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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.

Tim Soar’s Review of Teaching By Hand/Learning By Heart for STAT News

It has been over 40 years since I first began studying with Marjorie Barstow, and this fact reminds me of a teaching story.

Within the tradition of Chanoyu, Japanese tea ceremony, it is said that for the first 10 years a student should learn to do everything exactly the way his teacher does. In the second 10 years the student should continue to do everything exactly the way his teacher does, but should begin to wonder why his teacher does what he does the way he does it. In the third decade, the student should begin to change ever so slightly how he does what he does to suit who he is as a person.  And in the fourth decade, his way should be a different from his teachers as night is from day.

And so it was and is for me now. I am as different from Marj as night is from day. My vocabulary is not the same. I use my hands very differently. My way of relating to people is as warm as Marj’s way was cool. My pedagogy as a teacher trainer is as formal as Marj’s was informal. And yet, at the same time, there remains something quintessentially Marj inside of me. I pass on her sayings, her spirit, her understanding of Alexander’s work. I do my best to inspire others the way Marj inspired me.

Tim Soar begins his review referencing Michael Frederick’s description of me as “one of the foremost representatives of Marjorie Barstow’s lineage.” He goes on to note that his experience of now-senior teachers who apprenticed with Marjorie Barstow is that they are as diverse in their approaches to the Work as were the first generation teachers who trained with F.M.

marj-bruce-sword

With all do respect and love for Marj, my work is now, for better and worse, only my work. No one else’s. Yes, I am part of the Alexander/Barstow lineage, but I cannot claim to represent Marj’s way of working. How Alexander taught is gone forever, and how Marj taught is gone forever. That is the way of it, and the way it should be.

The work continues.

Here’s Tim’s review. Enjoy.

Review of Teaching by Hand, Learning by Heart

Tim Soar

Pubished in STAT News, May 2018

Teaching by Hand, Learning by Heart offers the reader a “fly on the wall” view of Bruce Fertman’s very particular way of teaching the Alexander Technique. Michael Frederick’s comment on the back cover describes Bruce as “one of the foremost representatives of Marjorie Barstow’s lineage”, but in my experience the now-senior teachers who trained with Marjorie Barstow are at least as diverse in their approaches to the Work as were the first generation teachers who trained with FM. In any case, although Bruce acknowledges “Marj” as his principal mentor, he points out that he also learned from four other first generation teachers, whose differences he clearly values. Whatever the reader’s previous experience, there is much of value to be found in this book, perhaps particularly for teachers who would like to develop their work with groups beyond the introductory level, towards mixed ability, more advanced, or specialised audiences. Bruce makes the most convincing case that I have come across for the positive advantages of learning the Alexander Technique in a group setting.

Part One: The Work at Hand, sets out the field of enquiry – the subject matter of the Alexander Technique: Choice, Primary Control, Sensory Appreciation, Use, Non-Interference … all presented in Bruce’s own vocabulary. One particularly telling example of which is the idea not of “misusing” oneself, but of “mistreating” oneself, with all the ethical impact of that word fully intended.

Part Two: Student Centred Teaching, leads the reader anecdotally through a large number of individual lessons, either one-to-one or in group settings. Some of these lessons last a whole chapter, others just a few sentences. This format gives a lively “person-centred” way of presenting the almost endless scope of our Work, in a way that hardly ever finds its way into print.

The illustrations are unusual – avoiding the conventional “head back and down”, “head forward and up” illustrations. The nearest thing to that is a photo of a cowboy wrestling a steer (you have to read it …). The other illustrations are split mostly three ways: firstly, very characteristic photos of Bruce working with students in workshop settings; secondly, half a dozen illustrations from Albinus on Anatomy, the series of beautiful, accurate, lively, whimsical-but-layered-with-meaning anatomical engravings published in 1747, which Bruce uses as a primary source for his anatomical and body mapping work, and thirdly, and perhaps most compellingly (the handful of colour-printed pages of the book are reserved for this third category), art illustrations: paintings, sculpture, a thrown pot, landscapes … One of the main ideas here is that we do not tend look at a Renaissance painting, or a sculpture of a human figure in a way that emphasises postural criticism. On the subject of criticism, Bruce quotes Rumi: “Out beyond ideas of wrong-doing and right-doing there is a field; I’ll meet you there”. Instead we see what the figure, through its implied movements and reactions, expresses. Bruce suggests – and this seems to me to be the absolute epicentre of his teaching – that we would do well to learn to look at people as we look at works of art: to see the beauty before the body-mechanics, and to empathise with (and thereby become able to help) a person’s Use by seeing how they express themselves.

Because of the structure of the book as a series of vignettes, a lot of ground is covered quickly, and it is not possible for me to list them all. However, I shall choose three particular themes that seem to me to be characterise Bruce’s understanding of the Work, and which I personally found to be good. Firstly, he does not try to make it easy. He says (in understatement) that the Alexander Technique needs “practice”, that a good teacher has, necessarily, to be “living the work every day”, and that “This road is longer than any one person’s life”. Secondly, he is a dyed-in-the-wool non-dualist. He does not talk about “how we use our bodies”, neither (more subtly) does he talk about the “mind body connection” (which always seems to me like approaching psychophysical unity from an essentially dualist perspective, unnecessarily making a simple thing complicated). Instead he simply and straightforwardly treats each person as a whole. This gives his work access – when appropriate – to a student’s emotional life in a straightforward and unforced way, as a natural aspect of their Use, and very much part of what we, as teachers, are there for. For example, he is likely to ask a student who says that he wants to relax, “How do you know you are not relaxed?” to which the student replies “I feel nervous.” This then opens the way to the psychophysical subject matter of the lesson. It’s as simple (and profound) as that. Thirdly, he places great emphasis on learning to use one’s senses in a skilled and healthy way, asking “What would happen if we were able to go from having adequate tactile, kinaesthetic and proprioceptive senses, to having extraordinary tactile, kinaesthetic and proprioceptive senses?”. “Feeling” is not, for him, a word to be avoided, or the exclusive polar opposite of “thinking”. Right at the beginning of the book he tells us of a conversation with an anaesthetist: “You say to people, you’re not going to feel a thing, and I say to people, you are about to feel everything.” In one chapter Bruce suggests a series of sensory investigations, meditations, Directions – I don’t know what to call them – leading the experimenter towards more subtle and more colourful sensory experiences. An important extension of this thinking is that humans-sensing-other-humans is a vital part of life – “To be means to be with other people.” – and an essential part of the Alexander Technique. Interestingly, for a teacher who does so much of his work in groups, individual hands on work is very central to his teaching. He clearly thinks of Alexander work essentially as partner-work, with all the subtle and paradoxical give and take of leading-in-order-to-follow, and following-in-order-to-lead that subtle partner work always embodies (one chapter tells the story of a lesson with an accomplished Tango couple), and he understands what he sometimes calls “high touch” (exemplified by the best Alexander hands on work) as one of the highest expressions of our shared humanity: “Touch … is our sense of togetherness, of closeness, of intimacy, of union and communion.”

Bruce freely uses stories, autobiography, quoted aphorisms, illustrations, poetic language and a wide range of metaphors to set the scene and to make his points, and this is surely the only Alexander book with a Japanese glossary! In writing such a book, the author is necessarily just guessing at a reader’s connection with a particular image – unlike presenting ideas in a workshop situation where communication is two-way. I imagine that each reader will have their own spectrum of recognition: some points seeming no more than common sense, others interesting and informative, some concepts may be outside their experience, and others still, less attractive – metaphors that simply don’t work for them. That is the risk, consciously taken, in writing a book that seeks to convey the flavour of a very personal experience. For me, it is interesting to think that each reader’s spectrum will, most likely, align itself with quite different themes and images in the book.

The greatest strength perhaps of this new addition to our bibliography is that it clearly and repeatedly shows us (as we as teachers and committed trainees naturally already know) that “Alexander’s work, when it works, can work miracles; quiet, little miracles that can change a person’s life forever.”

 

Available Now. Bruce’s Book!

What People Are Saying About Bruce’s Book

This is a book that we have needed for a long time — the only AT book I’ve come across that fully expresses the potential for human richness, depth, and contact that can be found in what we do.

Marcus Sly – Alexander Teacher – West Sussex, UK

“Masterful. This brilliantly insightful collection of essays is a graceful and generous narration of Fertman’s own experience in learning and teaching the Alexander Technique. Fertman has a real gift for highlighting the delicate nuances and uplifting depths within the practice of Alexander’s work. The volume is eminently engaging and the author’s quite remarkable perspicuity and empathy with his students shine throughout. Very highly recommended – it’s a true treasure trove.”

Amazon Customer Review

Bruce’s writing is full of emotion – love, peace, joy, sadness, curiosity, but quite remarkably, he manages to express this emotion deeply, beautifully and without sentimentality. He sees past the mundane collection of heads, necks and bodies that the technique starts with; past the next layer of how the student makes life choices; and right into the intrinsic emotional core of who the student is. His stories and images draw us into his classes, and then almost without realizing it, we are learning alongside his students. A book to savour and delight in.

Karen Evans – Alexander Teacher – Ashby-de-la-Zouch, UK

This book is full of people, full of life. Bruce’s teaching has become an expression of who he is.

Jacek Kaleta – Alexander Teacher – Tychy, Poland

I love Bruce’s book – every page is a lesson. I love how it’s a conversation, making it so alive and personal to each reader. It’s the first book I’ve ever wanted not only to suggest to, but even work through with a student.

Annie Davenport Turner – Alexander Teacher – Mere, Wiltshire, UK

—————————————–

Teaching By Hand/Learning By Heart is a book about people, about liking people, listening to people, seeing people, nurturing people, talking to people and touching people. It’s about teaching without teaching. It’s about how create conducive conditions for learning from the inside out.

Elie Wiesel writes, ‘We must not see any person as an abstraction. Instead, we must see in every person a universe with its own secrets, with its own treasures, with its own sources of anguish, and with some measure of triumph.’

Here I share with you universes and within them secrets, treasures, anguish, and triumphs.

In this book you will find a few of the most popular posts on this blog which, due to publishing rights and regulations, are no longer available on this blog.

For some of you this book will serve as an introduction to Alexander’s work. May it lead you to teachers who will accompany you along your way.

For those of you who have found your teachers, this book may motivate you to take the work ever more to heart, to delve into the depth and breadth of the work.

And for those of you who are Alexander trainees and fellow teachers, may this book embolden you to take the work beyond the body into the realm of being, and beyond movement into the world of meaning.

May this book remind you of all that is worth loving inside the work of F. M. Alexander.

I hope you will read this book and then, please, write to me and tell me what it was like to read it, what if anything you learned or understood, how in any way, if in any way it shed light on your understanding of Alexander’s work, on being an Alexander teacher, or most importantly on what it means to be a human being living a life.

A very limited number of hardback editions are available.

FER018PE7.1000px

 

www.mouritz.co.uk

Thanks,

Bruce Fertman

USA – ANNUAL ALEXANDER ALLIANCE INTERNATIONAL SUMMER RETREAT

Robyn Avalon is, no doubt, one of the most remarkable teachers I’ve had the pleasure to know and learn from. Though once a student of mine, some 30 years ago, Robyn now serves as the co-director of the Alexander Alliance International as well as being the director of her own training program, based in Portland, Oregon. Her school is an Alexander Alliance affiliated school and is called the  Contemporary Alexander School, CAS.

Here in this beautiful documentary, (now about 10 years old), you get a glimpse of Robyn’s indelible spirit, of her joy and exuberance for Alexander’s work. She is unabashedly unconventional while at the same time committed to imparting the essence of Alexander’s work to her students. She is at once lighthearted and serious, spontaneous and disciplined, expansive and grounded.

You also get to feel how Robyn, Sakiko, Midori and I work in concert, all of us directors of Alexander Alliance affiliated schools.

This year, because of the Alexander Congress taking place in Chicago, we will not be hosting our Annual Alexander Alliance Summer Retreat, but will again in 2019. If you would like to know more write to Robyn at robyn@contemporaryalexander.com

Enjoy this video. It’s wonderful. Don’t be fooled by the cover photo. Must see if I can figure out how to change that!

Available Now – Bruce’s Book!

Another book on the Alexander Technique? Not really. Yes, secondarily it is a book about Alexander’s work as interpreted and expressed through me. In Part One I do lead people into Alexander’s work via different doors. We enter Alexander’s world through sport, ecology, anatomy, sensory life, social biology, theology, psychology, metaphysics, mysticism, and art.

But primarily Teaching By Hand/Learning By Heart is a book about people, about liking people, listening to people, seeing people, nurturing people, talking to people and touching people. It’s about teaching without teaching. It’s about how create conducive conditions for learning from the inside out.

Elie Wiesel writes, ‘We must not see any person as an abstraction. Instead, we must see in every person a universe with its own secrets, with its own treasures, with its own sources of anguish, and with some measure of triumph.’

Here I share with you universes and within them secrets, treasures, anguish, and triumphs.

In this book you will find a few of the most popular posts on this blog which, due to publishing rights and regulations, are no longer available on this blog.

For some of you this book will serve as an introduction to Alexander’s work. May it lead you to teachers who will accompany you along your way.

For those of you who have found your teachers, this book may motivate you to take the work ever more to heart, to delve into the depth and breadth of the work.

And for those of you who are Alexander trainees and fellow teachers, may this book embolden you to take the work beyond the body into the realm of being, and beyond movement into the world of meaning.

 

May this book remind you of all that is worth loving inside the work of F. M. Alexander.

I hope you will read this book and then, please, write to me and tell me what it was like to read it, what if anything you learned or understood, how in any way, if in any way it shed light on your understanding of Alexander’s work, on being an Alexander teacher, or most importantly on what it means to be a human being living a life.

A very limited number of hardback editions are available.

For the next two weeks you can buy Teaching By Hand/Learning By Heart at a discounted price at:

www.mouritz.co.uk

or you can get it from

amazon.co.uk

Thanks,

Bruce Fertman

 

 

Hot Off The Press – Available Now!

Oh no, another book on the Alexander Technique!

No, not really. Yes, secondarily it is a book about Alexander’s work as interpreted and expressed through me. In Part One I do lead people into Alexander’s work via different doors. We enter Alexander’s world through sport, ecology, anatomy, sensory life, social biology, theology, psychology, metaphysics, mysticism, and art.

But primarily Teaching By Hand/Learning By Heart is a book about people, about liking people, listening to people, seeing people, nurturing people, talking to people and touching people. It’s about teaching without teaching. It’s about how to create the conducive conditions in which learning can happen, from the inside out.

Elie Wiesel writes, ‘We must not see any person as an abstraction. Instead, we must see in every person a universe with its own secrets, with its own treasures, with its own sources of anguish, and with some measure of triumph.’

Here I share with you universes and within them secrets, treasures, anguish, and triumphs.

In this book you will find a few of the most popular posts on this blog which, due to publishing rights and regulations, are no longer available on this blog.

For some of you this book will serve as an introduction to Alexander’s work. May it lead you to teachers who will accompany you along your way.

For those of you who have found your teachers, this book may motivate you to take the work ever more to heart, to delve into the depth and breadth of the work.

And for those of you who are Alexander trainees and fellow teachers, may this book embolden you to take the work beyond the body into the realm of being, and beyond movement into the world of meaning.

May this book remind you of all that is worth loving inside the work of F. M. Alexander.

I hope you will read this book and then, please, write to me and tell me what it was like to read it, what if anything you learned or understood, how in any way, if in any way it shed light on your understanding of Alexander’s work, on being an Alexander teacher, or most importantly on what it means to be a human being living a life.

A very limited number of hardback editions are available.

Book goes on sale on February 25, 2018 and can be purchased by going to:

www.mouritz.co.uk

Bruce Fertman