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Posts from the ‘Alexander Technique’ Category

How Mr. Rogers Taught Us to Meet Life’s Challenges

Fred Rogers

A fellow AT teacher and I were wondering together about the overlap between teaching and healing. Clearly, we were teachers, educators, but might we also be healers? And, if we were healers, was not harboring that idea forbidden within our profession?

“I’m going to have to give this a good bit more thought,” I said. That night at 4am I had to get up and start writing. Alone, (was I alone), in that dark alleyway between waking and sleeping worlds, I wrote…

To speak of healing implies that someone is sick and in need of healing. I choose not to see my students, nor myself, as sick no matter how much they or I may be suffering.

I see us as sometimes confused and in need of knowing what is true.

I see us as sometimes thrown off our balance and in need of knowing how to regain it.

I see us as sometimes conflicted and in need of confluence.

I see us as sometimes distressed and in need of release.

I see us as sometimes exhausted and in need of support.

I see us as sometimes frozen with fear and in need of knowing how to melt into motion.

I see us as sometimes lost and in need of orientation.

I see us as sometimes driven and in need of learning how to drive.

I see us as sometimes isolated and in need of knowing that we are not.

I see us as sometimes neglected and in need of attention and care, which sometimes we alone can give.

Though I do not see people as sick, I can see that sometimes neither are we well.

I choose to see us as challenged. I have never met a person who was not physically, mentally, emotionally, and spiritually challenged.

What resources do we need to meet this challenge? My job is to offer those interested a few resources that were given to me, and some that I myself found along the way, that have helped me meet this challenge.

What does that make me professionally? I have no idea. I think of myself as a cross between a physical education teacher, social worker, rabbi, and Mr. Rodgers.

And, speaking of Mr. Rogers, who many of you may not know, I will end these alleyway thoughts with a four-minute video. Watch it until the end. It will tell you, in a nutshell, what I do my best to teach and how Mr. Rogers taught us, parents and children alike, to meet our challenges.

https://www.youtube.com/watch?v=gMdTl2R354A

Student Voices from Grace of Sense – My First Online Course

 

Here are some impressions by Grace of Sense students of what it was like to study with me. Hopefully, some short videos will follow.

Be safe. Remain vigilant.

Bruce

Student Voices

A Composite of Impressions by students who partook in A Grace of Sense – Part I

I look forward to Saturday mornings with Bruce very much and have been letting all I learn at each session percolate and filter into the way I live. With the wonderful visual imagery he gives in each session, I’m coming to a much more relaxed and comfortable understanding of myself. No longer am I beating myself up for forgetting to think about of all the things I ‘should’ be doing. I’m enjoying the freedom of allowing my body to do what comes most naturally. I find the exercises easy to practice, and I do so joyfully and without wondering what I’m doing ‘wrong’.  A new kind of contentment is taking hold.

***

As far as I am aware, all of the études and practices Bruce presents to us are original. The movements were introduced at a pace which allowed us to absorb each stage without being rushed to move on to the next. So, a complex movement or idea can be learned safely and slowly enough to stick. He lets the material permeate into you. His visual demonstrations and vocal guidance are clear and easy to follow. I find the content of the course extremely rich, to the extent that I feel I could continue to work on it for the rest of my life.

***
Bruce’s honest, affectionate regard for his students promotes learning. He has a deep trust in people finding their own way given tools and enough space and encouragement to explore. This has given me permission, both in myself and in my teaching, to move away from looking for something that is ‘right’ or ‘correct’. He promotes confidence.

A highlight of the course is listening to Bruce talk with such deep integration and understanding about the many different aspects of his work. He is a gifted raconteur.

***

Reading the notes, seeing the videos were vital because there was so much info in the classes it would be impossible to take it all in in one go. It is extremely valuable to be able to access the information after class. The online page is set out beautifully and the artwork is an added bonus. So much thought and care and love has gone into this… beyond my expectations. The continuity of 10 weeks was good for me and I liked having homework each week – just the right amount. I appreciate the care with which Bruce created his curriculum.

I feel more grounded. Less reactive. Bigger. Enriched.

 

 

 

 

 

A Grace of Sense – Where Our Inner World and Outer World Meet – An Online Course with Bruce Fertman – 5 Places Remaining.

A Grace of Sense

Where Our Inner World and Outer World Meet

October 3rd to December 6, 2020

 

Just to remind you that our Early Bird rate ends before September 14th. If you know you would like to take this course, best to register now.

If you do not know about this course offering, take 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!

 

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 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.

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.

 

 

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.

 

Some of Us

Alexander’s work is like a multi-faceted diamond.

Some of us become fascinated with the body, how it works, some of us specifically with how it moves, others with the natural grace and physical beauty inherent within our original design.

Some of us feel that Alexander’s work is complete within itself, all encompassing. Others of us enjoy interfacing Alexander’s work with other somatic disciplines such as Yoga, Tai Chi, Aikido, Feldenkrais, Somatic Experiencing, BodyMind Centering just to name a few.

Some of us devote ourselves to applying Alexander’s work to art, particularly the performing arts, to dance, acting, and music, and to the creative process. For others of us, everyday life becomes our art form, our vehicle through which we study and evolve.

Some of us become less interested in the body per se, but in consciousness, embodied mindfulness, and in sensory receptivity.

Some of us become intrigued with how we react or respond to myriad stimuli from within us and all around us, to our own thoughts, emotions, and sensations, and to the thoughts, emotions, and actions of others. We study the role habit and choice play in our lives.

Some of us become enthralled in the connection between Alexander’s work and physiology, psychology, philosophy, theology, sociology, gender studies. Some of us become intrigued by the relationship between movement and meaning, or between culture and coordination, or between physical and spiritual grace, or between science and sentience.

Some of us love and teach through procedures developed by Alexander and enjoy using his language when speaking about the work. Others of us teach through procedures developed by first and second generation teachers, or have chosen to teach through our own procedures, and prefer using contemporary language through which to get Alexander’s ideas across to others. Some of us enjoy using images and metaphors to help us when teaching, and others do not.

Some of us teach predominately through observation and language, others of us predominately through silence and touch. And many of us interweave all in the process of imparting Alexander’s work.

Some of us work more educationally and others more therapeutically. Some of us are interested in injury prevention and rehabilitation, others in learning how to be more open, open to new ideas, to acquiring new ways of perceiving and understanding ourselves, that is, in self-knowledge, in becoming freer and happier.

Some of us belong to this professional society or that professional society, others to no professional society. Some have trained within a training program structured in one way or within a training program structured in another way. Others have gone through apprenticeships, and a few of us, like Alexander himself, have trained essentially on their own. Some of us have trained through one lineage, others through another, others through multiple lineages.

Some of us teach a lot, some a little, some not at all. Some of us love Alexander’s books, and others of us find them tedious and convoluted.

This is who we are. This is our community at large. There was a time, when I was younger and full of hubris and just plain foolish, that I was convinced my training and orientation to Alexander’s work was superior to others, stemming from the one lineage that truly possessed the essence of Alexander’s work. But now, thankfully, I don’t feel that way. I have come to embrace the diversity within our community at large and to see this diversity as healthy and lively and creative.

It is so freeing to know that we can pursue our own approach to the work because so many others are pursuing their approaches to the work. For example, I can work more experimentally, procedurally and linguistically, because I know that others are preserving Alexander’s language and procedures. That is a great relief to me.

Now, after 50 years inside of Alexander’s world, I find myself for everyone and against no one. Finally, I am becoming freer and more flexible, acquiring some mobility of mind. Maybe this was precisely what Alexander was after. Maybe this was what Alexander meant by being but a signpost pointing all of us into unknown directions, and so, so many directions at that.

A good question might be, how can we transition from thinking in terms of some of us, to thinking in terms of all of us? How can we zoom out so far that, like an eagle high in the clear blue sky, we can see the finest of details and, at the same time, behold the entire field, the parts and the whole that is greater than the sum of its parts, not just one facet of the diamond, but the entire diamond, and not only the entire diamond, but the light that shines from that diamond, outwards in myriad directions into the world, and inwards as well, illuminating who we are and what we might become.

The Top Ten Myths about the Alexander Technique

A fellow Alexander teacher asked if I had a transcript of my little youtube video, Top Ten Myths about the Alexander Technique. It was somewhere in my computer. I found it and tweaked it just a bit. I added a few photos that support some of the ideas. This piece has also been translated into 17 languages. If your native language is other than English, you may find it here.

Feel free to share it. To understand these ideas more deeply, I would encourage you to read, Teaching by Hand/Learning by Heart – Delving into the Work of F.M. Alexander, a book I wrote, published by Jean Fischer at Mouritz Press.

THE TOP TEN MYTHS ABOUT THE ALEXANDER TECHNIQUE

Hi. My name is Bruce Fertman. I’m the founding director of the Alexander Alliance International.  Here are ten myths about the Alexander Technique that many people believe are true.  After 50 years of dedicated study, and after training 300 teachers, I have come to realize that these ideas are not true.

One.

The Alexander Technique is about posture. That’s a myth.

Reality. The Alexander Technique is about un-posturing. The problem is that we are continually posturing, most often unconsciously. The Alexander Technique is about becoming an un-postured person, that is, unheld, unfixed, flexible, movable, not only physically, but as a person in general.

 

Photo: B. Fertman

 

Two. 

The Alexander Technique is about uprightness. That’s a myth.

Reality. The Alexander Technique has nothing to do with standing up straight.  There is not one straight line in the body, or in the universe for that matter. The Alexander Technique has nothing to do with doing anything right, or correctly. It is about doing what we do well, efficiently, effectively, fluidly, comfortably, and pleasurably.

 

Photo by: Anchan of B. Fertman

 

Three. 

The Alexander Technique is about how we hold our head on our neck. That’s a myth.

Reality. The Alexander Technique is about how we stop holding our head on our neck. It’s about not interfering with inherent balancing mechanisms that do that for us.

 

Photo: B. Fertman – Sherry Stephenson

 

Four.

The Alexander Technique is about the body. That’s a myth.

Reality. The Alexander Technique is about us, about how we are within ourselves, with others, and in relation to the world around us. It’s about the quality of our actions and interactions. It’s about the quality of our experience. It’s about how we are being as we do what we are doing.

 

Photo: B. Fertman

 

Five.

The Alexander Technique is about becoming more symmetrical because symmetry is balanced. That’s a myth.

Reality. Nothing in nature is perfectly symmetrical, including humans. Symmetry is a concept, like a point, or a line is a concept. Buddha might look symmetrical when he’s sitting peacefully on a lotus flower but take a closer look and we see one foot on top of the other, and one hand on top of the other. Look closely at any persons’ face and we won’t find perfect symmetry. We’re after harmony, not symmetry, and harmony is not related to the shape of our body at any given moment.

 

Photo: B. Fertman

 

Six. 

The Alexander Technique is about balance. That’s a myth.

Reality. Balance for humans is impossible. We are inherently unbalanced, and this is what promotes movement. We waver toward and away from equilibrium. This is a good thing. When the wind blows, waves are generated upon the surface of a pond. The wind stops and those waves become smaller, approaching but never attaining stillness. Stillness is a concept, a beautiful one, but within stillness lies motion, however subtle.

 

Lucia Walker: Alexander teacher, Johannesburg, South Africa

 

Seven.

The Alexander Technique is about learning how to breathe correctly.  That’s a myth.

Reality. We don’t breathe. Alexander once said, “At last, I find that when I don’t breathe, I breathe.” I would say it like this. At last, I find that when I don’t breathe, I am breathed. We are breathed by forces deep within us and all around us. Do we breathe when you are sleeping?  Do we breathe when we are eating? Yes, we can take a breath. But breath is not for the taking. It does not belong to us. Breath is a gift from the world. It’s meant to be received. Breathing is responsive. It responds to activity. It is not something we do; it is not an activity, like running up a hill. When we run up a hill, do we first stand there and breathe and get enough air, and then run up the hill? Or do we run up the hill and breathing automatically and faithfully responds to our wishes, without our even having to ask?

 

 

Eight.

The Alexander Technique is about learning how to stand, how to stand on our own two feet. That’s a myth.

Reality. We do not stand on our own two feet. We stand on the ground.

 

 

Nine.

The Alexander Technique is about learning how to relax. That’s a myth.

Reality. The Alexander Technique is about readiness. The Alexander Technique is about preparing for nothing in particular, while being ready for anything that may happen. The Alexander Technique is about effortlessly returning, again and again, to a condition of alert, calm readiness.

 

Photo: Anchan – Alexander teacher: Britta Brandt-Jacobs

 

Ten.

The Alexander Technique is about proper body mechanics; learning the best way to get up and down from a chair, how to walk correctly, how to bend down without hurting yourself, etc. That’s a myth.

Reality. Human beings are not mechanical.  We are not machines. We’re organic.  We’re mammals. The Alexander Technique is about learning how we are best designed to function as Homo Sapiens.  The Alexander Technique is, in part, about questioning cultural, gender, and cosmetic concepts of the body that interfere with the functioning and beauty of our natural design.

 

 

Bruce Fertman

The Alexander Alliance Europe

Teaching by Hand/Learning by Heart

 

 

 

 

 

Living Up to Her Name

When I first saw her I did not know who she was. She was on stage, alone, dancing. Her movements were unusually clear, articulate, intelligent, lucid. Her phrasing and timing, unpredictable. “Who is that!”, I asked my new friend sitting next to me. “Do you know her name?” “Oh, that’s my daughter, Lucia, Lucia Walker.”

The year was 1994, the place Sydney, Australia, the event, the 4th Annual Congress in the Alexander Technique. Basically, I fell in love with both of the Walkers right then and there. For many years thereafter, Elisabeth and Lucia Walker taught for us once or twice a year at the Alexander Alliance in America.

Lucia Walker. Latin lucidus (perhaps via French lucide or Italian lucido ) from lucere ‘shine’, from luxluc- ‘light’. She who walks lightly in the world. Lucid; to express clearly, easy to understand, cogent, bright.

That’s Lucia. She is her name. These are the qualities Lucia embodies as she walks in the world, and this is why I am very happy to announce that Lucia Walker will be our guest teacher in Kalamata, Greece this October 10-18, 2020.

To show you what I mean about Lucia living up to her name, here are a few of my favorite photos of Lucia, some taken almost 30 years ago, some taken quite recently. Then, I will tell you much of what she has done in her life as the international Alexander teacher that she is.

 

 

 

 

 

 

 

 

Movement is Lucia’s medium. Yet, she is more than a movement teacher. She is a life teacher. Long ago Lucia gave me a book to read entitled, A Life of One’s Own, by Marion Milner. It was one woman’s exploration as to how to live a satisfying life. Marion turns toward her everyday life for answers, discerning ways of being, ways of seeing, and ways of moving that bring joy into life. This is Lucia’s larger vision of the work, which Alexander begun.

Some details: Lucia qualified as an Alexander teacher in 1987, after 3 years of training with her parents, Dick and Elisabeth Walker, in Oxford, England, and spent many years assisting in her parent’s training program. Currently, Lucia teaches in South Africa, England, France, Germany, the USA, Argentina, and Japan.

A fascination in the relationship between vision and movement led to Lucia becoming part of ALTEVI, (ALexander TEchnique and VIsion.) Communication being essential to good teaching, Lucia has trained in Non-Violent Communication. She has been part of the Contact Improvisation community for 28 years. Since 2015, Lucia and Sharyn West have been co-directing Alexander Learning and Teaching Programs in Durban and Johannesburg.

It’s an honor and a pleasure for us to have Lucia join our faculty for our international gathering in Greece., October 10-18, 2020. If you have never studied with Lucia, here is a great opportunity to do so, along with all the directors of training at the Alexander Alliance International.

Very Early Bird Discount available until January 25, 2020.

https://www.alexanderalliance.org/greece-2020-join-us

 

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The Evolution of an Ever Changing Curriculum

Photo: B. Fertman

 

Part One

What Alexander’s Notion of Personal Use Mean for us

 at the Alexander Alliance International

 

Currently, our curriculum is two-fold, personal and professional.

First. Without having spent years integrating Alexander’s work into one’s personal life, it is not possible to become a teacher of his work. Personal transformation is the basis upon which a life as an Alexander teacher is founded. Therefore, I will go into some detail as to what this transformational process entails.

Personal Development

Throughout the entire training, we train somatically, that is, we work on attuning ourselves physically, and we explore the relationship this physical attuning has upon our lives personally, psychologically, socially, and spiritually. Our physical attuning process is founded upon the insights and principles discerned by Alexander as to how we learn to function in accordance to our “original blueprint”, our inherent cognitive-neuro-muscular/fascial-skeletal design. 

Regardless of our personal life situation, we share a common context in which our lives unfold. Alexander’s work attempts to shift for the better, our psychophysical relationship to the contextual framework in which our lives unfold. This shift in how we relate psychophysically to life’s contextual framework, indirectly but significantly, influences the content of our life, the way in which our lives unfold, and how we experience this unfolding. Our training is devoted to this contextual shift.

Our Common Context

Pedagogically, I divide our life context into nine facets: Structural Support, Ground Force, Spatial Freedom, Organ Capacity, Temporal Existence, Respiratory Restoration, Sensory Receptivity, Motoric Refinement, and Social Harmony/Inner Peace.

One. Structural Support

We share a common structure. We are all Homo Sapiens. At any given moment, we are using our structure in a particular way. At the Alexander Alliance, we learn how to respect and treat our structure according to its inherent design. This frees us into our natural support, allowing us to be at once, light and substantial, soft and strong, relaxed and ready, stable and flexible, peaceful and lively, receptive and generous, awake to ourselves, to others, and to the world around us.

Through Alexander’s work our personal relationship to our physical structure, to being consciously and appreciatively embodied changes, for the better.

Two. Ground Force

All of us are subject to gravity. Gravity derives from “gravis” or “gravitas”, and means heavy, weight, serious. For our purposes, gravity might best be thought of as “the law of mutual attraction” which states that bodies are drawn to each other through gravitational attraction. The strength of their attraction is greater if they are close together, and lesser if they are more distant. This force of attraction exists between any two bodies. Or, we might refer to Newton’s third law of motion, “For every action, there is an equal and opposite reaction.” When we sit in a chair, our bodies exert a downward force into the chair, while the chair exerts an equally upward force through our bodies.

These forces are not grave, not serious. They are positive, interactive forces, I dare say, joyful. These forces allow objects, both animate and inanimate, to rest. The more we can rest, the more support we can receive. The more support we receive, the more grace and lightness we experience.

Through Alexander’s work our personal, physiological relationship to gravity changes, for the better.

Three. Spatial Freedom

We all live in space.

There is space within. We all possess a sense of space, or a lack thereof. Sometimes, we feel trapped, or cramped, that we have no room to move or breathe. Sometimes, we feel open and free, that the future is open to us, that the horizon widens forever, that the sky is the limit, that life is deep and vast, like the ocean. Some of us seem to spread out, some squeeze in, some hold back, some thrust forward, some press down, some pull up. How to be spatially unbiased, spatially balanced, spatially omni-directional?

There is space between, between us and our smartphones, our computers, our steering wheels, our soup bowls. There is space between us and those around us, when on a crowded train, when waiting in line at the grocery store, when sitting at the kitchen table.

There is space all around us, above us, below us, before us, behind us, beside us. Unbeknownst to us, we live with blinders on, zooming in on what is in front of us, narrowing our worldview.

Through Alexander’s work our personal, physiological relationship to space within, between, and around, changes, for the better.

Four. Organ Capacity

We are all organ-isms, creatures. Even though we have a sense of internal space, in reality, the space within our structural framework is fully occupied; the cranial cavity, thoracic cavity, abdominal cavity, and pelvic cavity. Again, unbeknownst to us, we impinge upon our organs, exert pressure against them, prevent them from moving. We ignore them. Sensing our organs, our organ life, reminds us that we are alive, human beings being, rather than only human doings doing.

Through Alexander’s work our personal, physiological relationship to our organ life changes, for the better.

Five. Temporal Existence

We all live in time. A second is a second, a minute a minute, an hour an hour, a day a day, a year a year, a decade a decade, and yet our subjective sense of time varies. An hour can fly by in a second, an hour can feel like an eternity, for better or worse. We can find ourselves waiting, a temporal event, for an urgent phone call, for a needed document to download, for the train that is late to arrive. Then again, there is long-term waiting, for the kids to leave home, for the perfect person to come into our lives, or for when we will be earning much more money, or for when we finally retire and get to travel. Or we find ourselves rushing about, worried about being late, meeting deadlines, getting everything done that we have to do. Time pressure. Clock time.

Then, there is biological time. Pacing. Tempo. Right timing. Eating, walking, speaking. Time to think. Time to feel. Time to breathe. Time to let the beauty of the world sink in, into our bones, into our hearts. Biologically, we by nature, mature, age, die. Our lives are temporally finite. We only have so much time, so many breaths. “Number your days”, King David suggests to us in Psalm 90. Don’t waste them. Don’t miss them. Experience them. Enjoy them. Be grateful for them. Live them. Make the most of them. as he did so well. What does it mean to age gracefully? How can we best adapt to our aging bodies? What do we want to pass on, to give away?

Through Alexander’s work our personal, physiological relationship to time changes, for the better.

Six. Respiratory Restoration

Unknowingly, we often interfere with breathing, without understanding how or why, or even when, we do it. It helps to become aware of the particular ways in which we interfere with breathing. This, it turns out, is not so easy. As soon as we begin to set about studying our breath, this very act of studying it begins to change it. Immediately, we want to breathe right, or well, or fully. Instantly, we superimpose our attempt to breath better, whatever our idea of that is, on top of our habitual way of breathing.

Seeing that breathing defies being studied directly, our only recourse, if we want a way into the mystery of breath, is to study it indirectly. This means looking at the conditions that surround breathing. Breathing responds to pressure of any and all kinds. External pressure, for example, altitude, pollution, over stimulation, under stimulation, danger, as well as safety, comfort, love, a cat resting in your lap.

Breathing responds to internal pressures as well, like exertion, hunger, fatigue, strain, disease, self-imposed standards, time restraints. Breathing responds to the entire gamut of thoughts, sensations, emotions – be they painful or pleasurable.

Breath is not an action; it’s a response. When we decide to run up a hill, we don’t stand there and breathe until we have enough air to make it up the hill. We start running. The air of the world, and our bodies reflexes, without our having to ask, help us to accomplish what we have decided to do. Just like that. Such support. Such kindness. Such faithfulness. And how often do we stop, and say thank you?

Through Alexander’s work our personal, physiological relationship to breathing changes, for the better.

Seven. Sensory Receptivity

We all are endowed with senses, though some of us do not have all of them. We see, hear, smell, taste and touch. We also have less known, less educated senses that tell us about ourselves, our kinesthetic and proprioceptive senses.

There’s a very simple way of speaking about what happens to our senses. As our motoric activity increases, often our sensory receptivity decreases. The result is that our actions are not as informed as they could be, which often makes our actions less accurate, more effortful, and less effective. To add to this, a diminishment of sensory receptivity prevents us from experiencing how we are doing, what we are doing, as we are doing it, reducing our ability to delight in and appreciate life as we are living it. We don’t want to live an unlived life.

It is as if, within us, there is a doer and a receiver. There is the you who washes your hair, and the you who senses and enjoys your hair being washed, or the you who does not sense it being washed. There is the you who is feeding you a spoonful of soup, perhaps potato leak soup, or miso soup, or lentil soup, or split pea soup, or French onion soup. And then, there is the you who is aware of receiving this soup, tasting it, savoring it, feeling thankful for it, or the you who is unaware of receiving the soup and who is not tasting it. Reawakening the receiver within us, the one who is not putting out, not on output, but the one receiving, on input, keeps us from becoming depleted, allows us to be replenished.

Through Alexander’s work our personal, physiological relationship to our sensory world changes, for the better.

Eight. Motoric Refinement

We all move. The question is how well, how enjoyably, how appreciatively? The more sensitive, accurate, and reliable our senses become, particularly our intra-senses, our kinesthetic and proprioceptive senses, the more refined our actions become, the more precise, the more efficient, the more effective, the more effortless, the more fluid, and the more beautiful. Everyday movement, everyday actions become interesting and pleasurable; walking up and down steps, riding a bike, folding laundry, cleaning the house, cooking a meal.

Through Alexander’s work our personal, physiological relationship to moving through our life changes, for the better.

Nine. Social Harmony/Inner Peace

We are all social animals. Existence is co-existence. Even if we choose to live our lives as a hermit far away in a cave, in isolation, it is a social choice we make, a relationship we have with society. Most conflict that we experience happens in relation to other people. Being in social conflict is a physiological event. Fear and anger are physiological events. Everything is a physiological event. Likewise, being in social harmony is a physiological event. Love, kindness, empathy, joy are also physiological events. How we are physiologically, when in the presence of others, can dramatically influence, for better or worse, how we feel about others, and how they feel about us. Peace is a physiological event.

In a very real way, we also have a social relationship with ourselves. Are we our own best friend, and/or our own worst enemy? Do we respect and care well for ourselves, or do we disrespect ourselves and abuse ourselves? Inner peace is also a physiological event.

Through Alexander’s work our personal, physiological relationship to others and to ourselves changes, for the better.