание? Да, мы можем сделать вдох и удержать его. Но дыханием нельзя обладать. Оно нам не принадлежит. Дыхание – это подарок мироздания. Подарок можно только принять. Дыхание изменчиво. Оно изменяется в зависимости от того, что мы делаем. Само оно действием как таковым не является, таким, как, например, бег в гору. Если мы решили бежать в гору, разве мы сначала стоим и дышим, чтобы вдохнуть достаточно воздуха, а потом уже бежим? Или же мы просто бежим в гору, а дыхание автоматически тщательно подстраивается под наши желания, без наших на то указаний?

8.

Метод Александра учит нас правильно стоять на ногах. Это миф.

Реальность: Мы стоим не на ногах. Мы стоим на земле.

9.

Метод Александера учит расслабляться. Это миф.

Реальность. Метод Александера учит состоянию готовности. Метод Александера учит не готовиться ни к чему конкретному, будучи готовым ко всему, что может случиться. Метод Александера учит нас, как без усилий можно снова и снова возвращаться к состоянию бодрости и спокойной готовности.

Photo: Anchan – Alexander teacher: Britta Brandt-Jacobs

10.

Метод Александера учит правильной механике человеческого тела; учит как лучше всего сесть на стул и встать и с него,  как правильно ходить, как наклоняться, не причиняя себе вреда и т. д. Это миф.

Реальность. Человеческие существа не механичны. Мы – не машины. Мы органичны. Мы млекопитающие. Метод Александера учит, как нам, будучи Homo Sapiens, существовать наилучшим образом.

Метод Александера, в частности, учит нас сомневаться в существующих культурных, гендерных и визуальных концепциях относительно человеческого тела, если они мешают проявляться нашей природной красоте и грации.

 

Bruce Fertman

The Alexander Alliance Europe

Teaching by Hand/Learning by Heart

알렉산더 테크닉에 대한 10가지 근거없는 믿음들 (KOREAN))

-2020 2 11 브루스 펠트만

알렉산더 교사인 한 친구가 내 유튜브 동영상인 ‘알렉산더 테크닉에 관한 10가지 근거 없는 믿음들’을 글로 옮길 수 있는지 물어왔다. 그래서 컴퓨터에 있는 것을 찾아서 약간 수정했다. 아이디어들을 이해할 수 있게 도와주는 사진들도 덧붙였다. 이 글은 17개 언어로 번역되어 있는데 여러분의 모국어가 영어가 아니라면 여기를 클릭해보기 바란다.

그리고 자유롭게 공유하시기 바란다. 이 아이디어들을 좀더 깊이 있게 이해하고 싶다면 내가 쓴 책 “손으로 가르침/마음으로 배움- F.M 알렉산더 작업 연구”을 읽어 보기를 추천한다.

알렉산더 테크닉에 관한 10가지 근거 없는 믿음들

안녕하세요. 저는 브루스 펠트만입니다. 저는 국제 알렉산더 연합체라는 단체의 설립자입니다.

많은 사람들이 사실이라고 믿고 있는 알렉산더 테크닉에 관한 근거 없는 믿음들을 적어 보았습니다. 50년간의 헌신적인 연구와 300명의 알렉산더 교사들을 훈련시키고 알게 된 것은 이 생각들이 사실이 아니라는 것입니다.

하나

알렉산더 테크닉은 자세에 관한 것이다. 이것은 근거 없는 믿음입니다.

사실. 알렉산더 테크닉은 자세를 만들지 않는 것에 관한 것입니다. 문제는 우리가 끊임없이 자세를 만들려고 하는 것인데, 대부분 무의식적으로 일어납니다.  알렉산더 테크닉은 자세를 만들지 않으려는 것입니다. 단지 신체적인 것 뿐 아니라 전인적인 인간으로서 붙잡지 않고, 고정시키지 않고, 유연하게 움직일 수 있는 것과 관련 된 것입니다.

Photo: B. Fertman – Trevi Fountain

알렉산더 테크닉은 바로 서는 것에 관한 것이다. 이것은 근거 없는 믿음입니다.

사실. 알렉산더 테크닉은 똑바로 서는 것과는 관련이 없습니다. 우주 어디에도 그렇지만 우리 몸 어디도 직선인 곳이 없습니다. 알렉산더 테크닉은 옳게 하거나 바르게 고치는 것과는 관련이 없습니다. 이것은 우리가 하는 일을 효율적이고 효과적으로, 유연하고 편하게, 즐겁게 잘 하는 것과 관련되어 있습니다.

Photo by: Anchan of B. Fertman

알렉산더 테크닉은 머리를 목 위에 놓고 유지하는 것이다. 이것은 근거 없는 믿음입니다.

사실. 알렉산더 테크닉은 머리를 목 위에 놓고 유지하는 것을 하지 않는 것입니다. 우리에게 이미 내재해 있는 균형 구조를 방해하지 않는 것에 관한 것입니다.

Photo: B. Fertman – Sherry Stephenson

넷.

알렉산더 테크닉은 몸을 다룬다. 이것은 근거 없는 믿음입니다.

사실. 알렉산더 테크닉은 우리 자신에 관한 것인데, 우리가 우리 자신과, 다른 사람들과, 우리 주위 세계와의 관계속에서 어떻게 존재하는지에 관한 것입니다. 이것은 우리의 행동과 상호 작용의 질에 관한 것입니다. 이것은 우리 경험의 질에 관한 것이고 우리가 하고 있는 것을 하고 있을 때 어떻게 존재하고 있는가에 관한 것입니다.

Photo: B. Fertman

다섯.

알렉산더 테크닉은 대칭이 균형을 이루는 것이기 때문에 더욱 대칭이 되려는 것이다. 이것은 근거 없는 믿음입니다.

사실. 인간을 포함한 어떤 자연도 완벽하게 대칭인 것은 없습니다. 점이나 선이 개념인 것처럼 대칭도 개념입니다. 연꽃위에 평화롭게 앉아 계시는 부처님의 모습은 대칭적으로 보일 수 있습니다. 하지만 자세히 보면 한발은 다른 발위에 포개져 있고 한손은 다른 손위에 얹어져 있는 것을 알 수 있습니다. 다른 사람들의 얼굴을 자세히 바라봐도 완벽한 대칭을 찾을 수 없습니다. 우리가 추구하는 것은 조화로움이지 대칭이 아닙니다. 조화로움은 어떤 순간에도 우리 몸의 형태와 관계가 없습니다.

Photo: B. Fertman

여섯.

알렉산더 테크닉은 균형에 관한 것이다. 이것은 근거 없는 믿음입니다.

사실. 인간에게 균형을 이루는 것은 불가능합니다. 우리는 본질적으로 불균형합니다. 그리고 이로 인해 움직임이 일어납니다. 우리는 균형과 불균형 사이를 끊임없이 왔다 갔다 합니다. 이것은 좋은 일입니다. 바람이 불면 연못 표면에 물결이 일어납니다. 바람이 그치면 물결은 잦아들고 고요하게 됩니다. 하지만 완전한 고요함은 아닙니다. 고요함이란 아름답지만 개념일 뿐입니다. 고요함 안에는 감지하기는 어렵지만 움직임이 있습니다.

Lucia Walker: Alexander teacher, Johannesburg, South Africa

일곱.

알렉산더 테크닉은 호흡을 바르게 하는 것은 배우는 것이다. 이것은 근거 없는 믿음입니다.

사실. 우리가 호흡하지 않습니다. 알렉산더가 이런 얘기를 한적이 있습니다. “ 마침내 내가 호흡하지 않는다는 것을 알게 되었을 때 나는 숨을 쉬게 되었다.” 저는 이렇게 얘기하겠습니다. 마침내 내가 호흡하지 않는다는 사실을 알게 되었을 때 나는 숨이 쉬어 졌다. 우리는 우리 주변과 내면 깊숙한 곳의 힘에 의해 숨이 쉬어 집니다. 자는 동안 우리는 숨을 쉽니까? 음식을 먹을 때 우리는 숨을 쉬나요? 네. 우리는 숨을 쉽니다. 하지만 숨을 쉬기 위해 뭔가를 하는 것은 아닙니다. 호흡은 세계로부터의 선물입니다. 당연히 받기로 되어있는 것입니다. 호흡은 반응입니다. 활동에 반응합니다. 호흡은 우리가 하는 것이 아닙니다. 이것은 언덕을 뛰어 올라가는 것과 같은 활동이 아닙니다. 우리가 언덕을 뛰어 올라갈 때, 출발점에서 숨을 쉬어 몸에 충분히 공기를 넣고 나서 뛰어 올라가나요? 아니면 오르는 동안 우리의 바램에 반응하여 자동적으로 충직하게, 우리가 요청할 필요도 없이, 쉬어지나요?

여덟

알렉산더 테크닉은 우리가 두발위로 어떻게 서있는지를 배우는 것이다. 이것은 근거 없는 믿음입니다.

사실. 우리는 우리의 두발위에 서있는 것이 아닙니다. 우리는 땅위에 서 있습니다.

아홉

알렉산더 테크닉은 이완하는 법을 배우는 것이다. 이것은 근거 없는 믿음입니다.

사실. 알렉산더 테크닉은 준비되어 있는 상태에 관한 것입니다. 알렉산더 테크닉은 일어날 수 있는 무언가를 준비하면서 특별히 어떤 것도 준비하지 않는 것입니다. 알렉산더 테크닉은 깨어 있는 상태인 고요하게 준비되어진 상태로 애쓰지 않고 되풀이해서 되돌아가는 것에 관한 것입니다.

Photo: Anchan – Alexander teacher: Britta Brandt-Jacobs

알렉산더 테크닉은 적절한 신체역학에 관한 것이다; 의자에서 일어서고 앉기, 바르게 걷기, 다치지 않고 몸을 구부리기 등을 위한 가장 좋은 방법을 배우는 것이다. 이것은 근거 없는 믿음입니다.

사실. 인간은 기계적이지 않습니다. 우리는 기계가 아닙니다. 우리는 생물입니다. 우리는 포유류입니다. 알렉산더 테크닉은 호모 사피엔스로서 잘 기능하도록 어떻게 디자인되었는지를 배우는 것입니다. 알렉산더 테크닉은 우리의 자연스러운 디자인의 아름다움과 기능을 방해하는 문화적, 성적, 겉치레적인 몸의 개념에 대해 질문하도록 합니다.

Bruce Fertman

The Alexander Alliance Europe

Teaching by Hand/Learning by Heart