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Posts from the ‘Teacher Training’ Category

The Alexander Alliance International – Loving the Work, Living the Work, Teaching the Work – Kalamata, Greece – October 10-18, 2020

Our Retreat Center in Kalamata

Join us in celebrating our 40th birthday in Kalamata, Greece!

Everyone is welcome: Alexander students, High Touch students, Alexander trainees from any Alexander teacher training program, all Alexander teachers worldwide, all Alliance Alliance post graduates, all Alexander Alliance alumni including alumni from the Alexander School and the Alexander Foundation.

Directors from all of our Alexander Alliance schools will be teaching: Robyn Avalon, Midori Shinkai, Sakiko Ishitsubo, and yours truly, Bruce Fertman. Our entire Alexander Alliance faculty will be on hand to teach as well.

We are busy working out all the details now. But I wanted to let you know the dates, so you can reserve them.

If you are interested, even if you are not certain you can make it, just send me an email to bf@brucefertman.com telling me you are interested. I will then put you on our mailing list and keep you informed all along the way.

Of course, we will have one day off to explore Kalamata. A native Alexander teacher writes:

Kalamata, as I’m sure you already know, is well known for its olive trees and the unique olive oil it produces. The local food is to die for. The hotel is a 14min drive away from the airport and a 10min drive from the main town. The sea in Kalamata boasts of some of the clearest waters in the country – you will see for yourself once you swim well away from the beach at approximately 1mile inside, an adventure worth to be done solo (provided one can swim well) where one can experience the awe of being in the middle of nowhere, totally unprotected yet still floating. It’s magical. No sharks. In general, a great advantage is that Kalamata is not your average touristy location – more of a preferred site for locals. It is likely to be exactly what you need for a peaceful retreat. Greeks prefer to visit Kalamata in May, June or September. I would highly recommend experiencing local olive oil poured on to freshly baked local bread…the purest form of the local natural flavours. Meat and fish for non-vegetarians will be an experience they will never forget. Likewise, the tomatoes, olives, cucumbers and green peppers will also be a flavour that vegans and vegetarians will cherish for the rest of their lives. The local desserts are very dense jams of local fruits and vegetables (there’s the famous aubergine jam!). Herbal teas are unique in Kalamata, with some protagonists being marjoram, sage, camomile and sideritis (known as mountain tea). For coffee lovers, Greece is a paradise.

Please consider joining us to celebrate the Alexander Alliance and the work of F.M. Alexander.

Begin by simply sending me an email to bf@brucefertman.com, letting me know you are interested.

October 10-18, 2020.

Put in on your calendar!

Yours,

Bruce Fertman, for the Alexander Alliance International

 

 

 

A Grace of Sense – A Workshop with Bruce Fertman – October 5/6, 2019 – Dorset, England

 

At the still point of the turning world. Neither flesh nor fleshless;

Neither from nor towards; at the still point, there the dance is,

But neither arrest nor movement. And do not call it fixity…

The inner freedom from the practical desire,

The release from action and suffering, release from the inner

And the outer compulsion, yet surrounded

By a grace of sense…

T.S. Eliot

What would it be like if we were able to go from having adequate tactile, kinesthetic, and proprioceptive senses to having extraordinary tactile, kinesthetic, and proprioceptive senses? What if these senses became exceptionally accurate, reliable, open, refined, and awakened? What if we became capable of using our intra-personal senses that tell us about ourselves: kinesthetic, proprioceptive and, to some degree, tactile, with our inter-personal senses, our senses that tell us about all that we are in relation to: sight, hearing, taste, smell, and touch? What would it be like if we were able to, intensely and simultaneously, sense life within us and all around us? How would we experience the world? What would it feel like to be alive, to be us?

Man has no body distinct from his soul

for that called body is a portion of soul discerned by the five senses,

the chief inlets of the soul in this age.  

William Blake

26 copy 2

A Grace of Sense

 

Bruce’s touch is like a butterfly settling down on the very turning point of your soul.

And then you know, ‘That’s who I am, that is who I could be.’

Margarete Tueshaus
Equestrian, Argentine Tango Teacher, Alexander Technique Teacher, Bochum, Germany

 

Workshop Details:

When: Saturday and SundayOctober 5/6, 2019

Saturday – 12:30-18:30 – followed by supper

Sunday – 10:00-17:00 – lunch 13:00-14:00

Fee: £120 first day/£200 both days.

Where: Gaunts House, Dorset

http://www.gauntshouse.com/

To register for the workshop contact Ruth Davis at: ruth.a.davis@me.com

Phone: +44 (0) 7590 406267

To Make Payment: 

BACS

(Please reference your payment with your full name.) Sort Code: 40-47-59

Account No: 12037351

Acc Name R Davis

International Transfers via:

IBAN: GB24MIDL40475912037351 BIC:MIDLGB2172

If you have any questions, please do not hesitate to write to bf@brucefertman.com or to Ruth Davis, ruth.a.davis@me.com

 

About Bruce Fertman

Bruce has been using his hands, helping people to move well, for fifty-five years. He trained with five first generation Alexander teachers: Catherine Merrick Wielopolska, Marjorie L. Barstow, Richard M. Gummere Jr., Elisabeth Walker, and Erika Whittaker. Bruce brings a lifetime of training as a movement artist and educator to his work as an Alexander teacher, having trained in Gymnastics, Modern Dance, Ballet, Contact Improvisation, Tai Chi Chu’an, Aikido, Chanoyu, Argentine Tango, and Kyudo. In 1982, Bruce co-founded the Alexander Alliance International, an intergenerational, multicultural community/school. Currently director of the Alexander Alliance Germany, Bruce also teaches annually for Alexander Alliance training programs in Japan, Korea, and America. He conducts post graduate training programs in Dorset and Zurich. Author of  Teaching By Hand/Learning By Heart – Delving Into The Work Of F.M. Alexander.

 

Body and Being – Delving Into the Work of F.M. Alexander – May 5, 2019 – Bruce Fertman – Zurich, Switzerland – A Workshop For Alexander Teachers And Trainee

A Sneak Preview into the Switzerland Alexander Alliance

Post Graduate Training Program

Beginning spring

2020

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.

Baldwin

In Latin, the word persona means mask, or character. Having a persona implies there being a person behind the persona. Do we know our persona? Can we distinguish between our persona and who we are as a person?

Our word “character” derives from the Greek, kharakter, meaning an engraved mark or an imprint on the soul. The word engraved carries with it a sense of permanence, something not easily erased or undone, as does the word imprint. If we say that a person is of upstanding character, we suggest they are consistently and reliably honest and decent in their way of being in the world. But we might also say of someone, “They are a real character!” When we say this what we are saying is that there is something that sticks out about them, usually in a way that is odd or funny. In both cases, we are seeing something engraved, a mark of some kind, that seems to be a part of who they are. But is it?

Character is fixed, dense, hard; the Self fluid, soft, spacious.

In the Sukha Sutra, Buddha says it like this.

If we are like rock and something cuts into us, it will leave its mark, perhaps for generations to come.

If we become like sand and something cuts into us, it will leave its mark, but soon that mark will be gone.

And, if we become like water and something cuts into us, as soon as the mark appears, it will disappear, forever.

This is the goal, to become unfixed, un-postured, unbraced, unblocked. To become unafraid, unashamed, unaffected. To become unassuming, unarmed, unburdened. To become unbiased, unchained, uncovered. To become untied, unguarded, undiminished. To become unmasked, unpretentious, unhurried. To become unsophisticated, unselfish, unspoiled. To become untangled, unveiled. Unwritten.

Please join me.

OLYMPUS DIGITAL CAMERA

Bruce’s touch is like a butterfly settling down on the very turning point of your soul. And then you know, ‘That’s who I am, that is who I could be.’

 In Bruce’s class you feel as if you are sitting by a deep, soft lake. 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.

Margarete Tueshaus
Equestrian, Argentine Tango Teacher, Alexander Technique Teacher, Bochum, Germany

Bruce has been using his hands, helping people to move well, for fifty-five years. He trained with five first generation Alexander teachers: Catherine Merrick Wielopolska, Marjorie L. Barstow, Richard M. Gummere Jr., Elisabeth Walker, and Erika Whittaker. Bruce brings a lifetime of training as a movement artist and educator to his work as an Alexander teacher, having trained in Gymnastics, Modern Dance, Ballet, Contact Improvisation, Tai Chi Chu’an, Aikido, Chanoyu, Argentine Tango, and Kyudo. In 1982, Bruce co-founded the Alexander Alliance International, an intergenerational, multicultural community/school. Currently director of the Alexander Alliance Germany and Switzerland, Bruce also teaches annually for Alexander Alliance training programs in Japan, Korea, and America. He conducts post graduate training programs in England and Switzerland. Author of the book, Teaching By Hand/Learning By Heart – Delving Into The Work Of F.M. Alexander, published by Mouritz Press.

Workshop Details:

Post graduate workshop for Alexander teachers and trainees. Limited participants.

When: 05.05.2019, 10am – 5:30pm

Where: Feldstrasse 24, 8004 Zurich (close to stop «Zürich,Kalkbreite/Bhf.Wiedikon»)

Fee: CHF 160.- (Students CHF 125.-)

Workshop language: English (translation to German possible)

Individual lessons (CHF 110.–/45ˈ) can be arranged on Thursday, 09.05.2019, and Friday, 10.05.2019.

Organizer and assistant teacher: Magdalena Gassner

To register call +41 77 475 50 27 or write to m.gassner@alexanderalliance.de

If you have any questions, please do not hesitate to write to me, bf@brucefertman.com or to Magdalena Gassner, m.gassner@alexanderalliance.de.

Hope to see you in Zurich!

Bruce Fertman

LifeWork – Taking the Principles beyond the Procedures – Post Graduate Workshop For Alexander Teachers – Led by Robyn Avalon – Sunday, October 14, 2018 – Zurich

This Post Graduate Alexander Workshop offers tools for teaching Alexander’s Principles inside the reality of people’s everyday lives. It is open to Teacher’s from all styles.

Make the Work more accessible and valuable in people’s lives. Students come with real life, complicated situations – deadlines to meet, non-optimal work or home environments, physical and emotional challenges, and more. You come with the ‘means whereby’ through which they can make a change in their use, their thinking, their lives.

Meet your students halfway. Help your students transition from ‘chair work’ to a pressing situation, like working on a deadline with an overbearing boss. Help them access their ease and artistry, not only within an Alexandrian procedure, but also while playing their instrument in an audition.

 

Take the Principles beyond the Procedures.

This is its own sophisticated and unique study. It requires new and different skills, in addition to drawing upon your deep understanding, clear observations and skillful hands.

In this workshop we will:

  • Learn skills for re-creating their actual environment and teaching within that structure.
  • Learn how to use your hands through all areas of the body to access their fundamental ease and coordination.
  • Learn varied styles of teaching in activities.
  • Learn how to realize the ‘critical moment’ where they know they can access a new choice.

Being able to offer a student the tools to make a conscious new choice inside of their personal and professional life situations literally and figuratively brings the Work to life! Students experience the Work as timely and important. It energizes them and fills them with a desire to study.

We know what we have is priceless, and life-altering. Learn how to let them experience this directly.

About Robyn

Robyn has been a student of FM Alexander’s Work for over 40 years. She is the Founding Director of the Contemporary Alexander School, the USA branch of Alexander Alliance International (AAI), offering Alexander Technique Teacher Training in Santa Fe, New Mexico and Portland, Oregon, as well as being on the Core Faculty of the AAI German and Japan schools since their inception.

In addition to training teachers, Robyn travels the world offering beginner through post-graduate workshops in a contemporary presentation of Alexander’s Principles. Robyn enjoys the direct application of the Principles of the Work into people’s real lives, working with people while they do whatever they do. Whenever possible, she likes to travel to where people work and play, which has provided decades of rich and colorful teaching experiences: on a snowy mountain top with skiers, at a symphony rehearsal, at a dentist’s side, in a potter’s studio, on a football field, in a professional kitchen, at a horse arena, in a meditation retreat, on the Pilates Reformer, in a training for cardiac surgeons, rock climbing in the NM mountains, at the circus, and more.

Robyn is the creator of Living in a Body™: The Quintessential Owner’s Guide to Natural Movement, a body mapping professional certification course offered worldwide as well as a series of post-graduate workshops called Ways of Knowing, which provide tools for accessing and incorporating intuition and imagination in the educational process.

Robyn has an extensive background in professional theater and dance, which she brings to her teaching. Her private practice incorporates a unique blend of Contemporary Alexander, Cranial Sacral, Visceral Unwinding, Deep Imagery, Matrix Energetics®, and a life-long study of varied intuitive skills, to create a unique somatic experience. She enjoys teaching the very young and the very old, the absolute beginners and the masters, and everyone in between.

Workshop Details

Open to Alexander Teachers from all styles. Limited number of participants.

Date: 14.10.2018, 10am – 6pm

Location: Zurich (close to stop «Zürich,Kalkbreite/Bhf.Wiedikon»)

Course fee: CHF 160.- (Students CHF 125.-)

Workshop language: English (translation to German possible)

 Individual lessons (CHF 110,-/45ˈ) can be arranged on Thursday, 27.09., Friday 28.09. and Monday 15.10.

Organizer and assistant teacher: Magdalena Gassner

For more information and to register call +41 (0)77 475 50 27 or write to m.gassner@alexanderalliance.de

To learn more about Robyn Avalon and the Alexander Alliance Europe:

www.contemporaryalexander.com

robyn@contemporaryalexander.com

www.alexanderalliance.org

ballet barre1

 

 

This Graceful, Practical Generosity Toward The Possible

Post-Congress Musings

In Honor of All Those Doing Their Best to

Train Future Generations of Alexander Teachers

 Part IV

Aszure Barton and Mikhail Baryshnikov – The Contemporary meets the Classical

 

Diversity Within Unity

 “…The orthodox presume to know, whereas the marginal person is trying to find out.

 …To accommodate the margin within the form, to allow the wilderness to thrive in domesticity, to accommodate diversity within unity – this graceful, practical generosity toward the possible and the unexpected… offers reconciliation by which we might escape the endless swinging between rigidity and revolt.”

Wendell Berry from The Unsettling of America

The last paragraph is so beautiful and, I sense, so relevant to our Alexander community at large if we are ever to survive and thrive in society. I have to quote it again.

“…To accommodate the margin within the form, to allow the wilderness to thrive in domesticity, to accommodate diversity within unity – this graceful, practical generosity toward the possible and the unexpected… offers reconciliation by which we might escape the endless swinging between… rigidity and revolt.”

Our Moment of Opportunity

This may be our “critical moment”. That term sometimes makes my students nervous. I choose more often to use the term, which I learned from Meade Andrews, “the moment of opportunity”.

There is no reason to be nervous. There is every reason to be positive and excited about this moment of opportunity now offered to us. Do we have the courage to embrace change, to let go into the unfamiliar, to open up and welcome the unknown, to try something new?

If we are to survive and thrive into the future I believe we need four radically different training structures. Right now we have one training structure that began in 1932 in England. It is still a good and worthy training structure for some trainers, in some countries. For people who wish to become Alexander teachers, this training structure is, for some, possible and wonderful. For others it is simply impossible. What happens to these people who want to become Alexander teachers but can’t due to the limited number of training structures that we as a community offer? Chances are they give up their dream and pursue another one, or perhaps they find a related discipline, like the Feldenkrais Method, which has flexible training models, and more likely one they can do. We then, as a community, lose a person who might have become a great Alexander teacher. I don’t want to even imagine how many great Alexander teachers we have lost over the last 50 years.

Another Time Tested Training Structure

There is another time tested structure of training that also has withstood the test of time, 36 years, that some people know of, but few know in detail, some not at all, and sadly some who harbor untrue ideas about this training structure that has, for a long time, been bringing about many accomplished Alexander teachers. Martha Hansen Fertman and I began experimenting with this model in 1982 in Philadelphia. At the same time, for some 13 years, we ran a parallel weekday structured program and so were able to conduct a longitudinal study, (the only one I know of), as to the pros and cons of these two training structures.

This model, which I refer to as a Retreat model of training, has evolved over the years. It’s gotten better. Here is its current form and the one we use to train teachers at the Alexander Alliance Germany.

In October, March, and July we conduct 9-day retreats.

(165 hours per year).

In between we conduct 3-day weekend retreats.

(90 hours per year).

In April we conduct a 4-day retreat.

(28 hours per year).

Twice a month there is a study group where trainees meet and work with graduates.This right now is a pilot study and so is optional, but most are participating, and so may soon be required. Those not near a group have formed a Skype group. This is important work, not only for the trainees but for our graduates as well because for our graduates it is post graduate training.

(40 hours per year).

Every trainee has a Personal Project that must be presented prior to graduation. (To be honest, I am not sure how much time trainees put into their projects. It varies. This is my guess as to the average number of hours.)

(20 hours per year).

Trainees are required to attend at least one intro workshop a year, and when ready to assist at one workshop a year. For us we consider being able to give an introductory workshop an Alexandrian Procedure!

(12 hours per year.)

Trainees attend a 5th year intern retreat. Here graduates assist a training retreat as supporting teachers.

(55 hours in the 5th year.)

Trainees attend at least one Alexander Alliance International Retreat in another country other than their own. This is optional but almost everyone does this at least once, and some do this every year. We are an intergeneration, multi-cultural, international community/school, so visiting other Alliance schools is part of who we are.

(55 hours).

Of course, everyday trainees are expected to work on their own self-study etudes, given to them by the faculty to explore. We find that trainees have to learn how to study on their own, and so we help them learn how to do this.

This comes to 355 hours of training per year. Adding the 55 hour intern retreat in the 5th year of their training, plus one 55 hour Alexander Alliance International Retreat outside their home country brings the total number of training hours to 1530 hours over a 4+ year period of training.

The Retreat model of training is a great model of training for numerous reasons.

*It gives people for whom a Weekday training model is simply impossible, people who very much love the work and wish to become teachers, a way to become an Alexander teacher.

But there is much, much more as to why people love this model of training.

*We rent a gorgeous retreat center with great food and accommodations and beautiful teaching spaces.

*Everyone gets to leave home and stop working and enter a, I dare say, sacred time when, morning till night their mind, heart, body and soul are devoted to studying Alexander’s work among friends in a nurturing environment.

*A climate of festivity and contemplation fills the air. There is time to be together in fellowship and time for solitude as well, which is so essential for internalizing the work.

*Graduates are welcome to join us free of charge. They become, essentially, lifetime members of our community/school. Some graduates have been returning to the school for over 20 years. This builds community, helps the trainees tremendously, and of course helps our graduates to become the best teachers they can be.

When Martha and I began this training structure we had no idea if it would work. But our intuition told us it would, and we were right. Because we were long-term apprentices of Marjorie Barstow we did not feel obliged to adhere to any particular model of training and felt free, as the educators we were, and are, to experiment. Martha had her Doctorate of Education and I had my Masters of Education and both of us had begun teaching movement when we were eleven years old.

Society has deemed this model worthy and effective and has endorsed it by keeping it alive and healthy for 36 years. We were able to train numerous music, theatre, and dance professors who, without our Retreat training model, would never have become Alexander teachers. Many of them have gone on to be of service to the Alexander community at large, both as members of STAT, ATI, and as organizers of and teachers for our international congresses.

My experience tells me it is possible to design and implement a Retreat model training program that is extensive, intensive, joyful, and effective. This model may be better for certain training directors and/or may work better in certain countries, under certain conditions. It works perfectly in Germany because of Germany’s enlightened extensive paid vacation program.

A Flexible Formula

There is a third model of training that, as yet, has not been tried, and I sense must be if we are to allow more people to become Alexander teachers. (It is one option for Robyn Avalon’s trainees). I call it the Immersion model. The Feldenkrais community has been very successful in finding flexible yet substantial training structures that allow people with varying life/work styles to train. Their flexible training structure also can adapt to different countries, to different social, cultural and economic conditions. They are far, far more successful than we have been in sharing their work with society. Here is their flexible formula:

“All training programs must have a minimum of 800 hours/40 days per year, 160 days over at least 36 months. Programs follow different formats ranging from weekend formats; to 4 two week segments a year; to 2 one month segments a year; to 40 days in a row. These are just some examples of formats.”

Here you can see they have both a Retreat model and an Immersion model. Of course our training is essentially twice as long. Still, we would do well to experiment with models such as these and see if they can work for us.

How will we ever know if we don’t try? What is the worst that can happen? We fail and learn? Is that so terrible? And what happens if it works?

“You can’t do something you don’t know, if you keep on doing what you do know.”

 Who said that? Einstein? Oh yes, I remember now, it was a guy by the name of F.M. Alexander! This was Einstein:

“We can’t solve problems by using the same kind of thinking we used when we created them.”

 Let’s take Alexander’s and Einstein’s advice. Let’s begin thinking differently and do something we’ve never done before.

Brief Eternities

My training with Marjorie Barstow was an amalgamation of all of these models of training, plus one more, and for me, the most important one of all.

Marj’s month long summer events was an Immersion event. Four weeks, 6 days a week, 6 hours a day. For me it was 5 weeks because for many years I directed Marj’s summer events and had to arrive early to open up, and stay on to close up. This before and after time was an essential part of my training and I will say more about this soon. Marj’s winter events in Lincoln were 14 days long and would be what I would call a Retreat event.

When Marjorie came East for two weeks every Fall and Spring I would study with her and assist her up and down the east coast. Something almost magical happened in this time. I was not only studying, not only practicing, not only training. It was more than this. It was a living of the work through being with, through modeling, through absorption. It was what the Buddhists refer to as transmission.

This transmission happened during the times when Marj and I traveled together, in cars, in trains, in planes, when we took walks in Penns Woods in Philadelphia, or played horseshoes on her ranch, or when we went out for ice cream after a long weekend of teaching in Boston. So many meals together, so many discussions and lots of time just spent sitting quietly together. The best discussions took place after a workshop where I’d be there assisting her, after working in Washington D.C. with the National Symphony, with a junior high school choir, with a track team or sculling team, with theatre majors. Without notice individual lessons spontaneously arose when Marj was having trouble explaining something to me and felt the need to use her hands so that I could experience what she meant.

This is what I call the Apprenticeship model. Because of times like these, over many years, I simply internalized Marj. She lived within me, and she still does.

These are hours that cannot be counted. They are uncountable. Not all hours are equal. There is objective time and subjective time. Each hour of our lives has not the same duration. Some hours fly by unnoticed and unlived. Some hours last forever, and change our lives forever. Some hours are brief eternities. They cannot be measured or calculated, but they can be cherished.

Not Marjorie Barstow, but Marjory Barlow in An Examined Life writes, “… I do think the apprenticeship method of training has a lot going for it. After all, some of the greatest teachers learned that way …I have a preference for apprenticeship, and I would love to see it supported wherever possible…the problem isn’t the exact number of years and hours. It’s the quality of the trainers’ experience and devotion to the Technique, and the selection of trainees…”

Let’s Dance!

I am not sure but I suspect that those of us who teach through classical procedures may find that our weekday model of training works best, and maybe not. We will never know unless we experiment.

And perhaps those of us who train through contemporary procedures may find that Retreat, Immersion and Apprenticeship models work better, and maybe not. We will never know unless we experiment.

More and more of our teacher training programs are combining and integrating classical and contemporary procedures. It’s a bit like dance. There are classical ballet dancers who dance beautifully within their chosen style. And then there are contemporary dancers who dance beautifully through their chosen forms. Different forms appeal to different people, and people of different ages, and people from different cultures. And then there are many dancers who are trained in numerous styles and who integrate them beautifully. Think of Mikhail Baryshnikov who danced with American Ballet Theatre and the New York City Ballet, but also with Twyla Tharp, Aszure Barton, and Gregory Hines.

Mikhail Baryshnikov and Twyla Tharp – The Classical meets the Contemporary

The truth we need to embrace, as a community, is that a great dancer is a great dancer no matter their form, and a great Alexander teacher is a great Alexander teacher, no matter their form. Being an Alexander teacher is an art, and art changes and expresses itself differently over time and across cultures.

And so should we.

“… this graceful, practical generosity toward the possible and the unexpected… offers reconciliation by which we might escape the endless swinging between… rigidity and revolt.”

 This could be our moment of opportunity as a community at large, when the classical meets the contemporary. Do we have the courage to seize the moment, to embrace change, to let go into the unfamiliar, to open up and welcome the unknown, to try something new?

Watch Mikhail Baryshnikov and Gregory Hines in White Nights. If they can do it, maybe we can too.

Let’s dance!

 

 

The Grandfather and His Four Grandchildren

Post-Congress Musings

In Honor of All Those Doing Their Best to

Train Future Generations of Alexander Teachers

Part III

Maybe I will figure this one out before I die. I hope so. I may be getting close. In fact, by writing this very essay I may find my way through to the answer.

Here’s the problem.

People want to join the Alexander Alliance Europe, our community/school, which promotes itself, though not exclusively, as a teacher training program in the Alexander Technique, which means we are responsible for training people who enter the school to become Alexander Technique teachers.

In our website we write:

Who We Are – We are an intergenerational, multi-cultural community / school dedicated to creating a safe and loving environment where, through Alexander’s work, people can learn how to become at once, relaxed and ready, soft and strong, light and substantial, stable and flexible, peaceful and lively, receptive and generous, awake to themselves, to others and to the world around them.

Our Mission – Our mission is to train skillful and compassionate Alexander teachers, which we have been doing ceaselessly and enjoyably for 35 years. Together we learn to free ourselves and our students from stasis, restriction, and fixation. We accompany our students into their fluidity, spaciousness and poise, while ensuring their feet rest comfortably upon common and solid ground. We awaken ourselves and our students to a sensory world full of simple pleasures. Our art is human touch, an inexhaustible resource for education, nurturance, and growth. Our job is to gently un-harness deep, naturally organized patterns of vitality within ourselves and our students. This groundswell of energy strengthens our will to live, love, learn, and work generously and freely.

But here is the rub. How can we know if someone has the ability to become an Alexander teacher? The answer to that question is easy. We can’t. At least I can’t. Do we just accept anyone? Yes, almost. I have seen people walk through our doors who I am quite sure will grow into good teachers, and for one reason or another, don’t. And I have seen people who I predict simply do not have the capacity to become Alexander teachers who become very good teachers. And so I accept anyone into our school who is socially mature, self-motivated, and who loves the Work.

So what happens when four years have flown by and it is time for a person to graduate and I feel, for one reason or another, that they do not have the skill to teach the Alexander Technique? And even more perplexing, what criteria do I establish for determining if someone is now ready and qualified to teach others about Alexander’s work? After all, I am the guy who signs their certificates, which read:

germany-certification1

For 35 years I have been pondering these questions. And now I am close, very close to the answer, not for the entire Alexander community, but for me and for our community/school. The answer is to be found in the word “impart”. Impart means to make known, to communicate, to pass on, to convey, transmit, spread, disclose, to reveal. It doesn’t say to teach. Hmm…

Okay, what are we responsible for imparting? What are the concepts my trainees must understand and which principles need they be able to impart, in some way, to others to merit graduating from the Alexander Alliance Europe?

Here are the basic concepts, which must be understood, and the basic principles, which, to a significant degree, must be embodied to graduate from the Alexander Alliance Europe:

One. Working with a person in their entirety, with body and being, with movement and meaning.

Two. Sensory Consciousness/Appreciation

Three. Use, Functioning, Structure, and Integration

Four. Alexandrian Inhibition, Directionality, and Primary Movement/Organization/Control.

Five. The Means Whereby/ Ends and Means.

Now, through what means do we as Alexander teachers impart these concepts and principles? We impart them through:

Being – how we are being within ourselves and with our students, physically, psychologically, socially, and spiritually. “The only thing you have to offer another being, ever, is your own state of being.” — Ram Dass

Observation – how we are perceiving ourselves and our students.

Language – how we listen and speak to our students.

Movement – how we move, act, and interact with our students.

Touch – how we physically touch our students.

Let’s put this together now, and in doing so we may just answer our original questions; What happens when four years have flown by and it is time for a person to graduate and I feel for one reason or another that they do not have the skill to teach the Alexander Technique? And even more perplexing, what criteria do I establish for determining if someone is now ready and qualified to teach others about Alexander’s work?

First, I realize that being able to teach the work to someone is one way of imparting the work, but that teaching is not the only way of imparting the work.

If teachers are to be able to impart the work to others via being, observation, language, movement, and touch, do they have to be accomplished at all of these means to be able to impart the work? Based upon my 35 years of training people the answer is, no.

Let me explain why. People enter our community/school with different inherent talents, with different acquired skills, at different ages, and with different life experience. Some are artists, some movers, some healers, and some seekers, or some combination thereof. To use Howard Gardener’s categories, some possess Linguistic Intelligence and are able to find the right words to express what they mean, some possess Logical-mathematical intelligence and are able to quantify things, make hypotheses and prove them, some possess Musical Intelligence and are able to discern sounds, pitch, tone, rhythm, and timbre, some possess Spatial Intelligence and have the ability to visualize the world in 3D, some possess Bodily-kinesthetic Intelligence and are able to coordinate their mind and heart with their body, some possess Interpersonal Intelligence and are able to sense people’s feelings and motives, some possess Intrapersonal Intelligence and have deep understanding of themselves in touch with what they feel and what they want, some possess Naturalist Intelligence and are able to understand living things and can “read” nature, and some possess Existential Intelligence and are able to contemplate questions like who we are, why we live, and why we die. I would add a category, Sensory Intelligence and include Bodily-kinesthetic intelligence within this larger category, thus allowing also for Tactual, Visual, Auditory, Olfactory and Gastronomical Intelligence.

So a student may enter the Alexander Alliance Europe with high bodily-kinesthetic, tactual, interpersonal and existential intelligence and pretty much sail through their training. They find themselves having to work hard to acquire the linguistic intelligence they need, but have enough going for them that makes them able to impart the work to others.

You may have another student who enters our community/school with very low bodily-kinesthetic intelligence, low tactual intelligence, but very high intrapersonal, linguistic and visual intelligence, and so if they become able to impart the work to others they will end up finding a very different way of doing so. They do their best to learn how to move well and develop good tactual skills and they make some progress, which proves very important for them personally, but they still fall well short of becoming a person with high kinesthetic and tactual skills.

So the question becomes, “Does this person have the capacity, in some way, to impart the work to others?”

If a man who graduates our school who takes care of his four grandchildren, and who possesses deep inhibitory power while with his grandchildren, and who is by his very being able to calm them down, and is able to create harmony among them, and if he developed these capacities through the course of his training, is he imparting the work to his grandchildren? I would say yes. I would say that counts. Big time. Is he teaching them? No. Is he modeling the work, embodying the work, passing on the work? I would say yes. Should this man who doesn’t move well, whose posture is not great, who hands are not great graduate? I would say yes.

New questions arise. Should we limit our work to that of a profession? Should we have vocational schools, teacher training programs, and/or should we have Life Schools and think of our work not only as a profession but as  ‘a Way’, as Aikido is a Way? Aikido literally means, the Way of Harmonizing Energy. Sounds familiar.

For me this is the difference between a Teacher Training Program and a Community/School. It comes down to how we define the word ‘vocation’. In the narrow definition of the word, it means an occupation, a trade, a profession, but in the broader sense of the word it means a calling, a mission, a path. A Way. A Way of Living.

I have chosen to create a Life School, a community/school. Perhaps I am not training teachers, but “imparters”. Maybe there is a difference. And maybe that difference makes all the difference. And maybe it is the answer to my question: What criteria do I establish for determining if someone is now ready and qualified to teach others about Alexander’s work? When I change the word teach to impart I believe I have criteria, valid criteria. Can that criteria be measured? Is there a test?

No, I don’t think so. But to witness over four years a students deepening, this maturing into the principles underlying Alexander’s work can be observed and felt by teachers who spend time with their students. A teacher ‘knows’ when their student is now living the work, the teacher knows when their student can impart the work through who they are, through how they are; they know it viscerally; they can feel it in their bones. It is not something that can be measured objectively, only subjectively. Some graduates will be able to impart the work through teaching and through who they are. Others perhaps only through who they are. The world needs both.

I am well aware this is not a popular point of view within our Alexander Community. For those who are fighting so admirably and intelligently to establish our work as a profession; I offer my apologies. I don’t mean to hamper your work.

What I do mean to do is to open a conversation amongst teacher trainers as to what we are really doing, how we want to do it, how we want to frame what we are doing, and on how we want to evaluate what we are doing. I don’t want to see Alexander schools closing. I want to see them full of students eager to learn, as my community/school has been for 35 years. I don’t want to see schools closing. I want to see them opening, and healthy. Opening up this conversation may help.

I welcome your feedback.

The Nine Peas of Progress

Post-Congress Musings

In Honor of All Those Doing Their Best to

Train Future Generations of Alexander Teachers

Part II

Green-peas-in-a-podThe Nine Peas of Progress

As a little girl my daughter loved peas. But she would not merely eat them. First she would arrange them on her plate in pattern after pattern. Then she would eat them, like a raccoon, slowly, one by one.

Why the letter P arose as my letter of alliteration in the attempt to organize my thoughts on how we can save our teacher training programs within our Alexander community from extinction, I do not know.

I do know that the mysterious symbol of the enneagram has on many occasions helped me to organize my thoughts on diverse subjects and difficult processes, and I will use it here as well.

Enneagram_Symbol_-_Simple.svg

My premise is that in order to survive, in order to get off of the endangered species list, we need to think outside the box, to become more creative, more experimental. Our professional societies play an important role but ultimately, it is society at large that gets the final vote; that runs the show. It is the public that ultimately assesses us, recognizes us, approves us, qualifies us and supports us. Or doesn’t.

The survival of our work rests squarely upon the shoulders of our directors of training. Because it is we who train the teachers and it is the teachers who disseminate the work. The buck stops with us. Alexander cannot save us. Our professional societies, as wonderful as they are, cannot save us. Our splendid Alexander Congresses cannot save us. It is up to the directors of training to figure out ways of being successful, of filling up their own schools.

Here are the nine Peas of Progress I think are worth thinking about slowly, thoroughly, and creatively if our training programs are to survive and thrive. They correspond to the points on the enneagram, which I will elaborate on in this hopefully helpful essay.

Point One – Principles

Point One is about principles, standards, dignity and decency. Actually, it is the only point that I feel must be common to all our training programs. In Body Learning, Michael Gelb succinctly articulates what every training program must address.

Use and Functioning

The Whole Person

Primary Control

Unreliable Sensory Appreciation

Inhibition

Direction

Means Whereby

Every training program must have high standards, whether they are the exact standards agreed upon by a professional society, or their own personal and professional standards. Directors, teachers, and trainees must do their best to honor, respect and act benevolently toward one another. Upon graduating new teachers must commit to doing so toward their students.

Point Two – Pedagogy

Point Two is about pedagogy, and love, and service. Pedagogy means to lead a child, that is, to guide a child, to raise up a child. Pedagogy, in my opinion should differ from school to school. Procedures are part of a teachers pedagogy. Which procedures teacher trainers choose to transmit Alexander’s principles through should be up them. How they integrate observation, language, movement and touch should be up to them. Alexander implored us, “Don’t teach how I teach; teach what you know.” Our trainees are not children, but in comparison to their teacher trainers, they are young to the work. They need to be raised up with the love and attention all children deserve.

Point Three – Profit

Point Three is about profit, about having the executive wherewithal to make a living. Many training programs are closing because they cannot make ends meet. Most people who begin training programs are not independently wealthy and need to earn a living. If they can’t, they have no other recourse than to close up shop. Point Three has to do with image, with appearance, with promotion, with being able to sell the work, make it attractive, relevant, appealing. This means beautiful, classy websites full of great images and contemporary language that speaks to people in their own language. It helps to know how to teach in groups and how to appeal to many different populations. Teacher trainers must possess some business acumen or get help from people who do. This may mean designing effective training structures that make it possible for more people to train, as so many universities have done by creating itinerant programs. How directors succeed in making a living should not be the same. Social, cultural, and economic factors must be taken into consideration, and respected.

Point Four – Profundity

Point Four is about profundity, about deep insight, about transformative experience, about getting to the source, to the core of the self. Has our profession reduced itself to the body, to posture, to movement? Is that what the public thinks our work is entirely about? Do they have any idea that our work is more about being than it is about the body, more about meaning than it is about movement, more about how it feels to be alive than about use and functioning, more about the quality of experience than about effectiveness and efficiency? Why are we afraid to speak publically about the spiritual depth of our work? Why are we selling ourselves and the work short?

Point Five – Philosophy

Point Five is about philosophy, and about the love of truth, whether we look for that truth through science, or psychology, or theology or art. We need to be able to think intelligently about the work and to be able to speak intelligently about the work. We have to be able to understand and speak about our work as a unique field of study, as Ted Dimon so eloquently does. We need to become physio-philosophers. We teacher trainers need to continue studying, questioning, learning, experimenting, and not just within our own discipline but across disciplines. David Moore is a good example.

Point Six – People

Point Six is about people and about community. Abraham Heschel writes, “To be is to be with people. Existence is co-existence.” People seek community, a place to belong. I cannot tell you how many Alexander teachers have told me how isolated they are as Alexander teachers. They have no web of support. They graduate and they are on their own. They sink or swim. There is no lifeguard, no buddy system. My experience tells me we need to create not only teacher training programs, but Alexander communities, communities that continue to support their graduates. We need Alexander refuges where teachers feel welcomed and supported, sanctuaries where they can be reinvigorated and re-inspired. What I see is that the schools that survive and thrive are most often the schools that are community/schools and not merely vocational schools.

Point Seven – Planning

Point Seven is about having a plan, a vision, not a narrow vision but an expansive vision, and a joyful vision. It’s about seeing possibilities. It’s about dreaming. And it is about having fun along the way, about not just studying and practicing the work, but celebrating the work. But it is also about planning out how to turn our visions into a reality. Point seven is also about communicating that vision to others. This requires, as Marjorie Barstow once told me, “a little bit of showmanship.” Directors need some charisma. Some pizzazz. They need to put themselves out there. It takes chutzpah. It takes courage, confidence, guts, but without it having a thriving school is hard to make happen.

Point Eight – Politics

Point Eight is about politics in the original sense of the word, about the city and citizenship, and about governance. We teacher trainers need to know how to govern, how to lead. We need the courage to use our peaceful power to serve others. Here is a piece I wrote, now long ago, that still rings true. This is my personal manifesto as a teacher and director of training.

A Teacher Who Doesn’t Teach

Many teachers teach what they know.
Teachers of the Way,
Teach what they do not know, and need to understand.

Some teachers think highly of themselves.
Teachers of the Way,
Think highly of their students.

Many teachers teach to their students.
Teachers of the Way
Study with their students.

Some teachers teach to be the center of attention.
Teachers of the Way
Teach centered in attention.

Many teachers teach to escape.
Teachers of the Way
Teach for entrance into existence.

Some teachers want to be worshipped.
Teachers of the Way
Teach as a way of worshiping.

Many teachers need to prove they are the best.
Teachers of the Way
Teach not needing to prove or reprove.
They approve.

Some teachers teach mainly for money.
Teachers of the Way
Freely choose what is required of them,
Doing so with gratitude and pleasure.

Many teachers teach to be seen as attractive.
Teachers of the Way
Teach because within everyone
There is beauty longing for itself.

Point Nine – Peace

Point Nine is about peace. Peace is the absence of war, but not only the absence of war. In times of peace resources become available for education, for science, for the arts, for social services, for infrastructure, and for recreation. A teacher trainer is responsible for creating a peaceful environment conducive for learning, for research, for contemplation, for fun, for creativity, for maturation and for fellowship.

There You Have It

There you have it, the nine peas of progress. Progress means to walk forward. If we are to walk forward with vitality into the future, as a community, if our teacher training programs are to survive and thrive, we teacher trainers need to rise up to our task, which is a formable one. We need to show up. Big time. Directing a successful school requires much more than a deep understanding of Alexander’s work and the ability to skillfully pass on that understanding. My 36 years of training teachers, of running a thriving community/school tells me that we must know how to create peace and kindness, we must know how to build community, and we must change with the times.

It is worth the effort. I know, because I have had the good fortune of having lived my entire adult life within a creative and caring Alexander community. Looking back, it has been one of the greatest blessings in my life.

May this blessing be bestowed upon us all. And in the meantime, let’s make it happen.