WILLIAM BRENNER
presents
Learning How to Learn The Alexander Technique
• Research Model • Alexander's Discoveries • Looking for a Teacher • About William •
As I sit down to organize the material for this article I just noticed that today is the 46th anniversary of FM Alexander’s death (1869-1955). I have been asked by some of my students to record a few thoughts about Alexander’s discoveries. The Technique is a very simple and practical method for learning to constructively direct yourself in the activities of life. Although it is simple, it is not necessarily easy to describe.
Alexander started with a research model that was based on observation, experimentation, and feed-back. When teaching the Technique this is the first thing that we need to help our students to understand. Alexander did not say this is my problem and this is what I'll do about it, years of patient experiments led him to discover a number of fundamental principles that are as valid today as they were 100 years ago.
Everyone is in such a hurry that we miss what we are doing with ourselves. We need to wake up a bit so that we can find out just what it is that needs to change. Otherwise we will be using our habits to make a change and really that’s no change at all. The next step is to have some understanding of these principles and how to apply them in our own lives. Without personal responsibility the Technique becomes just another kind of treatment. FM said,"You can do what I do IF you do what I did". With a little discipline and commitment we can realise the possibilities that these discoveries open us up to, and experience an ever-expanding awareness of our self.
So, what are the components of an experimental research model?
1) Observation and exploration that are based on trial and error.
2) Describing what we notice in sensory specific language.
3) Creating difference in our thinking as the means for exploration.
4) Acting upon that difference (changing) when appropriate.
I must say that it takes a certain kind of bravery to implement this type of model. Generally it means giving up wanting to be right. That the MEANS (exploration) become more important than the ENDS (completion). Being in process so that you are continually learning and understanding in new ways. Of course nothing frightens humans more than the unknown. We need to relearn to trust our own processing ability.
Lets highlight Alexander's discoveries. Alexander saw that there is a natural organisation within the structure of the body that is optimum for "use" and "functioning" of the individual. Often this natural organisation has been interfered with through muscular tension and is reinforced by faulty sensory feedback (habit). Luckily, there is a "primary control" that when active reorganises the mind and body towards unity. We learn to become aware of the harmful patterns and refuse (inhibit) them by using our thinking (orders) to bring about a new "direction" in our activities. This new pattern connects our thinking, moving and feeling into more freedom, ease and flexibility. Of course this process will run in opposition to our "habit of life" so there will be plenty of opportunity for practice. This is called "the work".
Most people think of the Alexander Technique as having something to do with posture. To be sure there is an improvement in this area and many types of discomfort caused by misalignment are often relieved. As well we can note positive changes in mental functioning and perhaps more emotional balance. These results come about because of the "re-education" of the manner in which we "use" ourselves. Many different types of people seek out the Technique. Actors, dancers, musicians, voice people, athletes, and martial artists study these principles as a means of improving their performance. My experience leads me to the conviction that the greatest benefits are a restoration of awareness to our trans-personal self. Bringing a wonderful opportunity to expose the whole self to a system of education and inner development. After the initial phases of learning the Technique can become a tool for creating behavioural choice points. Leveraging control of the self away from neurosis (ego) and towards a greater knowing of the essential self (being).
It has occasionally occurred to me that FM Alexander made these discoveries by himself and that someone else could independently make the same observations. The one thing that a professionally trained teacher can do though is to initiate an acceleration of the learning curve. Alexander's teaching style was born out of the l9th century and carried all the implications of that time. In the 21st century we are very fortunate to have a broader knowledge of how people learn and can appreciate the unique learning capabilities of each person.
Looking for a teacher I would suggest that there are a minimum set of competency skills you could identify:
1) That they demonstrate the core principles in their own behaviour.
2) They can clearly explain these principles.
3) They are adept in acting as a guide.
As my teacher Marjorie Barstow used to say, "I can only teach what I myself know". Further, I propose that a superb teacher would possess a secondary set of qualities including but not limited to, personal presence , a shining intelligence, vigorous wit, creativity, and a deep unending curiosity. This is the kind of teacher that would provoke you to make AlexanderÕs discoveries all over again for yourself.
The Alexander Technique, as I approach it, is the practice of mindfulness.
The peculiar thing is that you arrive where you began, with the difference that you KNOW YOURSELF.
About William Brenner
From a background in counselling and emotional crisis management William Brenner has been involved in human potential for over 25 years. Student and assistant to master Alexander teacher Marjorie Barstow for 12 years, he has directed the ATA teacher training school for 10 years and was certified as a trainer of NLP by co-founder Dr John Grinder. Currently resident in Hawaii, William travels to conduct training and present workshops.