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J o u r n a l o f A l e x a n d e r T e c h n i q u e I n t e r n a t i o n a lJ o u r n a l o f A l e x a n d e r T e c h n i q u e I n t e r n a t i o n a lJ o u r n a l o f A l e x a n d e r T e c h n i q u e I n t e r n a t i o n a lJ o u r n a l o f A l e x a n d e r T e c h n i q u e I n t e r n a t i o n a lJ o u r n a l o f A l e x a n d e r T e c h n i q u e I n t e r n a t i o n a l

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Deadline forMotions ExtendedThe deadline for motions and propos-als to the ATI board has been ex-tended until May 15, 1999.

by Bruce Fertman, M.Ed.

Some fifteen years ago, MeadeAndrews, then my student, said to methat it seemed to her that directionwas inherent in us. Over the years Iwas to discover, again and again, howthe best ideas came from, and continueto come from, my students.

I began considering this notion of di-

rection as inherent. Going back to mycompletely worn out copy ofThe Useof the Self, I read yet again Alexandersfootnote on direction: The process in-volved in projecting messages from thebrain to the mechanisms and in con-ducting the energy necessary to the useof these mechanisms.

I thought to myself, Our brains arecertainly inherent and profoundlyphysical. These projected messages,must also be inherent and their path-ways of projection must also be inher-ent. And lastly, that the mechanisms,(a word connoting parts in relation),must also be inherent to us, that is,part of our design, part of us.

I looked up the word inherent: a natu-ral, inseparable, inborn quality, char-acteristic or right.

I began to think about these messageslike keys, that when shaped, fitted, andgently turned within the lock mecha-nism for which they were designed, re-

sulted in the unlocking, and in theopening of gates, swinging gates, whichallowed one free and easy accesswithin and without.

I came to realize that even though Ihad the keys, I did not possess a goodunderstanding of the locks, nor did Ihave the adequate sensitivity to sensethe precise fit between the keys andthe locks. More study was in order.

As my knowledge of the locks becamemore accurate, I began to realize hownecessary it was that I understand theinternal spatial pathways throughwhich the keys (messages) traveled toreach their designated locks (mecha-nisms). I needed to know the messagespathways of projection; that is, Ineeded to know the direction of the di-rections!

Slowly I came to realize that the direc-tion, the direction of the direction, thelocation of the direction, and the in-nervation of the direction were allcritical to conducting the energy nec-essary to the use of these mechanisms.

Webster. Conduction: a conveying, asof a liquid through a channel. Direc-tion, I thought, is like a great branch-ing river through our bodies. PerhapsNovalis was right when he said,There is no doubt that our body is a

moulded river.A molded river of direction. For years Ihave been following this river of direc-tion.

James Glick writes:

Just imagine a rivers basic shape,the shape you would draw on a pieceof mental scratch paper. Inevitablyand universally, we imagine a line,drawn with some curve or wiggle.

It is not so. Our imaginations mis-

lead us. In reality, a rivers basicshapeand it does have a basicshape, repeated wherever natureempties the land of wateris not aline but a tree. A river is, in its es-sence, a thing that branches. So aremost plants: trees themselves,bushes, ferns. So is lightning, con-trary to our common lightning-boltstereotype, which is a sort ofstretched Z. So is the human lung, a

tree of ever-smaller tubes: bronchi,bronchia, and bronchioles, inter-twining with another tree, the net-work of blood vessels.

North Americas longest river actu-ally spans thirty-one Americanstates and two Canadian provinces.It embodies without discriminationthe great tributaries we think of asseparate rivers; it is the Mississippi-

Missouri-Ohio-Tennessee-Arkan-sas... Except in human perceptionand language, nothing separates itsfew wide and deep stretches from itsmany small and narrow ones. Al-though it flows inward towards itstrunk, in geological time it grew, andcontinues to grow, outward, like anorganism, from its ocean outlet to itsmany headwaters.

Vital, organic opposition! Could thisbe a more natural, less mechanistic

metaphor for what Mr. Alexander re-ferred to as antagonistic pulls? A river,a human river of coherent, opposing,directive forces. Pathways of projec-tion, and of return, like the headwaterfrom the mountain spring, delicatelyspilling out, winding its way home tothe sea. Like the salmon swimming up-stream, upward through waterfalls des-tined to find their way back home tothe headwaters, from where they wereonce spawned, and from where theywill spawn again.

River of Direction

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E x c h a n g EE x c h a n g EE x c h a n g EE x c h a n g EE x c h a n g E

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by Jamee Culbertson, Chair of Alexander

Technique International

One hundred years ago FrederickMatthias Alexander was 30 yearsold. The radio had not yet comeinto being, nor had television. In1899 the telephone had only beenin use for 23 years and, certainly,such a thing as the computer orsatellites orbiting the planet wasnot uppermost on peoples minds.

As we enter not only a new cen-tury but a new millennium, I canonly imagine what the world willoffer next. Certainly Mr. Alex-ander dreamed of what his teach-ing would offer the world in the fu-ture, but I wonder if Alexanderever dreamed that there would besuch a vast worldwide network ofteachers and friends of his lifeswork.

ATI, of course, is a part of that

network, having grown and thrivedthrough the years by staying trueto its purpose, and by respondingto the needs of its members. Oneway we are serving members isthrough the many modes of com-munication available to us todaythrough the use of new technology.At the same time we are reachinginto the foothills of smaller com-munities, by word of mouth if needbe, to meet the needs of those whoare not yet computer inclined.While technology is a powerfultool, its the people who make thetrue difference in helping to meet

your needs.

We have recently created the ATIphone tree, initiated by boardmember Jan Baty, your Corre-sponding Secretary. As this phonetree grows, we will endeavor toreach every ATI member and

From the November, 1998 ATI annual general meeting held in

Plymouth, Massachusetts. From left to right, Anne Seelye, David

Gorman, Jamee Culbertson, Chair, Tommy Thompson, Ex Officio,

Debi Adams, Membership Committee, Jan Baty, Corresponding

Secretary.

friend of the Alexander Techniqueto provide them with access to aworld Alexander community aswell as to the smaller grass rootsgatherings in your own locale. Weare expanding into new countriesand communities to create an evenstronger worldwide link. We areenthusiastic about creating good-will among other Alexander societ-ies around the world. We recently

have had the pleasure of bringingnumerous members of PAAT (Pro-fessional Association of AlexanderTeachers), of Birmingham, En-gland on board to join our mem-bership. We have responded favor-ably to STAT ChairpersonDorothea Magonets invitation tojoin STAT in dialogue aboutbuilding bridges of communicationbetween our two societies. We

hope to be working together soon.

The board is committed to findingways we can serve you better, andin having ATI help you enjoy a re-warding experience in your rela-tionship with the F. M. AlexanderTechnique.

We welcome all suggestions, andremember you can reach us collec-tively at:

[email protected] individually at:[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

or call ATI at 617-497-2242 or 888-321-0856 (voice mail only). [

From the Chair

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by Tommy Thompson, Outgoing Chair,

ATI

Fontveille, a small town in the South ofFrance between Arles and Avignon, al-though much nearer to Arles, has fourshops, two uninhabited abbeys, severalrestaurants, and a number of small, pic-turesque, postcard hotels. Recently,while teaching in Fontveille, I stayed inone such hotel. While my room wasdiscreet enough to have belonged to

one of the two abbeys, having only onewindow, this window faced sunrise, andcommanded a panoramic view of sun-streaked, burnt orange and red terra-cotta rooftops and sweeping hillswhere once, when there were wheatfields, Van Gogh painted his haystacks.The wheat is gone now. With the ad-vent of railroad lines from Paris to theSouth, farm vegetables shipped fromthe South to Paris proved to be moreappealing to farmers for remunerativereturns rather than keeping the rolling

fields of wheat for provision of themuse.

Given my personal muse and the factthat I had a few hours before teachingto reflect on how history writes itself inchange and divisions of landscape andmind, I realized while looking out frommy cloistered window that six yearshad passed since I was last in the southof France. Then I had taught for thesame dance organization, autre pas(translated other steps), when only

several months earlier ATI had beencreatedour version of other steps.

Feeling a connection somehow, I de-cided to commemorate these two sepa-rate occurrences and write my last key-note address. As I step off this ATI bus,bound-for-glory, I give my seat to alady.

Rummaging through my briefcase, Imust have rubbed elbows with a genie,

A Fond FarewellKeynote Address, 1998 ATI Annual General Meeting,

John Carver Inn, Plymouth, Massachusetts

for out came a copy of my first keynotegiven at the Maritime Institute in1994.

As I began to read my paper I wasstruck with wonder and amazementover what we had accomplished in alittle more than a year prior to theMaritime meeting. For those of youwho were not present at the MaritimeInstitute, the meeting was pivotal toour existence. Which way to travel

apart or together? It was our first expe-rience with Formal Consensus and ourinitial experience in respecting eachothers differencessomewhat un-heard of in the Alexander communityat the time. In my paper I offered anobservation of where I thought we werein time. I explained what Ken Carey, inhis book Terra Christa, termed TheResonant Minority.

proprietors of 19th century clockshops who repeatedly observed thatall their clocks with pendulums ofthe same length would sooner orlater end up with their pendulumsswinging in harmony. Experimentsshowed that no matter how ran-domly the pendulums were set inmotion, sooner or later, they wouldall begin swinging together. More-over, it was found that the length oftime that it took for all the pendu-lums to begin swinging in harmony(after they were set in motion ran-domly) decreased exponentially indirect proportion to the number ofclocks that had begun to move to-gether. In other words, it would takea while for the first two clocks out ofa roomful of forty-five clocks to be-gin to swing together once the pen-dulums of all forty-five clocks had

Continued next page

I was struck with wonder and amazementover what we had accomplished in a littlemore than a year...

Presently, each human being onearth is sounding a note or tone ofsorts, but for the most part thesenotes are not in any kind of har-mony. Just as no two snowflakes arealike, no two discordant notes areever similar enough to build uponone anothers harmonics. Conse-quently, their destructive effects onthe surrounding environment arearithmetically cumulative, but farfrom exponential. If it were possiblefor dissonance to become amplifiedthrough resonance, the earth wouldhave long since perished.

Physicists call this curious amplifi-cation of harmonics rhythmic en-trainment. Perhaps the best ex-ample of it was discovered by the

been randomly set in motion. Itwould not take quite so long for thethird clock to join the first two. Thefourth would come in with muchless hesitation and so on, until bythe time there were (say) a dozenclocks with pendulums swingingside by side, it would seem that therest would join them almost instan-taneously. The number that it takesto cause this almost instantaneousshift of the whole is called a reso-nant minority.

And, this is how we have grown; in-deed perhaps why weve grown. ATIcould not have happened earlier, andlater on would have been too late.

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When we happened was perhaps theonly time we could have happened.Now, over four years later there is nolonger danger in having ATI and theevolving nature of what it stands forfade away. There are simply too manypeople who want it to continue.

Our numbers by the time I gave thisaddress had grown to over 200, upfrom 28 charter members a year-and-a-half earlier. That was impressive, mostcertainly an example of the ResonantMinority. Today I fret because evenwith membership increasing every yearwe cannot seem to get beyond 320 orso members. For all who join, someelect to resign. Which brings me to thepoint of this talk and the thoughts Iwish to share with you as I step aside asChair of ATI.

Although substantial membership isnot necessarily a measure of the meritof an organization, numbers do reflect

the fact that people are attracted bywhat you stand for. So, while we in-crease our numbers, there is also attri-tion. Certainly, we in ATI must attendto the disgruntled in our membership;however, we must attend as well tothose who have joined for the reasonswe have attracted them, and we muststrengthen what makes ATI attractive.The question of why people resign istoo broad, so I will limit my thoughts towhat we offer which other societies donot, which in my view attracts peopleto us.

We offer sponsorshipThis is an ideainitially introduced to the Alexandercommunity by David Mills andadopted and modified by DavidGorman and myself as a way of ensur-ing a professional standard for ATI.

The sponsorship process is identifiedwith ATI now. Indeed, as Chair I have

signed hundreds of ATI certificates be-stowing Teaching Certification toSponsored Teaching Members. It ispart of our signature. The process itselfis written into our bylaws, albeit withthe provision that the individual crite-ria we use to evaluate a teacher is forthe interim. We await standard criteriaby which all sponsors must abide. How-ever, I repeat, ATI is very much identi-fied with this process now. People join

us because the process expands the no-tion of what is the most effective wayto address training in the Technique.Many people from other recognized so-cieties join us because they wish to be apart of our exploration.

However, now that we have sponsoredso many teachers we know our processneeds more clarity in a variety of areas.We will discuss this issue this weekendand hopefully we will arrive at solu-tions. I urge you to remember, however

much you might have misgivings aboutcertain aspects of sponsorship, the pro-cess itself has proven to be an effectiveway of evaluating the competency ofteachers. Likewise, let us not forgetthat the process of sponsorship hasproven attractive to quite a large num-ber of teachers. This is one reason whyour numbers make us the third largestsociety in the Alexander world. How-ever, we must now give the Alexandercommunity and governmental agenciesreason to believe that our process of

certifying teachers is every bit as exact-ing and as valid as board certification.To this end, our board has revived theSponsorship Committee and our prin-ciple charge will be to shore up theoriginal charge of the committee asoutlined in our bylaws. The board hasappointed me Chair of the SponsorshipCommittee.

NOTE: Since this paper was pre-

sented, the consensus of a small focusgroup on professional development atthe AGM was to charge this committeewith further responsibilities and to ex-pand the committee to include thechairs from each standing committeeand other members as they wish tojoin. Specifically, the focus group intro-duced a proposal to charge the ad hoccommittee on sponsorship to designnon-disruptive changes to the sponsor-

ship process to accommodate criteriaand standards to promote qualityteaching and preserve creativity as thePDC completes its tasks. The commit-tee will meet soon into 1999 and wewill report to the membership as ourwork unfolds. It is important to notethat the charge was prefaced with thatwhatever we recommend in the way ofchange to the existing process, we doso with as little disruption as possible tothe process as we know it which is al-ready in place. We will not be adding

more work to the sponsors, rather wewill be looking at ways of clarifyingwhat is expected of them to both spon-sors and those being sponsored. Thisleads me to the second attraction.

Formal ConsensusThis was origi-nally the outgoing boards desire to finda way to make it possible for all mem-bers concerned with the future of ATIto be heard and to have their differ-ences of opinion respected. What hap-pened is that in the process of the

meeting, we realized we had stumbledupon a way of making decisions thatwas consistent with what we professedto teach. This was radical and went di-rectly against what all the other societ-ies had in place as a means of makingdecisions within their organizations.What was initially meant to get usthrough one crucial meeting became apermanent feature and a feature thathas attracted many new members and

A Fond Farewell, continued from page 5

A Fond Farewell

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lot of interest. As with sponsorship weare at a crossroads as to what might bethe best means of implementing FormalConsensus in ATI. Do we adopt it as itstands, or in some modified versionmore suited to our needs?

NOTE: Since this paper was presented,an exploration of this issue has beendiscussed on Interchange. The boardappreciates the efforts of those mem-bers engaged in the discussion and in-vites all ATI members, especially thosenot able to attend annual meetings, tojoin this exchange. Additional memberinput will give all of us a more accuraterepresentation of members views aboutFormal Consensus.

International RepresentationWhenEckart Schopf first introduced Alex-ander Technique International as apossible name for our fledgling societyat our charter meeting, we were imme-diately attracted to the idea of being

bold about being international. Littledid we know there was an undercur-rent of desire among many teachersthroughout the world to interact glo-bally. The desire to provide an interna-tional forum was written into our mis-sion statement. This forum has beenextended by the board during a varietyof interchanges amongst the world Al-exander societies during the past fivetears. Our efforts have been facilitatedenormously by what David Gormanhas created for ATI via the ATI Website, which includes: ATIs Inter-change, which is our in-house memberforum; the International Member DataBase; Link Sites for ATI Officesthroughout the world for extractingany ATI document needed to facilitatecommunication amongst ATI's Re-gional groups; and finally our new ATIBookstore linked to Amazon.Com

Finally, ATI is personal. From the very

beginning, even while ATI underwenta shift in focus, albeit not an easy one,toward being professionally oriented,members have consistently sought tolisten to each other and get past misun-derstandings. We sought out C. T. But-ler to consult us for this very reason.We did consciously what no other Al-exander society had done to date; wedetermined to remain open and inclu-sive, realizing, interestingly enough

I offer as an example the story of whathappened with one ATI member whofound herself the only ATI member ina country filled with teachers from an-other society. Several times this teachercomplained to me about her treatmentby colleagues not willing to considerher as their colleague. Some went sofar as to discredit her publicly becauseshe was not a member of the profes-sional society they felt to be the legiti-

From the very beginning, even while ATIunderwent a shift in focus, albeit not an easyone, toward being professionally oriented,members have consistently sought to listen toeach other and get past misunderstandings.

during the process, that we had tolearn how to do that among ourselves ifwe expected the same from the Alex-

ander community. When we were criti-cized for whatever reason, we ex-plained, rather than defendingourselves, and we invited those whocriticized us to join us. WhenNASTAT Chair Don Krim came intooffice, I wrote and congratulated him,expressing my desire to build bridgesand heal wounds. Little did I know thathe harbored the same feeling.

Thus began a series of exchanges, in-cluding phone conversations, e-mails,

and letters which, among additionalentreaties to individuals in other soci-eties, resulted in the relationship wehave today with NASTAT, STAT,PAAT, and the affiliated societies. Byno means are all these relationshipswithout blemish, but we have comesuch a long way from years past in re-specting differences. We will be chal-lenged, but the stage has been set.

mate one. One teacher had suggestedto this countrys orchestra that they nothave lessons with her. I took the case

to the board and we all agreed thatsomething must be done.

Our custom is that one of us will drafta letter, then send it around and wellcome up with a consensual rewrite.Our letter sought both to clarify ourmembers credentials in no uncertainterms, and to explain ATI to membersof another society who might not actu-ally know what were up to.

We suggested that what they were do-ing belonged to the past and was no

longer acceptable, and that our desirewas to work together in harmony whenpossible, and when not, in mutual re-spect one for the other. A copy of theletter to the teachers was sent to theirsociety. In a bold move just prior tomailing the letters, I decided to includemembership forms. Brazen, perhaps,but even Jimmy Hoffa never passed up

Continued next page

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an opportunity to procure a new mem-berif necessary, right off the street.Numbers count, in so many ways.Months went by as events played out,then a response. First, our teacherwrote and thanked us describing whathad happened. It turns out that theother teachers were so impressed thatwe had gone to such lengths to helpout one of our members that theteacher who had maligned her the

most considering joining us.

I offer this characteristic example ofhow the outgoing board chose to repre-sent ATI, as one instance where when

you take ATI personally, you represent

A Fond Farewell, continued from page 7

ATI personally, and when you repre-sent ATI personally you have a per-sonal interchange. Although my inten-tion was never to become Chair ofATI, Im glad it happened that way,and I want to thank you all for this giftof a wonderful learning experience.Among many wonderful experiences,what I shall remember most is my on-going personal interchange with all of

you present, and with teachers, trainees

and friends of ATI from around theglobe.

And now, the Fond Farewell. Yournew board, when asked by the Nomi-nations Committee to run for office,

This will be a residential 3-daycourse on the West Coast of Ire-

land at Lios Dana Holistic Centrewhich overlooks Dingle bay andthe beautiful mountains of Kerry. Itis an opportunity to combine thebeauty of the West of Ireland withthe inner stillness that the tech-nique enhances. The course startson Friday evening at 8 p. m. andfinishes on Bank-holiday Mondayat lunch-time. Cost 185 fully resi-dential.Contact : Lios Dana, Inch, Co.Kerry, Ireland. Tel. 00353 (0) 6658189 orRichard [email protected],

http://homepage.tinet.ie/

~alexandertechnique.

May 13-16 in Rheinfelden, Swit-zerland (near Basel).Workshop with Tommy Thompsonof Boston, MA, U. S. A., 9:30 -12:30 / 14:30 -17:30. Teaching the

did not hesitate to say yes. Their desireto serve you and ATI is motivated bytheir sincerity. Your new Chair, JameeCulbertson has carried many batonsand shell certainly carry this one for

you.

It is her nature to do so. What if ourbeginnings were as rocky as the coast ofMaine, look where weve come to, lookat what we have learned not to donever to do. In the words of the Bard,Alls Well That Ends Well. Wheredo we go from here? In the words of theAmerican Sometime-Bard of Baseball,Yogi Berra, It aint over till its over.We, the outgoing board leave you ingood hands.[

Coming Events

Alexander Technique in a group:Why and Why Not Me? This

workshop will examine the rel-evance of using groups to conveythe discoveries of F. M. Alexander.In the afternoon, we will be prac-ticing and applying the principlesseen in the morning to personsfrom the public. Open to the gen-eral public in the afternoon.Cost: Sfr 600 for the four days.Contact: Rosa Luisa Rossi, tel/fax41 61 831 51 19.

May 15-16 Richard Brennan Alex-

ander Technique Workshop. TheHealthy Way Centre,Kildare, Ire-land. Weekend nonresidential in-troductory Workshop in Leixlipwhich is a small town within easyreach of Dublin City. This work-shop will be useful for those new tothe technique as well as those withprevious experience. The courseruns approximately from 10.30 amtill 4.30 p. m. each day. Cost 85.

Contact : The Healthy Way,Leixlip, Co. Kildare 00353 0(1)

624-4288 or Richard [email protected],


~alexandertechnique.

May 21-24 Workshop withTommy Thompson of Boston, MAU. S. A. in Lausanne, SwitzerlandWhy and why not me? his work-shop will examine the relevance ofusing groups to convey the discov-eries of F. M. Alexander. In the af-ternoon, we will be practicing

and applying the principles seen inthe morning to persons from thepublic. Open to the general publicin the afternoon.Cost: Sfr 600 for the four days.Contact: Phillip Cotton, tel/fax: 4121 781 12 16 email:cotton@creation-

entreprise.ch

May 28-30 Richard Brennan Alex-

continued from page 2

A Fond Farewell

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ander Technique Workshop.Chrysalis, Co. Wicklow, Ireland.A weekend residential course in aquiet retreat centre near Dublinwhich is an opportunity to relaxand be looked after. The coursestarts on Friday evening and fin-ishes on 4 p. m. on Sunday. Cost125.Contact: Chrysalis, Donard, Co.,Wicklow Ireland.Tel: 00353 (0)45

-404-713 or Richard [email protected],


~alexandertechnique

May 29-30 Robin Gilmore andLucia Walker inKyoto, Japan e-mail [email protected] for infoand other AT events in Japan.

June 5 Cambridge, MA U. S. A.The Alexander Technique as Ap-plied to Chi Kung with JameeCulbertson, of Boston, MA U. S.

A.This course will be taught withMarie Favorito, Director of theBoston Healing Tao. Chi Kung isthe discipline of moving your lifeforce energy. In this workshop wewill explore both standing andmoving Chi Kung. Bringing thesetwo practices together offers theexperience of a quality of move-ment that is meditative, rejuvenat-ing, and healing.Cost: $50.00 Contact: Jamee Cul-bertson, tel: 617-628-6570 email:[email protected]

June 14-18 The Alexander Tech-nique and Authentic Movement.A five-day residential intensive forthe community of teachers and stu-dents of the Alexander Techniqueat the Seven Oaks Pathworks Cen-ter near Charlottesville, Virginia,USA in the foothills of the Blue

Ridge Mountains. Susan Schell(Authentic Movement) will bejoining core faculty MeadeAndrews, Jan Baty, CynthiaMauney and Dale Beaver.Contact: Jan Baty tel. 302-368-5141 for more information.

June 19-26 The 26th AnnualBarstow/Alexander Technique In-stitute, Doane College, Crete, Ne-

braska (near Lincoln and Omaha).Residential Course in the Alex-ander Technique.The Institute is open to new andexperienced students and empha-sizes the unique approach to teach-ing the Technique pioneered bythe late Marjorie Barstow.Contact: Robert Rickover e-mail:[email protected],2434 Ryons St., Lincoln, Nebraska68502, U. S. A. tel: +1 402-475-4433 or visit the web site at:

www.alexandertechnique.com/barstow

June 26-July 3 Walking, Biking,Canoeing, and Horseback Ridingwith the Alexander Technique.In an old renovated Mill in thecountryside ofFrance near Baselwith Rosa Luisa Rossi from Basel.This workshop will explore howthe principles embodied in the Al-exander Technique can be appliedto vacation activities to makethem even more pleasurable. Thisworkshop will draw on the experi-ence gathered in the three previousworkshops on horseback ridingthat Rosa Luisa has conductedthese past summers. Open to thegeneral public.Contact: Rosa Luisa Rossi. tel/fax:41 61 831 51 19.

July 11-17 The Extraordinary Artof Seeing, Thinking, Moving.In a splendid old castle overlookingthe Lake of Constance in Switzer-land and for the first time in Eu-rope, a workshop with PeterGrunwald of New Zealand.Peter successfully got rid of glassesfor myopia that he had worn sinceage three; this workshop will drawupon that experience and those

gathered during his courses on vi-sion held in New Zealand.Cost: call for details.Contact: Rosa Luisa Rossi, tel/fax:41 61 831 51 19 or Phillipe Cot-ton, tel/fax: 41 21 781 16. email:cotton@creation-

entreprise.ch

July 30-August 2 (Bank holidayweekend). Richard Brennan Alex-ander Technique Workshop, LiosDana, Co. Kerry, Ireland.

This will be 3-day residentialcourse on the West Coast of Ire-land at Lios Dana Holistic Centrewhich overlooks Dingle bay andthe beautiful mountains of Kerry. Itis an opportunity to combine thebeauty of West of Ireland with theinner stillness that the techniqueenhances. The course starts on Fri-day evening at 7 p. m. and finisheson Bank-holiday Monday at lunch-time.Cost 185 fully residential.

Contact : Lios Dana, Inch, Co.Kerry, Ireland. Tel. 00353 (0) 6658189 orRichard [email protected],


~alexandertechnique [

Coming Events

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By Doris Dietschy

Why have International Con-gresses?

We are now fast approaching our sixth in-ternational congress and we have begunto expect these events as a familiar land-mark on the AT calendar. But are we sim-ply following a trend? Helping to organizethis latest congress has made me consider

them not merely as a trend, but as vital forthe survival of the Alexander Technique.

In Latin, congress means joining together.In the physical coming together of hun-dreds of people, all sharing the same pro-fessional path, the feeling of belonging be-comes reality. Whether at the beginningof our training or not, whether teaching alittle or a lot, whether since only recentlyor over many years, we all belong to agroup of people who work in a particularway. Working closely together is the very

nature of the Technique, and at the sametime a certain amount of friction is to beexpected.

The international congresses do not haveany direct aims in the public domain.They serve the purpose of open exchangeamong experts eager for knowledge aboutthe whole spectrum of the AlexanderTechnique. We see where and how theAlexander Technique is being used, yetthe congress is also the arena of the un-tested and undeveloped.

We are able now to look back on five con-gresses. They are characterized by the de-sire to bring together Alexander teachersfrom all over the world to work with thegeneration of teachers trained by Alex-ander himself, so they can directly pass ontheir knowledge of the Technique to oth-ers. The older, more experienced memberspass on their skills with their charisma,their words and their hands. Hands on as

an experience of continuity: linking backand linking forward.

And it is our privilege that the AlexanderTechnique hardly ever takes the form of alecture, but instead consists of application,experimentation, and practice; of inter-change, participation, and movement. Inother words, the congresses are active op-portunities to get to grips with the Alex-ander Technique.

The international congresses are not sup-posed to compete with the Alexander So-cieties, but to complement their work.Without the continuing enterprise fromthese societies the Alexander Techniquewould not be so widely acknowledged andaccepted as it is today. It is in recognition(and appreciation) of this that the con-cept of an international congress wasborn.

A Little Background History

It was Michael Frederick who successfullymanaged to bring together the people whohad shaped the Alexander Techniquesince the death of F. M. Alexander. Fol-lowing his invitation, Dr. Wilfred andMarjory Barlow, Marjorie Barstow, Walterand Dilys Carrington and PatrickMacdonald came to Stony Brook nearNew York in August 1986 and along withthem 230 Alexander Technique teachersand students from all over the world. Thetheme of this first congress was The Alex-

ander Technique, a World Wide Perspective.Two years later in 1988, he was able towelcome as many as 450 participants toBrighton, England. This second congresswas dedicated to Research, Training, andStagecraft.

In 1991 the snow-covered mountains ofEngelberg, Switzerland, provided thebackdrop for the third congress. This timeabout 500 Alexander experts came to-

gether to take part in The Development of aProfession. This congress, too, was initiatedby Michael Frederick and was marked byhis talent for bringing people together.Marjory Barlow, Marjorie Barstow, Walterand Dilys Carrington, Richard andElisabeth Walker and Dr. Wilfred Barlow,who was suffering from a severe heart con-dition, were once again able to be con-vinced that their Senior Master Classeswere vital for the continuity of the F. M.

Alexander Technique.Master Classes ofthe second and third teaching generationand the numerous lectures were groupedaround their teaching, as had been thecase in Stony Brook and Brighton.

This third congress was also confirmationfor Michael Frederick himself that the in-ternational feeling of belonging experi-enced by Alexander teachers had becomereality and was no longer dependent onone single person.

In 1994 Australia applied to host the con-gress, for it was there almost exactly ahundred years before that F. M. Alex-ander had developed the Technique. Dr.David Garlick, already well-known for hisphysiology lectures at previous confer-ences and for his book, The Lost SixthSense, took over as director. This time ourcolleagues in Australia were able to attenda congress without having to travel to theother side of the globe. Many people camefrom the U. S. A., a whole group camefrom Japan and together with a few Euro-

peans about 250 guests were accommo-dated at the University of Sydney. Thistime the theme was The Meaning ofChange. The Senior Master Classes werevery different. Dr. Barlow had passed awayon October 21, 1991, as had PatrickMacdonald on November 23 the same

year, and also Richard Walker on January16, 1992. For health reasons, MarjorieBarstow and Walter and Dilys Carrington

International Congresses in the F. M. Alexander TechniqueTheir Background and Significance

Continued on page 13

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by Doris Dietschy and KarolineErdmann

Its motto: The Alexander Technique-an Ongoing Discovery. Looking To-

wards the 21st Century.

The sixth international congress willtake place in Freiburg, Southern Ger-many, from August 9 to August 14,1999. Set in the heart of a new Eu-rope, the congress will be organized

by Doris Dietschy, KarolineErdmann, Michael P. Fortwnglerand Daniel Ssstrunk who togetherform the team of directors. They areresponsible for its conception and ad-ministration. This congress will beaccompanied and supported by theBoard of Congress Directors which isformed from all those who directedformer congresses and is responsiblefor the continuity of the interna-tional congresses.

The Alexander Technique, with itsfocus on continued investigation anddiscovery, encourages us to realizethat our environment directly influ-ences and challenges our thoughts,feelings and actions. What haschanged since F. M. Alexander firstdeveloped the Technique and howhas this influenced us in our teach-ing? We have selected three areas ortopics, all of which, whether we real-ize it or not, determine our behavior,our Use of the Self.

EMOTIONWe are individualswith feelings. What did Alexandersay on the subject of emotions? Whatdo we understand by the concepts ofattention, awareness, feeling, andemotion? What do they mean whenteaching the Alexander Technique?What different views exist? Whatcan be revised?

The Sixth International Congressof the Alexander Technique

CONCEPTSWe are individualscontinually making perceptionsabout reality. How do we use the va-riety of human thought? How do ourideas and views of the AlexanderTechnique differ from those of ourcolleagues? Can we be open and hon-est in our discernment of such con-cepts and allow them to influenceour thoughts?

COMMUNICATIONWe are indi-viduals who communicate. Can wedevelop our ability to communicate?How did Alexander approach this?How has our environment changedsince then? What is the meaning ofcommunication nowadays?

In these topics we would like to makeuse of the experience and knowledgeof experts who have explored thesefields. They will be experts with anunderstanding of and respect for theconcerns of Alexander teachers. Intheir exploration of these topics theywill show us how to apply these ideasin practical situations.

EMOTION will be introduced byWalter Carrington and presented byTransactional Analyst Mary CoxD.A.S.E., M.Ed. from England.

CONCEPTS will be presented byNeuroscientist Professor Kevan Mar-tin from Switzerland and Englandand by F. M. Alexander teacher

Lucia Walker from England.COMMUNICATION will be pre-sented by F. M. Alexander Tech-nique teacher and actress CathyMadden from America and F. M. Al-exander teacher and actor JeremyChance from Australia.

The Application Groups will focuson practical ideas and there will alsobe a dailyExchange of Work which

will provide the opportunity to workfreely with one another. TheForumwill provide the framework for lec-tures and demonstrations in special-ity fields by Alexander teachers fromthroughout the world.

We would like to dedicate our OpenMorning to the theme of spirituality.More and more people are turning tothis area of interest. We will be ask-

ing: Can the Alexander Techniquefulfill our innermost religious needs(C. G. Jung) or is the role of the Al-exander Technique a means to anend? We hope answers to these ques-tions will be provided by spiritualteachers taken from different reli-gious traditions.

For the first time there will be no se-nior master classes. We are neverthe-less fortunate to be able to welcomeso many teachers trained by Alex-ander himself: Marjory Barlow,Walter and Dilys Carrington,Elisabeth Walker and ErikaWhittaker. We are delighted that forthe first time Peggy Williams will alsobe among our guests. Peggy Williams,who continues to teach in London,was herself trained by F. M. Alex-ander and worked for many yearswith Walter Carrington in the Con-structive Teaching Centre. We hopethat our Senior Guest Teachers willfeel free to take part in any topic that

interests them and that they will an-swer questions from the floor in ourfinal plenary session and give us theirimpressions of the congress.

We hope that the sixth congress willbe a rich source of experience for allparticipants and that it will open upnew avenues in the teaching of theAlexander Technique.[

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Alexander Technique Poetry

I am the Wind

by Gabriel Thompson, aged 7 yearsWhen I am mad

I swirl

Round and round

Across the hot desert.

When Im happy

I joyfully move

Around the beautiful Earth.

When Im sad

I dont move at all.[

Walking Still

by Jamee Culbertson

Seamless;

like naked waterI walk.Seamless

across the naked tundra

walking.

Removing stitches

with every step,I am tall now

and I walk.

Earth is orangeburnt by history,

mountains purpled

meditating...

and I walk.I am Countrywalking, still.

Called by windsand prospering waters.

Pulsing landscapecardiac thrill.

Walking, seamless

walking still.

Letting fallsilks and jeans,leather boots

and silver hoops.

I movewithin,

seamlessly.

I am seamlesswalking in.

Seamless entryonce again.[

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Alexander Technique Internationaluses the Internet in a number of ways.Log into the ATI World Wide Web siteat www.ati-net.com. Alexander On-line provides links to the rapidly grow-ing number of Alexander Technique re-sources on the internet. Log on at:www.alexandertechnique.com/

online.

ATI maintains an electronic mailing listof members. You can send e-mail to alllisted ATI members by mailing to :[email protected]

If you are member of ATI and gave ane-mail address you are listed automati-cally. Additionally, you can reach theATI board as a group at:[email protected]

or individual board memebers at:

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

Local Practitioners Direc-tory

Alexander Technique Internationalparticipates in the Ask Dr. Weil Local

could not make the journey. Teachingdemonstrations and recollections fromtheir training period given by MarjoryBarlow, Elisabeth Walker and ErikaWhittaker were all the more appreciated.Thanks to Dr. Garlick and his colleagueswith their scientific lectures, which in-cluded a visit to the dissecting room, thecongress took on a new look.

For a long time it had been widely ac-

cepted that the fifth congress should takeplace in Israel, the country with the most

International Congresses, continued from page10.

and the most recent best-seller 8 Weeksto Optimum Health (1998). The Ask Dr.Weil site has become a primary resourcefor people seeking information about in-tegrative medicine and access to itspractitioners. It is one of the most popu-lar health sites on the World WideWeb, receiving about a quarter of a mil-lion visits every week.

Participation in this directory repre-sents an endorsement by Dr. AndrewWeil of our organization and we arevery excited to be affiliated with Dr.Weil in this way. We urge you to take afew minutes and look at the site and thisfeature in particular. The producers atthe Dr. Weil site are highly interested inreceiving feedback from you, especiallyif you have received new client inquiries

from your listing. If you see informationthere that is incorrect or outdated sendchanges and corrections [email protected]. For feedbackabout the site specifically, please contactMartha Simon, Assistant Producer, AskDr. Weil [email protected], telephone212-522-6261. [

Alexander Technique on the Internet

Alexander teachers per capita. Congressdirectors, Shmuel Nelken, Ora Nelkenand Rika Cohen gave their concept thetitle Back to Basics. The previous con-gresses had created a basis of trust whichnow made it possible to focus on our prac-tical work together, because it is this prac-tical work which helps us to understandthe foundations of the Technique:Alexander's principles. The Senior MasterClasses, the Special Interest Classes and the

Open Forum were all grouped around daily

exchanges of practical work. Everyoneworking together. By the end of the con-gress it had become clear that workingwith the Technique was the best way tobreak down language barriers and differ-ences of opinion. A special event wasdedicated to the memory of MarjorieBarstow, who had passed away on July 31,1995.

In the Congress Papers, published by Direc-tion, a full transcript in English of the firstfour congresses is to be found.[

Practitioners Directory, a selective da-tabase of alternative medicine practitio-ners endorsed by Dr. Andrew Weil onhis site on the World Wide Web. Youllfind your name listed among thousandsof others by going to the Ask Dr. Weilsitehttp://www.drweil.com, a sitewhich promotes the health philosophyof Dr. Andrew Weil, and clicking onLocal Practitioners in the left-handnavigation column on the page.

To use the Practitioners Guide, read-ers simply choose the discipline they areinterested in and input their state andzip code or area code. At this time thereare ten disciplines represented: Acu-puncture and Chinese Medicine, Alex-ander Technique, Ayurvedic Medicine,

Biofeedback, Feldenkrais Work, GuidedImagery Therapy, Herbal Medicine, Ho-meopathic Medicine, NaturopathicMedicine, Rolfing, and Trager Work.Other groups to be added currentlyhave their applications under review.

Dr. Weil is a leader in the integrationof Western medicine and alternativemedicine and the author of seven books,including Spontaneous Healing(1995)

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Part IThe Central Hypothesis

Let us begin by placing the AlexanderTechnique in the context of historicaltime and scientific inquiry. F. MatthiasAlexander, a professionalShakespearean actor from Australia, de-veloped the Technique during the late19th and early 20th centuries. Aroundthat time several scientists were makingground-breaking observations about the

structure and the function of the ner-vous system and the relationships be-tween the development of the nervoussystem and the evolution of behavior.Great names in science likeSherrington, Magnus, Darwin, andCoghill were just revealing their discov-eries. We do not know if F. M.Alexanders initial observations or dis-coveries were entirely independent ofthese leaders of science, likeSherrington and Coghill, who latercommented upon and generally sup-ported Alexanders work.7 Alexander, inhis four published books, makes no ref-erence to being influenced by any otherscientist or researcher.5 We do know,however, that by 1904 he had solvedthrough inquiry and self scrutiny a six toten-year problem with his voice thathad both defied medical solution andadversely affected his acting career. Onthe basis of on his own intuition thatsomething he was doing in performancecaused him to lose his voice, and on his

discoveries during the period of inquiryand self observation, Alexander had de-veloped by 1904 a generalized hypoth-esis and the beginning of a teachingmethodology, which he took to Englandand established a teaching practicebased on The Alexander Method.4

Whether or not Alexander developedhis theories in total isolation remains aprovocative mystery.5 His first book,

Mans Supreme Inheritance, was pub-lished in 1910, preceding by at least adecade Magnus Korperstellung6 and al-most concurrent with Sherringtonsearly papers.5

Subsequent mid-20th century research-ers such as Dr. Frank Pierce Jones of theTufts University Institute and NobelPrize winner Nikolaas Tinbergen haveenthusiastically endorsed the efficacy ofAlexanders process of scientific inquirythat led to the formulation of his centralhypothesis and teaching practices.7

After 1923, following the publication ofhis second book, Conscious ConstructiveControl of the Individual, Alexanderadopted the terminology that he wouldsubsequently use to express his central

Alexanders own words from his finalbook, The Universal Constant in Living,further describes the significance of hisconcept ofuse: A good manner of useof the self exerts an influence for goodupon general functioning which is notonly continuous, but also grows strongeras time goes on, becoming, that is, aconstant influence tending always toraise the standard of functioning andimprove the manner of reaction. A bad

manner of use, on the other hand, con-tinuously exerts and influence for ill,tending to lower the standard of generalfunctioning, thus becoming an constantinfluence tending always to interferewith every functional activity arisingfrom our response to stimuli from within

Exploring The Alexander Technique:Its Central Hypothesis and Teaching Modalities

Unlike heredity and previous experience,however, use was a plastic entity which couldbe brought under the conscious control ofthe individual and redirected to enlarge theindividuals potential for creative develop-ment.

hypothesis. He began to use the termuse as a way of describing the total pat-tern that characterizes a persons re-sponse to stimuli.7 Alexander made thisabstract noun, use, of equal significanceto genetic and environmental factors inthe development of an individual. Un-

like heredity and previous experience,however, use was a plastic entity whichcould be brought under the consciouscontrol of the individual and redirectedto enlarge the individuals potential forcreative development.7

Figure 1 shows a diagram designed bythe author of this paper illustratingAlexanders hypothesis: Use affectsfunctioning.

and without the self, and harmfully af-fecting the manner of every reaction.8

Interestingly, Alexanders hypothesisanticipates two major late 20th centuryconcepts in health care: the recognitionof cumulative trauma as a factor in in-jury or disability and thebiopsychosocial health model.

In Figure 1, mbius strips are used to ex-press the interconnectedness of thestimulus-response relationship, accord-ing to Alexanders definition ofuse.Even though the mbius strip figure ap-pears to have two different sides or sur-faces, (in this case, representational oftwo entities: stimulus and response), thembius strip really has only one con-


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tinuous surface or side just as there isa continuity of relationship betweenstimulus and response in living systembecause each response becomes a stimu-lus which initiates new responses which

then become new stimuli. Rememberfrom Alexanders own definition that heis explicit in describing stimulus as com-ing both from within and without theself and affects the manner of every re-action. He is also explicit in describingthat these stimulus-response relation-ships affect functioning at all levels ofhuman experience.3

What is perhaps most unexpected about

Alexanders hypothesis is that it is notpurely philosophical, but is anchored ina simple, observable physical marker:the dynamic physical relationship be-tween the head, the neck, and whole

body. The primacy of this relationship ininfluencing the quality ofuse led Alex-ander to name this fundamental, ob-servable, head-neck-whole body rela-tionship as The Primary Control.7 Theprimary control governs the working ofall the mechanisms and so renders thecontrol of the complex human organismcomparatively simple.9

The relationship between functioning,

the primary control, and the totalpattern that characterizes a persons re-sponse7 can be explored through thework of scientists who investigated theimportance of the head-neck-body rela-tionship in the development of coordi-nation and the manifestation of behav-ior in vertebrate animals and humans.

Korperstellung (Body Attitude) waspublished by Heinrich Magnus in 1924.6

In it, Magnus describes in detail thecentral role played by various tonic re-flexes in vertebrate animals which gov-ern the position of an animals head inrelation to space and in relation to therest of the body. He summaries verte-brate organization as follows: the wholemechanism of the body acts in such away that the head leads and the wholebody follows.7 Magnus work demon-strated that head-neck reflexes werethe central mechanism in orienting theanimal to his environment both in

maintaining a posture assumed for aparticular purpose and in restoring theanimal to the normal resting posture.7

The work of Magnus was the primaryinspiration for later 20th century re-searcher, Tadashi Fukuda, who con-ducted research on the presence of sta-tokinetic reflexes of the head-neckrelationship in normal healthy adults.6

Sir Charles Sherrington, with whomMagnus studied before conducting hisown research, made some of the mostsignificant discoveries on the way nervescontrol muscles and how the musclesare vital in providing information to thenervous system.10 Sherrington met Alex-ander in England and became a sup-porter of his work. He commented thatAlexander had done a service to thesubject (the physiology of posture andmovement) by insistingly(sic) treatingeach act as involving the whole inte-

Figure 1. (Sweeney) Alexanders Hypothesis: Use, the total pattern that

characterizes a persons response to stimuli. Use affects functioning in all

domains of human experience.

continued next page

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grated individual.10 He also acknowl-edged the crucial role played by thehead in the control of posture, balance,and movement.10

The work of American biologist, GeorgeCoghill, offers some of the most compel-ling support for Alexanders observa-tions of human beings despite the factthat Coghill spent a lifetime observingAmblystoma, a species of salamander.Coghills work was innovative in that itdealt with the embryology of behav-ior.11 Coghills research embraces aquestion which is still profoundly pro-vocative: What is the relationship be-tween the development of the nervoussystem and the emergence of behavior?11

The sum of his research could be sum-marized as follows: ...all organisms de-velop in an integrated and orderly man-ner reacting from the beginning as a

dividual as a whole, as a self-vitalizingagent. He reconditions and re-educatesthe reflex mechanism and brings theirhabits into normal relation with thefunctioning of the organism as a whole.I regard his method as thoroughly scien-tific and educationally sound.10

Coghills description of the human indi-vidual as a self-vitalizing agent directlycorresponds with his observations ofAmblystoma. He classified learning asthe development of behavior andnoted that behavior is always in theprocess of development in animals thatcan learn by experience.11 He notedthat when new turns in behavior ceaseto appear in the life of the individual, itsbehavior ceases to be intelligent.11

Writing specifically about the physiol-ogy of the nervous system, he com-mented: it (the functional nerve cell) is

the self-vitalizing capabilities of livingorganisms seems to be what Alexanderreferred to when he wrote about theuse of the self as exerting a constant in-fluence over the general functioning of

an individual.8

Alexanders notion of a primary con-trol comprised the physiological basisfor his larger concept, use. Primarycontrol was the term Alexander choseto describe the supreme influence thehead-neck-whole body relationship ex-erted over all domains of function in ahuman being.8 Japanese medical doctorand researcher, Tadashi Fukuda, ex-


Figure 2. (From Fukuda, 1981) ... in

this position, the head is bent as far

back as it will go relative to the trunk,

and by virtue of the tonic neck reflex

thus induced, the four limbs are fully

extended and the trunk is dorsiflexed.

Primary control was the term Alexanderchose to describe the supreme influence thehead-neck-whole body relationship exertedover all domains of function in a humanbeing.

total pattern of behavior with discreetmovements of parts (reflexes, etc.) indi-viduating but always under the domi-nance of the organism-as-a-whole.11

Coghills dominance of the organism-

as-a-whole resonates strongly withAlexanders idea ofuse as a total pat-tern of response.

Alexander gave Coghill a lesson in hisTechnique in 1941, shortly before theailing scientist died. Coghill was so im-pressed with Alexanders discoveriesthat he wrote a forward to Alexanderslast book in which he said: Mr.Alexanders method lays hold of the in-

from the beginning a dynamic system re-acting to its environment after the man-ner of a living organism. Physiologicalconduction is, so to speak, its accessoryor secondary functionif it ever loses

its potentiality of growth and differen-tiation, we do not know when orwhere.11 Current knowledge of the hu-man nervous system agrees withCoghills assessment that the growth ofthe nervous system is stimulated by mo-tivations involving the whole individualand that growth within the nervous sys-tem has a profound influence on behav-ior throughout the life-span of the indi-vidual.12 These concepts which allude to


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plored a similar idea during his lifelongscientific inquiry into the action of so-called pathologic reflexes (such astonic neck reflexes) as important pos-

tural reflexes that formed the basis ofhuman posture and movement in nor-mal healthy adults.6 Fukudas work wasinspired by observing practitioners ofjudo, sumo wrestlers, baseball players,gymnasts, and tennis players. His writ-ings do not indicate any knowledge ofAlexanders work but he did creditMagnuss Korperstellung as being a pri-mary and seminal source.6 Fukuda de-veloped tests that demonstrated that theattitudinal reflex patterns whichMagnus had verified in animals were la-

tent in healthy humans and could be ac-tively stimulated. The deliberate stimu-lation of these reflexes seemed to be thebasis for much of judo and sumo train-ing as well as instinctive in highlyskilled athletes. Stimulation requiredorientation of the head in specific waysin relationship to the body.6

Fukuda identified and experimentallyqualified that the distribution of muscu-

lar tone throughout the trunk and eachof the four limbs shows characteristicchanges in accordance with definite

laws when the position of the head ischanged.6 Figures 2, 3, 4, and 5 showthe characteristic changes in musculartone which Fukuda demonstrated ex-perimentally with EMG studies andother tests such as the blindfold verti-cal writing test along with a test de-vised by Hellebrandt et. al., that demon-strated the ipsilateral head reflex aspredictive of increased limb strengthand that normal people often spontane-ously applied it when they became fa-tigued.13

The conclusions Fukuda drew whichhave the most relevance to Alexanderstheory of the primary control are illus-trated in Figure 6 (next page) whichshows a soccer player heading a ball.Fukuda noted that postures or atti-tudes are comprised of two kinds ofmovementpure voluntary movementand unconscious reflex movement.6 InFigure 6, the line drawn between the

head and the body of the soccer playerindicates that the voluntary movement(the will to hit the ball with the head) isabove the line and the involuntary, orreflexive and unconsciously performed,movements are below the line.6

Fukudas interpretation mirrorsCoghills observation of the total pat-tern of the head-trunk dominating thepartial pattern of the limbs.11 Fukudaalso noted that when an athletes bodywas subjected to the action of reflexes, itwas able to produce maximal muscularcoordination. In his words: ...in sports,a posture is beautiful or ideal when it

continued next page

Figure 3. (From Fukuda, 1981) EMG

studies indicated the presence of tonic

neck reflexes in normal healthy adults.

Dorsiflexed head (extension in all four

limbs).

Figure 4. (From Fukuda, 1981) This

suggests that a man may be able to

display his muscular power most

efficiently if he assumes a posture

conforming to the reflex.

Ventroflexed head (flexion in all four

limbs).

Figure 5. (From Fukuda, 1961, in

Kelso) Turning the head to one side

results in limb extension on that side

(jaw side) and limb flexion on the

other side. The ipsilateral tonic

neck reflex.

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coincides with the posture produced by

the action of postural reflexes. For eachposition of the head relative to thetrunk or to space there is a characteris-tic posture.6 In Alexanders words: Idiscovered that a certain use of the headin relation to the neck, and of the headand neck in relation to the torso andother parts of the organismconsti-tuted a primary control of the mecha-nisms as a wholeand that when I in-terfered with the employment of theprimary control of my manner of use,this was always associated with a lower-

ing of the standard of my general func-tioning.14

While the scientific observations ofFukuda, Coghill, Sherrington, andMagnus all give validity to Alexanderstheory of the primary control,Alexanders concept ofuse makesthings a bit more complicated. Alex-ander implies in his writings that apersons manner ofuse is the way he

chose to operate his primary control.In other words, through a discriminatingconscious attention to his primary con-trol, a person can generate a construc-tive influence over his entire state of be-ing. Without the benefit of this ongoingconscious influence, a persons use ofhimself could become stagnated, andthe physical marker for this stagnationcould be seen in habituated head-neck-whole body relationships that would

create problematic patterns of musculartension. When use is unconscious, ha-bituated and idiopathic, the effect onthe whole person is analogous toCoghills observation on Amblystomathat when behavior ceases to develop,behavior ceases to be intelligent. In-telligent in this context means problemsolving.11

Alexanders concept of conscious andconstructive use implies an integrationof both volitional (consciously pursued)

and reflexive (involuntary) responses.The goal of this integration is optimalbalance and coordination in movementwithout excessive muscular tension.5

With this end in mind, he developed atechnique to teach a person how to im-prove his overall quality ofuse.

Part II will be included in the next issueof ExchangE.

References1Evans, R.; Evans, R.; Carvajal, S.: A Survey of

Injuries Among Broadway Performers. MedicalProblems of Performing Artists. 11(1):15-19.

1996.

2Nielsen, M.: A Study of Stress Amongst Profes-

sional Musicians. The F. M. Alexander Tech-

nique: Medical and Physiological Aspects, ed. C.

Stevens. Devon, U. K., 1994.

3Gelb, M.: Body Learning. New York, Henry Holt

and Co., 1987.

4Maisel, E.: The Alexander Technique. New

York, Carol Communications, 1989.

5Baston, G.: Conscious Use of the Human Body

in Movement: The Peripheral Neuroanatomic

Basis for the Alexander Technique. Medical

Problems of Performing Artists. 11(12), 3-11,

1996.

6Fukuda, T.: Statokinectic Reflexes in Equilib-

rium and Movement. University of Tokyo Press,

1984.

7Jones, F. P.: Body Awareness in Action. New

York, Schocken Books, 1979.

8Alexander, F. P.: The Universal Constant in

Living. New York, Dutton, 1941.

9Alexander, F. M.: The Use of the Self. New

York, Dutton, 1932.

10Stevens, C.: Scientific Research and Its Role in

Teaching the Alexander Technique. The F. M.

Alexander Memorial Lecture STAT, 1988.

11Coghill, G.: Anatomy and the Problem of Be-

havior. New York and London, Hafner Publish-

ing Co., 964.

Holly Sweeney received her AlexanderTechnique teacher training from BruceFertman and Martha Hansen at TheAlexander Technique Foundation inPhiladelphia, she also studied withMarjorie Barstow and selected teachersin Lincoln, Nebraska. She completedher Master's degree at New YorkUniversity's Occupational and Indus-trial Orthopedic Center for the Hospitalfor Joint Diseases in Ergonomics andOrthopedic Biomechanics January,1997. This paper was presented at theHospital for Joint Diseases as part of hergraduate program. Holly maintains ateaching practice in Alexander Tech-

nique in Montclair, New Jersey, and inNew York City. She also teaches tradi-tional Yang style Tai Chi Chuan and isan active member of Bill Walshs YangChenfu Tai Chi Center in New Yorkcity.[

Figure 6. (From Fukuda, 1981) The

Ipsilateral tonic neck reflex.



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Call forSubmissions

ExchangE is actively seeking your in-put. Do you have a story to tell? If youhave something to share with teachers,students, and admirers of the Alex-ander Technique, we want to hear it.Letters, poetry, scholarly work, ar-ticles, feature items, etc. As a member

of ATI, ExchangE isyour journal.We gladly accept submissions on paperor in digital format. Send paper sub-missions to:

Alexander Technique International

1692 Massachusetts Avenue

Cambridge, MA 02138 USA

Send digital submissions as e-mail or asattachments to e-mail to:

[email protected].

Salmon Rising, Water Falling

Kao Chi-pei, Chinese, 1672-1734

Inscription: Picture of freedom in all direc-

tions. Ink and color on silk.

Person:The salmon have to go up.

The water has to go down.What kind of freedom is this?

Salmon:

Freedom for us is knowing where we are;Knowing which way we need to go.

The Great Freedom for us isReturning endlessly to the Head Waters;

No matter what the obstacle.

Freedom for us is knowing exactly what weare.

And to whom we belong.

Freedom for us is staying together.

Person:

I think freedom isDoing anything I want,

Being anybody I want,

Going anywhere I want,Whenever I want,

No matter what!

Water:

You speak of partial freedoms.

There are freedoms from,And there are freedoms toward.

Freedom in all directions isA simultaneous freeing from and towards.

Freedom in all directions is

A buoyant, courageous giving in to the forcesof this world.

Freedom in all directions is a continual cur-rent,

a streaming, swirling, sparkling darkness,

an outpouring within river bank and river bed.

The Great Freedom for us isForever winding our way back to the Sea.

Rock:

Freedom for me is here;

Here where I am.Staying put,

I am always here.The Great Freedom for me

is sensing the cool water

Gushing around me and over mesometimes with such lightness,

sometimes with such force,

yet always soft, always soft.

No one has seen how long it has takenfor my rough edges to wear away.

All they see now is a round, smooth rock.

But the Great Freedom for you,

Responsible One, can only be

freely choosing to go where you are needed.Freedom in all directions, for you, can only be

freely choosing to do that which is required ofyou,

completely,

wholeheartedly,until you are empty,..open...full.

Tree:The Great Rising and The Great Falling, for

you,

Conscious One;what I hear and see and feel

running beneath meis coursing through you,

(and through me).

This most ancient of patternswhirling within you,

(and within me).

The Salmon Rising in you is you,

And is more than you.

The Water Falling in you is you;And is more than you.

Salmon Rising, Water Falling.Not one, not two.

Rather a confluence

Of vital opposition,Swelling

With unstoppable intent,Destined to return home

To the Source

(Infinitely small)Of your beginning,

And to the Source

(Infinitely large)Of your ending.

Water Falling

(for Ziggy and for all of us, together)

There are deep sorrows that live

in each of us.Nothing to be done. Loss is forever woven

into the fabric of this world.

Over time, we will lose everything.

But I have learned from this life

that sadness and beauty are also woven to-

gether.And that we can choose to draw near,

ever closer,to what we find beautiful and moving.

Our work together

is not only about use and function,structure and design.

it is also about time.When you touch someone through this work,

you touch time. You touch time passing.

You touch the hidden pattern of imperma-nence.

Through touching time and loving imperma-nence

over and over again,

slowly sadness spirals,rising and falling into beauty,

showing its face,her countenance unveiled,

his countenance unmasked, quietly radiant,

utterly human.[

River of Direction


8/3/2019 ex_v7n1

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