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


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

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

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

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



Gleanings from the Life and Work of Tommy Thompson


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

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

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

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

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

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

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

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

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

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

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

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


Flying in Formation

Photo by: Miles Orchinik

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

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

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

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

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

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

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

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

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

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

Here is an example of my using Inquiry.

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

Here we go. My thoughts are in italics.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

My school will close.

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

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

Another turnaround.

My school will open.

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

 Another turnaround.

 I will close.

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

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

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

I hope this helps you.

Love to you all,






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

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

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

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

Register Here!

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



10 izplatītākie mīti par Aleksandra tehniku (LATVIAN)

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

10 izplatītākie mīti par Aleksandra tehniku

By Bruce Fertman 

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

Patiesība. Aleksandra tehnika māca kā atbrīvoties no pareizas pozas.

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

Photo: B. Fertman – Trevi Fountain

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

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

Photo by: Anchan of B. Fertman

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

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

Photo: B. Fertman – Sherry Stephenson

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

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

Photo: B. Fertman

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

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

Photo: B. Fertman

6. Aleksandra tehnika māca līdzsvaru. Tas ir mīts.

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

Lucia Walker: Alexander teacher, Johannesburg, South Africa

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

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

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

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

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

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

Photo: Anchan – Alexander teacher: Britta Brandt-Jacobs

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

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

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


Bruce Fertman

The Alexander Alliance Europe

Teaching by Hand/Learning by Heart




10 главных мифов о Методе Александера.(RUSSIAN)

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


Метод Александера учит манере держаться. Это миф.

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

08 Swing and Sweep_1 copy (2)

Photo: B. Fertman – Trevi Fountain


Метод Александера учит стоять прямо. Это миф.

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

Photo by: Anchan of B. Fertman


Метод Александера учит поддерживать голову на шее. Это миф.

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

Photo: B. Fertman – Sherry Stephenson


Метод Александера учит нас владеть нашим телом. Это миф.

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

Photo: B. Fertman


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

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

Photo: B. Fertman


Метод Александера учит балансу. Это миф.

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

Lucia Walker: Alexander teacher, Johannesburg, South Africa


Метод Александера учит правильно дышать. Это миф.

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


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

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


Метод Александера учит расслабляться. Это миф.

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

Photo: Anchan – Alexander teacher: Britta Brandt-Jacobs


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

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

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


Bruce Fertman

The Alexander Alliance Europe

Teaching by Hand/Learning by Heart

알렉산더 테크닉에 대한 10가지 근거없는 믿음들 (KOREAN))

-2020 2 11 브루스 펠트만

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

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

알렉산더 테크닉에 관한 10가지 근거 없는 믿음들

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

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


알렉산더 테크닉은 자세에 관한 것이다. 이것은 근거 없는 믿음입니다.

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

Photo: B. Fertman – Trevi Fountain

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

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

Photo by: Anchan of B. Fertman

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

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

Photo: B. Fertman – Sherry Stephenson


알렉산더 테크닉은 몸을 다룬다. 이것은 근거 없는 믿음입니다.

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

Photo: B. Fertman


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

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

Photo: B. Fertman


알렉산더 테크닉은 균형에 관한 것이다. 이것은 근거 없는 믿음입니다.

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

Lucia Walker: Alexander teacher, Johannesburg, South Africa


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

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


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

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


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

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

Photo: Anchan – Alexander teacher: Britta Brandt-Jacobs

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

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

Bruce Fertman

The Alexander Alliance Europe

Teaching by Hand/Learning by Heart

Kymmenen yleisintä myyttiä Alexander-tekniikasta (FINNISH)

Bruce Fertman 11.2.2020

Kollegani kysyi, olisiko minulla kirjoitettua versiota Youtube-Videostani ”Kymmenen yleisintä myyttiä Alexander-tekniikasta”. Löysin tekstin tietokoneeltani, viimeistelin sitä hieman ja lisäsin muutaman kuvan tukemaan esittämiäni ajatuksia.

Tekstiä saa jakaa vapaasti. Suosittelen myös lukemaan kirjani Teaching by Hand/Learning by Heart – Delving into the Work of F.M. Alexander (Mouritz), jossa avaan tämän tekstin ajatuksia syvemmin.

Kymmenen yleisintä myyttiä Alexander-tekniikasta

Hei, nimeni on Bruce Fertman. Olen Alexander Alliance Internationalin perustaja. Olen opiskellut ja työskennellyt intensiivisesti Alexander-tekniikan parissa 50 vuotta ja kouluttanut 300 opettajaa. Tänä aikana olen törmännyt toistuvasti virheellisiin käsityksiin Alexander-tekniikasta. Tässä on niistä kymmenen yleisintä.

1. Alexander-tekniikassa on kyse asennosta. Tämä on myytti.

Todellisuudessa Alexander-tekniikassa ei haeta asentoja. Ongelma on nimen omaan siinä, että hakeudumme asentoihin jatkuvasti ja yleensä tiedostamattamme. Alexander-tekniikka on sitä, ettemme asettele enää itseämme asentoihin. Kun Alexander-tekniikan avulla lakkaamme ylläpitämästä ryhtiämme ja jäykistämästä itseämme, meistä tulee joustavia ja liikkuvia ei ainoastaan fyysisesti, vaan kokonaisvaltaisesti.

Photo: B. Fertman – Trevi Fountain

2. Alexander-tekniikalla tavoitellaan suoraa ryhtiä. Tämä on myytti.

Todellisuudessa Alexander-tekniikalla ei ole mitään tekemistä suorassa seisomisen kanssa. Kehossa ei enempää kuin koko universumissakaan ole tässä mielessä yhtään suoraa linjaa. Alexander-tekniikassa ei ole kyse siitä, että tehdään jotakin oikein tai virheettömästi. Kyse on siitä mitä teemme hyvin, tehokkaasti, sujuvasti, mukavasti ja nautittavasti.

Photo by: Anchan of B. Fertman

3. Alexander-tekniikassa on kyse siitä, kuinka pidetään päätä kaulan päällä. Tämä on myytti.

Todellisuudessa Alexander-tekniikka on sitä, että lopetamme päätä pidetään kaulan päällä. Se on sitä, että lakkaamme häiritsemästä sitä luontaista tasapainomekanismia, joka hoitaa sen meidän puolestamme.

Photo: B. Fertman

4. Alexander-tekniikassa on kyse kehosta. Tämä on myytti.

Todellisuudessa Alexander-tekniikassa on kyse meistä kokonaisuutena. Se on sitä, kuinka olemme itsessämme, muiden kanssa ja suhteessa maailmaan ympärillämme. Alexander-tekniikassa on kyse toimintamme ja vuorovaikutuksemme laadusta, kokemustemme laadusta. Se on sitä, kuinka olemme toimiessamme, mitä ikinä teemmekään.

Photo: B. Fertman – Sherry Stephenson

5. Alexander-tekniikalla haetaan symmetrisyyttä, koska symmetria on tasapainoa. Tämä on myytti.


Todellisuudessa mikään luonnossa ei ole täysin symmetristä. Symmetria on käsite, ihan niin kuin piste tai linja. Buddha saattaa näyttää symmetriseltä istuessaan rauhallisesti lootusasennossa, mutta tarkemmin katsottuna toinen jalka lepää toisen päällä, samoin toinen käsi toisen käden päällä. Katso tarkkaan kenen tahansa kasvoja. Et löydä täydellistä symmetriaa. Me janoamme harmoniaa, emme symmetriaa. Harmonia ei liity koskaan kehomme muotoon.

Photo: B. Fertman

6. Alexander-tekniikalla haetaan tasapainoa. Tämä on myytti.

Todellisuudessa tasapaino on mahdottomuus. Olemme luonnostaan epätasapainossa, ja se tuottaa liikettä. Heijaamme hetkestä hetkeen lähemmäs tasapainoa ja taas pois päin tasapainosta, ja se on hyvä.

Tuuli synnyttää aaltoja lammen pintaan. Tuulen tyyntyessä aallot pienenevät lähestyen liikkumattomuutta sitä koskaan saavuttamatta. Liikkumattomuus on käsite, hyvin kaunis sellainen, mutta liikkumattomuudessa lepää aina hienovarainen liike.

Lucia Walker: Alexander teacher, Johannesburg, South Africa

7. Alexander-tekniikka on sitä, että opitaan hengittämään oikein. Tämä on myytti.

Todellisuudessa me emme hengitä. Alexander sanoi: ”Lopulta huomasin, että kun en hengitä, minä hengitän.” Minä sanoisin sen näin: ”Lopulta huomasin, että kun en hengitä, minussa hengittää.” Voimat syvällä sisällämme ja ympärillämme hengittävät meissä. Hengitämmekö nukkuessamme? Kyllä, hetkellisesti voimme hengittää sisään tai ulos tietoisesti, mutta hengitys ei ole tarkoitettu meidän hallittavaksemme. Hengitys on maailmankaikkeuden lahja meille ja tarkoitettu vastaanotettavaksi.

Hengitys on herkästi reagoiva. Se ei ole jotakin, mitä me teemme. Se ei ole toimintaa kuten juokseminen ylös kukkulalle. Kun aiomme juosta kukkulan päälle, seisommeko ensin ja hengitämme saadaksemme tarpeeksi ilmaa ja sitten juoksemme ylös kukkulalle? Vai juoksemmeko ylös kukkulalle, ja hengitys vastaa automaattisesti ja uskollisesti toiveisiimme ennen kuin ehdimme edes pyytää?

8. Alexander-tekniikan avulla opitaan, kuinka seisotaan omilla jaloillaan. Tämä on myytti.

Todellisuudessa me emme seiso omilla jaloillamme. Me seisomme maalla.

 9. Alexander-tekniikka on sitä, että opitaan rentoutumaan. Tämä on myytti.

Todellisuudessa Alexander-tekniikassa on kyse valmiudesta. Alexander-tekniikka on valmistautumista ei mihinkään erityiseen, ja valmiutta mihin tahansa mitä saattaa tapahtua. Alexander-tekniikka on uudestaan ja uudestaan vaivatonta palaamista hereillä oloon, tyyneen valmiuteen.

Photo: Anchan – Alexander teacher: Britta Brandt-Jacobs

 10. Alexander-tekniikassa opetellaan kehon mekanismeja; opetellaan paras tapa nousta tuolista ja laskeutua tuolille, opetellaan kävelemään moitteettomasti, ja kumartumaan ja taipumaan rikkomatta itseään jne. Tämä on myytti.

Todellisuudessa ihmiset eivät ole mekaanisia. Me emme ole koneita. Olemme eläviä olentoja. Olemme nisäkkäitä. Alexander-tekniikka on sitä, että opimme kuinka meidät on suunniteltu toimimaan ihmisinä. Alexander-tekniikka kyseenalaistaa osaltaan kulttuuriin, sukupuoleen ja kehoon liittyviä käsityksiä, jotka häiritsevät luonnollista toimivuuttamme ja kauneuttamme. 


Bruce Fertman

The Alexander Alliance Europe

Teaching by Hand/Learning by Heart

ブルース•ファートマンと学ぶ (Japanese)





どうぞご自由にシェアしてください。これらの考えをより深く理解するために、私が書いた『手で教える/心で学ぶーF.M.アレクサンダーのワークを掘り下げる』(Mouritz Press 出版、ジーン•フィッチャー編集)を読むことをおすすめします。





実際はアレクサンダー•テクニークは姿勢についてではありません。アレクサンダー•テクニークはむしろ姿勢的ではない人になることについてです。 それはどんなことか、といえば、ホールドしていないこと、固まっていないこと、柔軟であること、動きがあること、身体においてだけではなく、一般的に人という意味において。



Photo: B. Fertman – Trevi Fountain






Photo by: Anchan of B. Fertman




写真: ブルース•ファートマンー  シェリー•ステーブンソン


Photo: B. Fertman – Sherry Stephenson






Photo: B. Fertman






Photo: B. Fertman




ルシア•ウォーカー: アレクサンダー教師、南アフリカ、ヨハネスブルク


Lucia Walker: Alexander teacher, Johannesburg, South Africa












写真: あんちゃんーアレクサンダー教師:ブリタ•ブランド-ヤコブス


Photo: Anchan – Alexander teacher: Britta Brandt-Jacobs





Bruce Fertman

The Alexander Alliance Europe

Teaching by Hand/Learning by Heart






10 myter om Alexanderteknikken (Norwegian)

Hei. Mitt navn er Bruce Fertman. Jeg er stifter av  the Alexander Alliance International.

Her er ti myter om Alexanderteknikken som mange mener er sanne. Etter å ha studert i 50 år og utdannet 300 lærere har jeg kommet til at disse ideene ikke stemmer.


Alexanderteknikken handler om holdning. Det er en myte.

Virkeligheten er det motsatte. Alexanderteknikken handler ikke om å stramme seg opp.

Problemet er at vi holder for mye, for det meste ubevisst.

Alexanderteknikken handler om å bli et ikke-holdt, fritt menneske. Om å bli personlig og fysisk fri, fleksibel og bevegelig.

08 Swing and Sweep_1 copy (2)

Photo: B. Fertman – Trevi Fountain


Alexanderteknikken handler om å stå så rett som mulig. Det er en myte.

Viirkelighetens Alexanderteknikk har ikke noe å gjøre med å stå rett opp og ned.

Det finnes ingen rette linjer i kroppen, eller i universet for den saks skyld.

I Alexanderteknikken skal du ikke gjøre noe “riktig” eller korrekt. Det handler om å gjøre det man gjør godt, effektivt, komfortabelt og med god flyt.



Photo by: Anchan of B. Fertman


Alexanderteknikken handler om hvordan vi holder hodet og nakken. Det er en myte.

I virkeligheten handler teknikken om hvordan vi unngår å holde hode og nakke. Vi jobber med å ikke forstyrre kroppens iboende mekanismer for likevekt og balanse.


Photo: B. Fertman – Sherry Stephenson


Alexanderteknikken handler om kroppen vår. Det er en myte.

Teknikken dreier seg om oss, om hvordan vi er inne i oss, sammen med andre og i relasjon til verden rundt oss. Den handler om kvaliteten på våre handlinger og samhandlinger. Om kvaliteten på våre erfaringer. Den befatter seg med hvordan vi er mens vi gjør det vi gjør.


archer close up

Photo: B. Fertman

Alexanderteknikken handler om å bli mer symmetrisk fordi balanse innebærer symmetri. Det er en myte.

I virkeligheten er ingenting i naturen symmetrisk, heller ikke mennesker. Symmetri er et konsept på linje med et punkt eller en rett linje.
Buddha ser kanskje symmetrisk ut når han sitter fredelig på en lotusblomst, men ser du nøyere etter er den ene foten over den andre og hendene likeså. Se nøye på et hvilket som helst ansikt – det er ikke perfekt symmetrisk. Vi søker harmoni, og harmoni henger ikke sammen med hvilken form kroppen vår har i et gitt øyeblikk.



Photo: B. Fertman

Alexanderteknikken handler om balanse. Det er en myte.

I virkeligheten er balanse er en umulighet. Vi er i konstant ubalanse, og dette gir oss mulighet til bevegelse. Vi beveger oss inn og ut av likevekt og det er en god ting.
Bølger i en dam dannes når vinden blåser. Når vinden gir seg blir bølgene mindre; men stopper aldri helt. Ro og stillhet er et vakkert konsept, men i stillheten er det alltid bevegelse om enn subtilt.



Lucia Walker: Alexander teacher, Johannesburg, South Africa

Alexanderteknikken handler om å lære å puste riktig. Det er en myte.

I virkeligheten: Vi puster ikke. Alexander sa en gang: «Til syvende og sist har jeg funnet ut av at når jeg ikke puster, puster jeg.» Jeg ville sagt at når jeg ikke puster blir jeg “pustet”. Vi blir “pustet”  av dype indre og ytre krefter.
Puster vi mens vi sover? Puster vi mens vi spiser? Ja, vi kan trekke pusten eller take a breath som det heter på engelsk. Men pusten er ikke noe vi skal ta. Den er ikke vår, men en gave til oss fra verden som vi skal ta i mot. Pusten endrer seg og responderer på aktivitet. Den er ikke noe vi gjør, det er ikke en aktivitet lik det å løpe opp en bakke. Når vi løper opp en bakke – står vi da og puster og samler opp nok luft og løper så opp? Eller løper vi opp mens pusten trofast og automatisk oppfyller vårt behov uten at vi engang trenger å spørre?


Alexanderteknikken handler om å lære hvordan du skal stå på to ben. Det er en myte.

I virkeligheten står vi ikke på våre to ben. Vi står på bakken.


Alexanderteknikken handler om å lære hvordan du skal slappe av. Det er en myte.

I virkeligheten handler teknikken om å være klar og rede. Alexanderteknikken handler om å ikke forberede seg på noe spesielt, men samtidig være klar for hva som helst som måtte skje. Teknikken handler om å gang på gang vende uanstrengt tilbake til en rolig beredskap der du er klar for nye handlinger.


Photo: Anchan – Alexander teacher: Britta Brandt-Jacobs

Alexanderteknikken handler om kroppens mekanisk virkemåte; å lære den beste måten å reise seg opp og sette seg ned på en stol, hvordan gå riktig, hvordan bøye seg uten å skade seg etc. Det er en myte.

Virkelighetens mennesker er ikke mekaniske. Vi er ikke maskiner. Vi er organiske. Vi er pattedyr. Alexanderteknikken handler om å lære hvordan vi er best egnet for å fungere som Homo Sapiens. Teknikken hjelper oss også å stille spørsmål  om hvordan kulturelle, kjønnsbaserte og utseendemessige konsepter om kroppen vår forstyrrer funksjon og naturlig design.



Bruce Fertman

The Alexander Alliance Europe


Bonjour, je m’appelle Bruce Fertman. Je suis le directeur fondateur de l’Alexander Alliance International.  Voici dix mythes sur la technique Alexander que beaucoup de gens croient vrais.  Après 50 ans d’études assidues et après avoir formé 300 enseignants, j’ai réalisé que ces idées ne sont pas vraies.


La Technique Alexander est une question de posture. C’est un mythe.

La réalité: La Technique Alexander consiste à se défaire des postures. Le problème, c’est que nous prenons continuellement des postures, et ce, le plus souvent inconsciemment. La Technique Alexander consiste à devenir une personne sans posture, c’est-à-dire non-figée, non-fixée, flexible, mobile, non seulement physiquement, mais en tant que personne en général.


Photo: B. Fertman – Trevi Fountain



La Technique Alexander est une technique pour se tenir droit. C’est un mythe.

La réalité: La Technique Alexander n’a rien à voir avec le fait de se tenir droit.  Il n’y a pas une seule ligne droite dans le corps, ni dans l’univers d’ailleurs. La Technique Alexander n’a rien à voir avec le fait de faire quelque chose bien ou correctement. Il s’agit de faire ce que nous faisons, de manière efficace, effective, fluide, confortable et agréable.


Photo by: Anchan of B. Fertman



La Technique Alexander porte son attention sur la façon dont nous tenons la tête sur notre cou. C’est un mythe.

La réalité. La Technique Alexander consiste à arrêter de tenir la tête sur notre cou. Il s’agit plutôt de ne plus interférer avec les mécanismes d’équilibre inhérents qui le font pour nous.


Photo: B. Fertman – Sherry Stephenson



La Technique Alexander concerne uniquement le corps. C’est un mythe.

La réalité. La Technique Alexander nous concerne, elle concerne notre relation à nous-mêmes, aux autres et au monde qui nous entoure. C’est la qualité de nos actions, de nos interactions et de notre experience qui comptent. Il s’agit de la qualité de qui nous sommes au moment de faire ce que nous faisons.


Photo: B. Fertman



La Technique Alexander consiste à devenir plus symétrique parce que la symétrie est équilibrée. C’est un mythe.

La réalité. Rien dans la nature n’est parfaitement symétrique, y compris les humains. La symétrie est un concept, comme un point, ou une ligne sont un concept. Le Bouddha peut sembler symétrique lorsqu’il est assis paisiblement sur une fleur de lotus, mais si on regarde de plus près, on voit un pied sur l’autre, et une main sur l’autre. Regardez attentivement le visage de n’importe quelle personne et vous ne trouverez aucune symétrie parfaite. Nous recherchons l’harmonie, pas la symétrie, et l’harmonie n’est à aucun moment liée à la forme de notre corps.


Photo: B. Fertman



La Technique Alexander est une question d’équilibre. C’est un mythe.

La réalité. L’équilibre pour les humains est impossible. Nous sommes intrinsèquement en déséquilibre, et c’est ce qui favorise le mouvement. Nous tendons et nous nous éloignons de l’équilibre. C’est une bonne chose. Lorsque le vent souffle, les vagues sont générées à la surface d’un étang. Quand le vent s’arrête, ces vagues diminuent, approchent mais n’atteignent jamais l’immobilité. Le calme est un concept, un beau concept, mais dans le calme se trouve toujours du mouvement, aussi subtil soit-il.


Lucia Walker: Alexander teacher, Johannesburg, South Africa



La Technique Alexander nous apprend à respirer correctement.  C’est un mythe.

La réalité. Nous ne respirons pas activement. Alexander a dit un jour : “Enfin, j’observe que quand je ne respire pas activement, je respire.” Je le dirais ainsi: Enfin, je ressens que quand je ne respire pas activement, je suis la respiration. Nous recevons notre souffle par des forces qui se trouvent au plus profond de nous et tout autour de nous. Est-ce que nous prenons une respiration quand nous dormons ? Est-ce que nous respirons activement en mangeant ? Oui, nous disons que nous prenons une respiration. Mais la respiration n’est pas à prendre. Elle ne nous appartient pas. Le souffle est un cadeau du monde. Il est destiné à être reçu. La respiration est sensible. Elle répond à l’activité. Ce n’est pas quelque chose que nous faisons volontairement; ce n’est pas une activité, comme courir sur la pente d’une colline. Lorsque nous voulons courir, est-ce que nous nous arrêtons d’abord pour prendre assez d’air, puis seulement grimpons la colline ? Ou bien, lorsque nous courons, notre respiration ne répond-elle pas automatiquement et fidèlement à nos intentions, sans même que nous ayons à le demander?




La Technique Alexander, c’est apprendre à se tenir debout, à se tenir sur ses deux pieds. C’est un mythe.

La réalité. Nous ne nous tenons pas sur nos deux pieds. Nous tenons debout sur le sol.




La Technique Alexander, c’est apprendre à se détendre. C’est un mythe.

La réalité. La Technique Alexander nous montre comment se preparer. La Technique Alexander c’est n’être prêt à rien de particulier, tout en étant prêt à faire face à tout ce qui pourrait arriver. La Technique Alexander consiste à revenir sans effort, encore et toujours, à un état de vigilance calme et paisible.


Photo: Anchan – Alexander teacher: Britta Brandt-Jacobs



La Technique Alexander s’occupe d’une bonne mécanique corporelle; apprendre la meilleure façon de se lever ou de s’asseoir sur une chaise, comment marcher correctement, comment se pencher sans se faire mal, etc. C’est un mythe.

La réalité. Les êtres humains ne sont pas mécaniques.  Nous ne sommes pas des machines. Nous sommes des êtres vivants.  Nous sommes des mammifères. La Technique Alexander consiste à apprendre comment nous sommes le mieux conçus pour fonctionner en tant qu’Homo Sapiens.  La Technique Alexander remet ainsi partiellement en question les concepts liés à la culture, au genre, et à l’esthétique du corps, qui interfèrent avec le fonctionnement et la beauté de notre nature.



N’hésitez pas à partager cet article. Pour comprendre ces idées plus profondément, je vous encourage à lire,

Teaching by Hand/Learning by Heart – Delving into the Work of F.M. Alexander,

un livre que j’ai écrit, publié par Jean Fischer chez Mouritz Press.


Bruce Fertman

The Alexander Alliance Europe