DIRECTION • 1) Editor & Publisher Paul Cook Assistant Editor CONTENTS Dani Sarason DIRECTION VOLUME 3 NUMBER 1 Issue Editor Ken Thompson Design and Art Griff - a Man and His Macs Original Art Direction Annette Hall Cover Story Photo Journalist Various Authors - see descriptions opposite 3 Tommy Thompson Book Reviews Editor Lawrence Bruce Editorial Cartoonist Paul Cook 4 Jerry Schwiebert Web Reviews The Science Report David Billingham 5 Regular Contributors Chris Stevens assesses different kinds ofscience WaIter Carrington Franis Engel The Formulation of an Alexander Lesson Louise Gauld 16 Kay S. Hooper The first ofthree, by Mervyn Waldman Eileen Troberman Christopher Waring Westby Alexander Teacher Education Part 11 Peter Schneider Grant Dillon Terry Fitzgerald on competency based teacher training 33 Proof Reading Lisa Hochgraf ViewPoint Copy Typing Thomas Myers develops a bridging language for Somatic fields 37 Susan Rutter Marketing and Webmaster Back Issues and Subscription Form 38 Paul Cook & Nick Chance Printer In All Directions Dobson's Printing Service News & views from around the world Centre European Subscriptions Kevin Wooding American Subscriptions Raewyn Haywood ACKNOWLEDGMENTS SUBSCRIPTIONS Without expert guidance and opinion from Jeremy Web Site: www.directionjournal.com Chance, this project would not have happened. Many thanks to: Ken Thompson for putting in the USA/Canada-$US39 groundwork on inspiring key writers for this issue; 40 Kidder Ave #3 Dani sarason, our new lAD editor, who has been a Somerville MA 01224 godsend; Tommy Thompson for finding Thomas Freecall: 800 344.4224 Myers; Michael, Sigrid and Lyn for their wonderful Email: [email protected] late interview; shmuel Nelken for the Jerusalem photos and all writers for their patience and United Kingdom/E urope-£22.00 cooperation. A special thanks to Jean Clark and THE LOTUS 23 Guy Court, King Street Elisabeth Molle for attempting to source a cover AND THE ROSE Jericho, Oxford, OX2 6DB image. My apologies to Cathy Pollock for her article Tel: +44 -(0)186 551.4224 on Aikido not fitting into this issue. Thanks also to Fax: +44 -(0)709 233.4205 Diana Devitt-Dawson, Pcdro d'Alcantara, Jean Email: [email protected] Fischer, Vivien Mackie and John Nicholls for advice and input to the DIRECTION cause. Thankyou also Australia-$A39 (including GST) to Jocelyn Bennet and Paul Macgregor for technical PO Box 700, Highett VIC 3190 advice and layout for the new back Tel/Fax: +61-(0)39502.3859 issues/subscription page. Email: [email protected] ISSN 1039-314S. DIRECTION is published by Direction Journal, a privately owned company. The EDITORIAL SUBMISSIONS views expressed in this Journal are not necessarily those of the publisher. Copyright 2002 by Direction DIRECTION considers all submissions. Cover Photo Please contact the Editor for author Journal, ABN 14 832 566 105. All rights reserved. Please contact the publisher if we have failed to Remy (12 months), our cover model for this issue guidelines prior to submitting material acknowledge or reimburse the holder of copyright was proudly choreographed by his mother, Anna at address above or Email: on any photo used. Australian grammar is used and Isgro,. an AT teacher in Melbourne. Photography [email protected] we refer to The Macquarie Essential Dictionary. Charhe Sunano, set deSIgn and props Paul Cook.

2 DIRECTION DIRECTION

YOGA ISSUE

4 7 Issue Editorial What is Yoga? by Ken Thompson by Ken Thompson A happiness From its origins in that does not come the 4th century RC., to an end. many Yoga lineages have developed, some more recently than others.

12 19 OffThe Table: Interview: An Alexander Teacher Michael D Frederick & on the Mat Sigrid Wagner by Karyn Chapman with Lyn Charlsen Twenty-years Does Yoga have more of teaching AT and to offer than AT? At what Yoga fuels this lively point is AT superseded perspective on the need by Yoga practice? for both in one's life.

27 29 Yoking the East and West OfOne Mind: by Diana Hook Alexander and Ashtanga How can Yoga be made by Suzanne Faulkner relevant to daily life? Is it The philosophies run possible to bridge the gap parallel, does the practice between Eastern and lead to a similar end? Western lifestyles?

VOLUME 3 NUMBER 1 3 EDITORIAL by Paul Cook

M any views exist in the Alexander world due to ignorance and most likely undervaluing the about Yoga. I have actively solicited as many as I ancient multi layered system of Yoga to the extreme. The possibly could in the research and compilation of this fact that western thinking has turned Yoga into issue. Ranging from an absolute disregard to positively something that resembles a standardised fitness class consuming, my favourite perspective to date is a non­ does not necessarily mean that Alexander teachers who committal due to a self-admittance of naivety, though practice Yoga are of the same mindset. accompanied by an endgaining barb. Negative opinions For those already sold on the benefits of Yoga in of Yoga, whilst communicated via several mediums, their lives but are not aware of the Alexander Technique, were not authorised for publishing therefore this issue this issue holds the promise of a whole new perspective may seem to be pushing one side of the story. This was on Yoga practice. For Alexander teachers who are open beyond my control, although I look forward to reader minded enough to have wondered about this fuss called responses in due course. Yoga, it is hoped that perusing these pages will shed A quote sent to this office that possibly represents some much-needed light on the topic. a large proportion of the Alexander community comes Knowing where to start when a new student from Or Wilfred Barlow: "Since the essence of walks into your practice is probably something that Alexander's work was what he called "directing", to be gradually clarifies, or even becomes intuitive over time. given "movements to practise" is about as far away from Having some kind of plan beforehand is how some his work as it is possible to imagine." teachers prepare for the experience. One such approach To deny the impact of Yoga on millions of hearts has begun a life in this issue and will traverse the next and minds in western culture over the past 15 years two. Take it or leave it, for new teachers removed from would be to deny the existence of aerobics and the the support of their training course, it can be a daunting "pump class". However, comparing the two is probably prospect starting from scratch. •

ISSUE EDITORIAL by Ken Thompson

Looking at the possible connections between contemplate the possibility of eliminating "ego" or "self". Yoga and the Alexander Technique in this edition of This theme is also found in "Zen" and other Eastern DIRECTION, I have endeavoured to collect the thought, and in someone who bridged east and west-J. experiences of teachers from both disciplines. Krishnamurti. You can read his style of questioning in, The common problem arises of many different The Awakening ofIntelligence, one of his many books. This styles and traditions. Yoga, over thousands of years, has inner search is nicely summed up in Paul Brunton's produced a large number of gurus/teachers, and the book A Search in Secret India by Indian Saga Maharishee followers of these gurus have tended to set up ashrams, Ramana, who said: communities and centres. Each group then developed "Man's real nature is happiness. Happiness is their own understanding of the classical texts and inborn in the true self. His search for happiness is an passed it on accordingly. Alexander Technique has been unconscious search for his true self. The true self is established for just over 100 years, but it has also imperishable; therefore, when a man finds it, he finds a developed into different styles and traditions. happiness which does not come to an end." I don't see this as presenting a major problem to would-be enquirers, because they will always have the In Alexander Technique, the ability to make space books for reference: FM's four books containing the between stimulus and response and to inhibit golden threads of the Technique, and the classical Yoga unconscious, habitual response, gives individuals the books doing the same. Of course practical experience opportunity to consider what response, if any, they are from a guru/ teacher is of great value in both disciplines, to make. When the individual can be happy to stay in and I'm not suggesting that without the practical that silence between thoughts, allowing the integrity of experience learning would be easy, but to the sincere the self to be restored by conscious "directions", could seeker after truth, it will always be a possibility. this be the same balanced state of mind that is gained Stillness and quiet mind is the key to discovering from the "Samadhi" of Yoga practice and does this the goal of both diSciplines. In Yoga the eternal question, correspond to FM's understanding of man's supreme "Who am I?" is posed, giving the student time to inheritance-conscious guidance and control? •

4 DIRECTION THE SCIENCE REPORT

by Chris Stevens

Summarising current and recent research into the Alexander Technique, Chris looks at the trials and errors. Are certain methods ofanalysis more appropriate than others?

Research in science is of different kinds. Annual Conference. More can be found on the MRC Conventionally, in physical science some "thing" or website by looking under current trials and then action is studied under certain conditions, rather than controlled trials or direct to: www.controlled-trials.com. analysed theoretically. Measurements are made and The "gold standard" of clinical trials is the results found. The results are checked, usually by some Randomised Controlled Trial (RCT). This means that the statistical method, to ensure the changes are unlikely to subjects are assigned a treatment randomly and can be be due to chance, or some errors in the measuring compared with a group that does not have treatment-as equipment, or in the design of the experiment itself. I'll seen in the above trial. Statistical tests are also needed to leave this kind of science for the moment, as published check the validity of a trial. Where the data being current and recent studies have used a different analysed is "noisy" (meaning it contains errors of approach. measurement, variations in responses etc), it is necessary to have a large number of measurements, hence the large EPIDEMIOLOGY number of people being tested in the above trial. It is also worth noting that this trial will go on for four years. Another approach, which is used to look at social The need for large numbers is illustrated in Chloe questions or reports of symptoms, is to use Stallibrass' study of Parkinson's Disease (PO) patients2. questionnaires. Alternatively, various medical or other Her pilot study into the effects of AT on the scales or scores are used to estimate degrees of disability psychological condition of patients was funded in the or illness. A recent example is the large-scale trial that late 1990's and reported in the journal Clinical has been given funding by the Medical Research Rehabilitation. This had as its objective to test the effect Council (MRC) in the UK. This has the title: "A of AT on the management of disability and feelings of randomised factorial trial for patients with recurrent and depression for patients with PD. In this, subjects chronic back pain of GP exercise prescription, the completed four self-report questionnaires, one set before Alexander Technique (AT) and massage." the course of lessons and then another when the lessons The aims of the trial are to compare the had ended. effectiveness of introductory or longer courses of AT, massage therapy, and medical general practitioner (GP) exercise prescription and normal care. The cost­ "The problem is not in the effectiveness of these treatments will then be compared to normal care. A secondary aim is to assess whether the research methods but the test effects of AT are specific to learning to change body use. To do this, 536 patients who have attended their used to gather the data. " GP within the last 5 years for back pain will be identified from GP data bases of 40 practices. This gives Seven volunteers, with no previous experience a wide group for comparison. Using a questionnaire with AT, were diagnosed by consultant neurologists to called the Sickness Impact Profile (SIP)-Roland Scale1, have idiopathic PD. They received approximately patients with recurrent or chronic pain and able to twelve AT lessons. As objective lpeasurements for this exercise, will be randomly placed in one of eight groups group of patients is difficult, Chloe used standard tests defined by two factors: and questionnaires. These were BECK Depression 1. Type of care factor. Inventory (BDI)3, activities in daily living, body concept, For this factor, patients will be placed in one of and social functioning disability questionnaires. four sub groups: Using standard statistical tests she found the subjects were significantly less depressed after the (i) Introductory AT; (ii) Longer AT; (iii) Massage; course of lessons. They had a significantly more positive and (iv) Normal Care. body concept, significantly less difficulty in performing 2. Exercise prescription factor. daily activities, and significantly less difficulty on the fine movement and gross movement subscales of the (i) GP exercise prescription with follow-up; and activities in the daily living questionnaire. The (ii) no prescription. conclusions reached were that the statistically significant Patients will be followed up at three months and results are consistent with the hypothesis that for PO then after one year, with principal outcomes being patients on drug therapy, AT reduces depression and m~asured by the Roland scale, time off work, days of improves the management of disability. However in the pam, and health service resource use. Some details of the absence of a control group and a larger sample, the study were given in the STAT News report on the 2002 hypothesis cannot be confirmed.

VOLUME 3 NUMBER 1 5 THE SCIENCE REPORT

Chloe has conducted a larger RCT study of the complete, this large-scale study nevertheless holds effects of AT on management of disability in PO at the promise. University of Westminster, with funding from the On a much smaller scale; I have just completed a Parkinsons Disease Society and the Foundation for study of walking for 10 children, using a properly Integrated Medicine. It was hoped that results would be equipped motion analysis laboratory and measurements published in 2001, but to date, the paper has not been on over 2,300 steps, which took three years of full-time accepted for publication.4 work. This was a study of the kind introduced at the Getting the statistics right is not always enough. A beginning of this article. I'll write more about this kind more fundamental problem concerns the actual tests of approach and working with AT in the next issue of used to gather the information, where the DIRECTION. • meaningfulness and reliability of the scales used can be brought into question. In the above studies, the measures ENDNOTES ---- used have been checked by several research groups and 1. "The SIP-Roland Scale was developed to describe the so far, found reliable and sufficiently sensitive, however, natural impact of back pain on patients. More information the following example presents new problems. can be found at: www.medscape.com/viewarticle/406689_8 One measure used in AT research has been that of (access.is free upon registering). functional reach (FR).5 In the paper "Functional Reach 2. Chloe Stallibrass, "An Evaluation of the Alexander Improvement in Normal Older Women After Alexander Technique for the Management of Disability in Parkinson's Disease: a Preliminary Study." Clinical Technique Instruction",6 Ron Dennis investigated a Rehabilitation Vo!. U (1997) pp. 7-12. possible relationship between FR performance and AT 3. The BDI is a 21-item self-report rating inventory, instruction. Functional reach is a clinical measure of measuring characteristic attitudes and symptoms of balance developed in the early 1990's which is claimed depression. (Beck, Ward, Mendelson, Mock & Erbaugh to be able to differentiate between elderly people who 1961). More information can be found at: are liable to fall and those who are not. It is www.criminology.unimelb.edu.au/victims / resources / ass understandable that this is an attractive test for essment/affect/bdi.htm!. measuring the effects of AT. 4. More information can be found at: www.stat.org.uk/research/recent.html The study was well designed, with three groups 5. Duncan PW, Studenski S, Chandler J, Prescott B, of women over 65. These were a pilot group, an "Functional reach: predictive validity in a sample of experimental group and a control group. The first two elderly male veterans." Journal ofGerontology Vo!. 47 (1992) groups were given eight one-hour, bi-weekly sessions of M93-M98. An illustration of the test can be viewed at: AT instruction and tested before and after using FR. www.mayo.edu/geriatrics-rst/FxnIReach.htm!. Group 3 was only given the tests. 6. Ron Dennis, "Functional Reach Improvement in Normal Older Women After Alexander Technique Instruction" , Both of the groups receiving lessons showed Journal ofGerontology Vo!. 54A No. 1 (1999) M8-MU. significant improvement in FR performance. When the 7. (i) Holly Franzen, Heather Hunter, Christina Landreth, second group was re-tested one month later they showed Janna Beling, Marcia Greenberg and Judith Canfield a slight decrease in FR performance, however, their "Comparison of Functional Reach in Fallers and Nonfallers response to a questionnaire allowing qualitative responses in an Independent Retirement Community", Physical & on a four-item scale regarding the AT instruction, was Occupational Therapy in Geriatrics Vo!. 15 No. 4 (1998) pp. positive. He concludes that AT instruction may be 33-40. (ii) Wernick-Robinson, M., Krebs, D.E., Giorgetti, effective in improving balance and therefore, reducing the MM, " Functional Reach: Does It Really Measure Dynamic Balance?" Archives of Physical Medicine and Rehabilitation, incidence of falls in normal older women. Vo!. 80 No. 3 (1999) pp. 262-269. The problem is not Ron's research methods, but the test used to gather the data. In 1998 and 1999 two ABOUT THE WRITER papers appeared that showed no difference between Chris holds degrees in physics and fallers and non-fallers as measured using FR as a test? biomedical engineering. He is a Thus the validity of a practical and well-structured researcher at the University of Surrey and Queen Mary's study was compromised. Hospital, London, in the motion analysis laboratories. He began studying AT in 1969 and has IN CONCLUSION taught the Technique since 1979. I hope this article sheds some light on the He was a training course director from 1987-99 and is a problems of research. The important points are the need former chair of STAT. In addition, Chris has given many lectures at national and international conferences, for well designed studies, sufficient numbers of subjects appeared on TV and radio, written numerous articles, is and enough accurate observations on them, with "as­ the author of three books and several scientific papers on clean-as-possible" measurements and/or valid tests. research into AT. Looking at the latter two studies, the small number of Centre for Biomedical Engineering, Duke of Kent Building LvI 3 lessons given, does not help the process. University ofSurrey, Guildford GU2 TTE U.K. It will be interesting to see what the effect of more Tel:+44 01483684.589 Fax: +44 01483879.395 lessons will be in the MRC trial and at a cost of over Email: [email protected] £400,000 ($600,000) and a period of four years to Web: www.bmesurrey.org

6 DIRECTION WHAT IS YOGA?

by Ken Thompson

Delving into classical texts from B.C. times) what can be made ofmodern Yoga practice? Are the threads still visible in a modern) Western age?

Interest in Yoga throughout the western world Yoga students around the world, yet both are quite has increased enormously during the latter part of the different in the way they teach Yoga. 20th century and is continuing to do so. People are Desikarchar lays a strong emphasis on moving drawn to the physical postures, relaxation, and with the breath into and out of postures, and of working practices, which reputedly improve health. in a step-by-step sequence or "Vinyasa", tailored to the The vast majority are really only interested in the individual student. The Iyengar system focuses more on physical postures learnt via Yoga classes-either private, a set pattern of standing postures, which every student or offered through health clubs and sports centres. It has must follow. Strong emphasis is placed on precision and been quickly adopted by the fitness paradigm of attention to detail of the posture itself. From the EM. Western culture. Alexander point of view, we could say that one way is The large number of Yoga practice systems and more "means-whereby" and the other is more methods that have come out of India are nearly all based "endgaining", respectively. on the Yoga Aphorisms of Patanjali, said to have been To consult the original source books for Yoga, we recorded some time between the 4th century B.C. and must start with the sage Patanjali. The first interesting the 4th century A.D. thing to discover in the Patanjali Yoga Sutras1 is that there is no mention of a single posture! "Posture should be steady, stable, easy, firm and "In the Patanjali Yoga relaxed."2 Sutra) there is no mention Most pundits, gurus, or experts believe that this seems to suggest a seated posture, which would help to ofa single posture. " promote a meditative state of mind. They could be right. Certainly, the Bhagavad Gita mentions only one Various interpretations of the classical texts by important posture: Swamis, gurus and teachers, have helped develop many "With upright body, head and neck, which rest still styles and traditions in the 2000 years since Yoga's and move not; with inner gaze which is not restless, origins. What is difficult to understand is that even in but rest still between the eye-brows."3 modern times, gurus can produce teachers whose styles are so different. For example, Shri T. Krishnamacharya In the Svetasvatara Upanishad part 2 we find: (1888-1989) is guru to both his son, T. V.K Desikarchar "With upright body, head and neck, lead the mind (1938- ), and to the well known B.K.S. Iyengar (1918- ). its powers into thy heart, and OM of Brahman will These two teachers each have a very large following of then be thy boat with which to cross the rivers of

(iv) (v) Figure 1

VOLUME 3 NUMBER 1 7 WHAT IS YOGA?

(vi) (viii) (ix) (x) Figure 2

fear. And when the body is in silent steadiness, the postures up for easy of study, by using the simple breathe rhythmically through the nostrils with a observation of the area of the body most affected, then peaceful ebbing and flowing of the breath. The the following patterns emerge: chariot of the mind is drawn by wild horses, and those horses have to be tarned."4 THE PRADIPIKA So it seems that sitting still and having a quiet mind are the most important things that you need in 15 POSTURES order to achieve success in Yoga! This raises the classic Five seated positions mainly affecting the legs "chicken and egg" situation; did the ancients devise the (Fig. 1. sequence): postures to enable them the flexibility to sit comfortably (i) Padmasana (Lotus) for long periods, or did the sitting still for long periods make them so stiff that they devised the postures to ease (ii) (Perfect) their suffering? Your guess is as good as mine. (iii) (Prosperous) (iv) (Hero) (v) Bhadrasana (Gentle) THE CLASSICAL YOGA POSTURES Five postures mainly affecting the spine, three in The most well known books that first describe flexion (forward bending), one in extension (backward postures after Patanjali, are the Hatha Yoga Pradipika bending) and one in rotation (twisting) (Fig 2. sequence): (HYP) which only describes 15 postures.s Then, three (vi) Pascimottoanasana (Posterior Stretch) Flexion centuries later, we have the Gheranda Samhita which (vii) (Tortoise) Flexion presents 32 postures. The number has roughly doubled, (viii) Uttana Kurrnakasana (Stretched Tortoise) Flexion although it includes the original 15 postures from the (ix) (Bow) Extension HYP.6 It's these 32 that are generally referred to as: "The (x) (Twist) Rotation Classical Yoga Postures." So if we now take a pictorial look at the 32, we will discover some very interesting The remaining five cover other parts of the body things. You will notice for a start, that the majority are (Fig. 3. sequence): performed on the floor, and that there are only four (xi) (Cows Head) Arms standing postures. (xii) (Cock) Arms and legs As there were only written descriptions of the (xiii) (Peacock) Arms & abdominals postures in the classical Yoga books, I have taken the (xiv) Simasana (Lion) Throat with locks or most widely accepted interpretations from the texts to bandhas produce the accompanying illustrations. If you divide (xv) Savasana (Relaxation) Affects whole body

(xi)

Figure 3

8 DIRECTION WHAT IS YOGA?

Figure 4

One interesting observation is that all these are The additional spine positions (Fig. 5. sequence): performed on the ground-there are no standing (xxiii) (Cobra) postures. (xxiv) (Locust) Now, if we look at the Gherand Samhita (GS) we (xxv) (Camel) find that the number of postures has approximately (xxvi) Uttana (Supine Pelvic) doubled to 32, whilst still incorporating the 15 from (xxvii) (Fish) HYP. Here we make an interesting observation; the ratio Plus (HYP): Pascimottanasana, Kurmasasana, of the postures stays very much the same. Uttanakurmakasana, Dhanurasana, Matsyendrasana. So the ancients who put these systems together, maintained the one third of postures for the legs, one third for the spine, and one third related to other parts "Remember, like many other of the body. I have placed the four standing postures with the "other parts" group, because they also things in life, you only get back incorporate the element of balance. If you look at the "spine" postures, you will find that the extra five in the what you put in ... " GS have redressed the balance from the earlier work of HYP, by increasing the number of extension postures The additional other parts postures. Now for the from one to six. There is also another relaxation position first time, we have four standing postures and one more offered, that of Makerasana, although lying prone relaxation posture. (Fig. 6. sequence): instead of supine. (xxviii) Gorakasana (Mountain) (xxix) Vrksasana (Tree) THE GHERAND SAMHITA (xxx) (Eagle) 32 POSTURES. (xxxi) Samkatasana (Eagle) (xxxii) Makerasana (Dolphin) The additional seated leg positions (Fig. 4. Plus (HYP): Gomukasana, Kukkutasana, sequence): Mayurasana, Simasana, Savasana. (xvi) Guptasana (Hidden) I am not suggesting that one try to do all the (xvii) Mandukasana (Frog) postures as portrayed in the Hatha Yoga Pradipika, or the (xviii) (Thunderbolt) Gherand Samhita, the main reason being that most people (xix) Muktasana (Free) will find they are unable to do them. It is said that there (xx) Vrsasana (Bull) were originally 84,000 , but surely no one has the (xxi) (Squat) time, or the inclination to learn them all. It seems that (xxii) Yogasana (Meditation) the ancient source books of Yoga have condensed the Plus (HYP): Padmasasana, Siddhasena, 84,000 postures into 15 in the HYP, then increased that Svastikasana, Virasana, Bhadrasana. number to 32 in the later work, the Gherand Samhita.

(xxiii) (xxiv) (xxv) (xxvi) (xxvii)

Figure 5

VOLUME 3 NUMBER 1 9 WHAT IS YOGA?

Figure 6

If they had all these 84,000 postures to choose standing postures like Triangle () and from, then why pick out only 32 to practice? Maybe as it Warrior (Virbhadrasana). With regard to the headstand says in the second lesson: "These 32 Asanas will bring position, the ancients did not leave out the inverted about perfection in this mortal world"'? posture completely because in the Gherand Samhita we My conclusion is that all the hard work of finding also have ten Mudras.8 Amongst these is the Half out the best postures to do has already been done in Shoulder Stand (Viparitakarani Mudra), although no Full these two classic works and that any attempt on our part Shoulder Stand (Sarvagasana) is described. The main to improve the system could be just a waste of time. In difference between the two is that in Half Shoulder Stand my opinion, these are like the pure gold of the Yoga there is no chin lock applied, and so therefore requires no asanas, and they are the ones to be considered in any counter pose as in Full Shoulder Stand, and Plough. Yoga practice. However, if it is not possible to achieve It is also interesting to note from the classic books an adequate performance of the aforementioned asanas, that the number one posture is Siddhasana (Perfect how can we devise a way around this problem? Pose), and not the Padmasana (Lotus Pose) or Sirasana (Headstand), or any of the more complicated postures. "Did the ancients From HYP: "Of the eighty-four postures, one should always devise the postures to practice Siddhasana. It purifies the 72,000 Nadis', and when Siddhasana is mastered, of what use are enable them the flexibility the various Asanas?"9 Siddhasana is rated very highly indeed and this is to sit comfortably for confirmed in the two following verses: long periods? " "When there is complete mastery of the Siddhasana alone, the three Bandhas follow without effort and My suggestion is to do those Asanas that you can, naturally."lO and then to substitute a posture that is of a similar nature and type to the classical pose that you personally "There is no like the Siddha, no Kumbhaka find difficult. Most importantly, try keeping the ratios like the Kevala, no Mudra like the Khecari, and no the same. That is: devote one third of your programme Laya (absorption of the mind) like that of the inner to seated poses, one third to the spine, and the sound (nada)."ll remaining third to other parts. And finally: The keen Yoga student will notice in this compilation, the absence of well known postures such as "The Siddha-s know that as among Yama-s a the Headstand (Sirasana), Plough (), and moderate diet is the most important, and among

10 DIRECTION WHAT IS YOGA?

Niyama-s, harmlessness, so among all the Asana-s is This has been a very brief look at the classical the Siddhasana."12 Yoga postures books. I recommend them to anyone before embarking on a course of Yoga practice, or even From this we can conclude that the most for those who have been practising for some years, to important posture is sitting still. However, as anyone reestablish your reasons for starting into this life science who has tried to sit still for long periods knows, it of Yoga. I am often asked how I relate the Alexander requires stamina, strength, and a reasonable degree of Technique with Yoga. One thing that they have in fitness. This is why I believe the asana Yoga practice was common is that Yoga is not about acquiring knowledge, originated. It may seem ironic to many people that you but rather in ridding oneself of ignorance. Similarly, the spend all that time developing the body to such a state Alexander Technique is not concerned with being right, of control and development, to then forget it. I believe but with avoiding going wrong. So my feeling is that: that mind-body control goes hand-in-hand to succeed in "Yoga gives me a philosophy for living-Alexander most skills of life, and this applies equally well in Yoga. gives me the means whereby to do it, 24 hours a day." • There is a great deal more flexibility allowed in the way that you practise Yoga than most people may believe, contrary to the views of some Yoga teachers whom can appear very fixed and rigid in their approach. Also, it seems from reading the text of these ENDNOTES classic Yoga books, that the order in which you do the 1. Sutra: a thread, or very cryptic verse that is easy to postures is very much up to you. This makes a great remember, but can be elaborated on by the guru. deal of sense when you consider that every individual is 2. Swami Prabhavananda and Christopher Isherwood How to Know God: The Yoga Aphorisms of Patanjali The different, and that which suits one person, may not Vedanta Society of California: (1983) p. 159. necessarily suit another. The individual must choose for 3. Juan Mascaro (Translated) The Bhagavad Gita (5th themselves how they practice. Of course a guru or century B.C.) Penguin Books: Middlesex, UK (1965) p. 70 teacher can be useful and helpful, saving you from Chapter 6 v. 13. mistakes, but make sure that they leave you in a state of 4. Juan Mascara (Translated) The Upanishads Penguin freedom, and not bondage.13 Books: Middlesex, UK (1965) p. 88. 5. Svatmarama The HathaYogapradipika of Svatmarama The Adyar Library and Research Centre: Madras, India (14th Century A.D.). "...it seems that 6. Sris Chandra Vasu (Translated) The Gheranda Samhita Theosophical Publishing House Ltd: Adyar, India p. 26. sitting still and having 7. ibid., p. 16 8. A mudra is a symbolic gesture. It also intensifies the a quiet mind are the most action of the posture on the body. Yogasanas teach control of the body, mudras teach control of involuntary muscles important things that and the nervous system. In Yogasanas, the mind can be out of the body, with mudras the mind must be in the body. you need in order to achieve 9. ibid., Chap. 1 V. 39 p. 16. 10. ibid., V. 41. p. 16. 11. ibid., V. 42. p. 16. success in Yoga!" 12. ibid., V. 38. p. 16. 13. J. Krishnamurti The Awakening of Intelligence Victor The number of repetitions, the length of time Gollancz Ltd: London: (1973). spent in a posture and the ones that make you feel good, 14. ibid., p. 26. or give you strength or flexibility, all depends on your 15. Theos Bernard Hatha Yoga Rider & Co: London (1950). body-type, your age, your personality and your ABOUT THE WRITER temperament. These factors all play an important role in Ken Thompson began teaching deciding how much you should practice. Remember, Yoga in Further Education around like many other things in life, you only get back what 1965, then started the first you put in. educationally approved Yoga If you don't practice, you cannot expect to get the teacher training course in Essex in 1971.He has been a council good results that are stated in the Gheranda Samhita: member of the British Wheel of "These 32 Asanas will bring about perfection in this Yoga since its founding in 1966. He mortal world."14 qualified as a teacher of AT in 1979 and in 1988 founded It is said, that to stay three hours in a posture is a the Essex Alexander School. He has taught Yoga and AT sign of mastery, but we all know looking at some of throughout UK, Europe, Australia, USA and Africa. In these 32 postures, that this would seem to be an 1996 he authored The Movement Book and followed it with impossible feat. Theos Bernard states that he had to Are You a Natural Hatha Yogi? He is at present working on Health and Fitness Without Exercise. spend three hours in the headstand position before his guru would say he had mastered it-but at least his 65 Norfolk Road, Seven Kings, Ilford, Essex 1G3 8L] U.K guru said he could move his legs around a bit to break Tel: +44 020 8220.1630 Email: [email protected] Web: website.lineone.net/-ken_thompson/ up the boredom!15

VOLUME 3 NUMBER 1 11 z ~'"

I U'"

;""''" o z '"z ~ '" @'--~~~~~~~~~~~~~~~~~~~~~~~~~~~-----..J'" OFF THE TABLE

AN ALEXANDER TEACHER ON THE MAT

by Karyn Chapman

H Anyone who has learned this technique ofthe correction ofinterference with the working ofthe primary control will be able to put it into practice in daily life in any sphere, and, in any form ofactivity, including games and all forms ofexercise. " FM Alexander 1

I n the Alexander world, I am constantly disdain for mindless exercise with bad use, but challenged by perceptions that any form of exercise is nonetheless sheds light on the obvious regarded as contrary to the work of EM. Alexander. misunderstandings when placing Yoga in a merely Reassured by the introductory quote above, taken from "exercise basket". The Universal Constant in Living, it is quite plain to see After more than 20 years of applying Alexander that he thought nothing of the sort and I assert that Technique to Yoga, my experience has shown that misconceptions within the Alexander teaching through good use, Yoga can become a way of life for the community have fueled this opinion in the first place. westerner. In this article, I hope to shed some new light By delineating between musical or theatrical on the value of Yoga to the AT community. performance and other humanly activities such as running, cycling or swimming, a false divide is created YOGA IN MY LIFE between acceptable and non-acceptable activities. Yoga, to the uneducated, is also placed amongst this grab-bag I started attending Yoga classes at the age of 15. of repetitive exercises, devaluing a system of human At that stage of my life, I was also very involved in development that predates the FMA principles by over classical ballet and tap dancing. From my very first Yoga 4000 years. Allowing such opinion to develop over the class, I immediately knew that Yoga was something I years has no doubt been precipitated by FM's own could see myself doing well into myoid age. The slow

12 DIRECTION OFF THE TABLE

and gentle pace was in stark contrast to the blood, sweat While these are natural activities for human beings, if and tears of the ballet world. I have a deep love of body they are not part of everyday life, the flexibility needed movement and from my first Yoga class, I realised I'd for such movements is soon lost. The western lifestyle found a healthy way to enjoy my passion. requires that we spend large amounts of time sitting in During my 35 years of Yoga involvement, I have chairs, either in our cars, at our desks or watching TV. completed three separate Yoga teacher-training courses. We have completely forgotten that our bodies are made My first training was at the age of 25 whilst living in for movement. Hip joints that are only conditioned for London. It was during this two year training course that getting in and out of a chair, will soon find they are a bit I was introduced to Ken Thompson and heard about the rusty when asked to sit on the floor. AT. Ken at that time was the chairperson for The British It always interests me to observe AT teachers and Wheel of Yoga as well as an AT teacher. I was fascinated trainees working in a Yoga class. Whilst we can master by his understanding of how to help pupils in the Yoga getting in and out of a chair with good use, when taken classes with all sorts of problems. When I asked him out of our usual daily activities, all the old habits return. about this, he said, "If you want to be a good Yoga Applying the principles of AT to Yoga is no different to teacher, you must do the Alexander training." applying them to any other activity. The idea that we My reason for starting the AT training wasn't can get away with just being stiff and unfit so long as we because I wanted to teach AT, but in the hope that this free our necks, should not lull us into a false sense of training would help my own Yoga practise and flexibility. teaching. The AT lessons had already improved my back Those who do like Yoga, soon realise there is a problems enormously after years of ballet had left it in skill required for this type of movement. When it is tatters. The AT teacher-training brought me to a point taught with the help of AT, strain and injury are where I even contemplated giving the Yoga away overcome. The AT can make the difference between safe completely. Instead, I incorporated the principles I was and unsafe exercise. learning into my Yoga teaching, knowing full well that I I always suggest to people wanting to learn Yoga was in for a rocky road. To test the waters, I started a that they start with AT lessons first. This they are happy Yoga class for AT teachers and pupils at my training to do when I explain that unless they address their day­ school. I reasoned, if I could present Yoga to these AT to-day habits, these habits will be compounded in their people and they enjoyed it, the task would be worth Yoga. When you have AT teachers and trainees in a Yoga pursuing. The classes went well and I was soon invited class, they are able to apply inhibition and direction as to teach by various Yoga groups who were interested in they work, and understand how to respond to the the combination of ideas. hands-on help of a trained Yoga teacher. This allows the Yoga practise to be at a more subtle level, and for me, is a delight to teach. "If you want to be a A Yoga teacher that is AT trained also teacher~ understands the importance of working with a small good Yoga you must do group to make it possible for pupils to receive individual attention. People love to exercise and we will the Alexander training. " never stop this, but what we can do with the help of the AT, is to teach them to do it with good use. I returned to Sydney in 1985 and continued with this combination privately as well as introducing it to local Yoga groups that were interested. Sadly however, since completing my AT training I am not totally accepted by either camp. The Yoga associations-who at first welcomed this new knowledge-slowly began to avoid me. They were worried that I wasn't teaching "classical Yoga" and all this new change was too much. This was also the case with some AT teachers-many had the opinion that if I wanted to do Yoga I certainly didn't understand the AT. Teaching AT in the context of Yoga has helped increase my insight into a range of conditions of misuse. Habits can often lurk unobserved in daily activities but reveal themselves brilliantly when we do Yoga. Alexander teachers are not immune and it is only once new activities are experienced that insight can be gained-outside normal activity. Working in training courses, observing pupils and teachers alike, has shown me that even with 1600 hours guided work, something as natural as squatting or @L-- ---l sitting cross-legged on the floor is still difficult for most. Fig 1: Warrior II Lunge

VOLUME 3 NUMBER 1 13 OFF THE TABLE ~~~~---~------~~~~~~~--~-----.

WESTERN ENDGAINING different. Eventually they get bored or hurt themselves and leave the class. If you observe a typical Yoga class in session, you Observing a typical forward bending Yoga will generally see a group of about 15-20 pupils, with a posture either sitting or standing, you will see a lot of teacher sitting out the front. The teacher will verbally misuse. Everyone just wants to bend further with no instruct the class and demonstrate the Yoga postures to thought of what they are doing to themselves in the be practised. At times, the Yoga teacher will perform the process. Heads will be retracted, spines rounded over postures with the class, however, in my opinion, this is and knees locked back. not teaching. Participants will always interpret verbal H instructions differently and end-gain to follow the I see a lot ofYoga teacher who has probably been doing Yoga for many postures as merely advanced years. Most times, despite the teacher asking the class to let him/her know what problems the pupil may have, AT procedures. " the common instruction will be: "only do what you are comfortable with." This vague instruction results from When pupils have AT lessons before they join a the fact that most Yogis are not taught how to assist Yoga class, they learn that the directions to be applied people with the numerous problems that are presented. picking up a book are no different to bending over in As pupils are not being taught what is safe for them Yoga class. The main difference between the two bends with their particular problem and body type, they just is that when you are working with Yoga postures, the try to keep up with the rest of the class, to not appear types of movements to be performed are more

Fig 2: Preparation for Extended Lateral Angle Pose

14 DIRECTION OFF THE TABLE

whilst watching a TV screen, or jumping up and down in an aerobics class to mind-numbing loud music! Yoga, like the AT, cannot be learned from a book, and was originally taught one-to-one. As its popularity has increased in the West, group teaching has emerged. The pace of modern living seems to be increasing exponentially with many competing demands on the self. Our family, friends and work colleagues are bombarded with over-stimulation from advertising and the constant need-especially for those in the workforce-to keep up-to-date with changes in technology. Then there are the particular stresses created by our own interactions with this technology. "Good use enables Yoga to become a way oflife for the westerner. " Fig 3: Full Extended Lateral Angle Pose Unfortunately, many of us cannot remove advanced. You learn to work towards these more ourselves from the rapid pace of change and every-day advanced movements without destroying the working stress. It is therefore essential that we learn how to deal integrity of the whole. I see a lot of Yoga postures as with it effectively. Everyone needs to find what is best merely advanced AT procedures. for them amidst constant change, and the range of Movements taught or explored in AT training possibilities are endless. For me, it is the ancient, tried schools, such as squatting, crawling, bending, lunging, and tested system of Yoga. I find that AT has enhanced balancing and prone-work, are covered in Yoga my practice of Yoga and Yoga has enhanced AT in my postures. The only difference is that as you become a daily life. As a system of exercise, it is very more advanced Yoga student, these movements require complimentary with AT, as both disciplines address greater skills of flexibility and strength. mind-body awareness. It is my belief that the combination of these two powerful modalities offers us the key to become our best and develop our potential. I YOGA IN TODAY'S WORLD am eternally grateful for the journey so far, and my Yoga is not a new 'fad'. It has been taught from students learn to use it or lose it. teacher to pupil for thousands of years. The Indian OMSHANTI • tradition develops metaphors and ways of describing the body (life forces, energy centres) as it is experienced, from the "inside out". The Western tradition looks at the END NOTES body from the "outside in", peeling it back one layer at a 1. F.M. Alexander The Universal Constant in Living Mouritz: time, believing only what it can see, measure and prove London (2000) p. 50. in randomised, double-blind tests. The East treats the ABOUT THE WRITER ------~-~ person; the West treats the disease. Our system of Karyn Chapman has completed medicine is very fragmented in that people are sent off three Yoga teacher-training courses to different specialists to quantify different parts. from 1977-85. Her first in London Yoga is holistic-its interest is in the integration of in 1977 was also where she first the body, mind and spirit. It also places an emphasis on encountered the Technique. After nutrition and ethical conduct. The other effects of Yoga graduating, Karyn returned to are better strength, better balance, peace of mind, Australia and taught on the first stronger bones, cardiovascular conditioning as well as Alexander Teacher Training Course. During her 17 years in Sydney, she has been helping the practitioner along the path of spiritual involved in teacher training for both Yoga and the awareness and enlightenment. It is a natural health Alexander Technique. Karyn has pioneered the system and once the basics are learned, you can practice combination of Yoga and the Alexander Technique in at home for free with very little equipment, possibly Australia and over the past two years has spent time helping to avoid expensive and invasive surgical or writing of her experiences. In April 2002 she moved to pharmacological interventions. Brisbane to open "The Back School" with her daughter, Many forms of exercise are only concerned with Tara, who is also qualified in both modalities. improving our physical appearance-there is no Level 1, 454 Brunswick St, Fortitude Valley Q 4006 mind-body connection at all. Look at people in a PO Box 1064, Hamilton Q 4007 Australia contemporary health club-peddling on an exercise bike, Tel: +61 (7) 3358.3377 Web:www.backschool.com.au

VOLUME 3 NUMBER 1 15 THE FORMULATION OF AN ALEXANDER LESSON

AN ILLUSTRATED GUIDE FOR THE PERPLEXED

by Mervyn Waldman In this three part series, Mervyn will explain his methodology for structuring a lesson, beginning with introductions and then describing suggested activities.

LESSON NO. 1: AN OVERVIEW. A BEGINNING

It is surprising how few teachers, it seems, he variety of approaches taken to giving a first T actually undertake an initial examination of the pupil's lesson must be as numerous as the variety of use. While much may be gained by perceptive individuals-each with their specific needs and levels of observation of the pupil as they enter, sit and comprehension-that arrive on one's door-step. For communicate in the first few minutes of a meeting, it some, while in acute pain or distress, the table work remains invaluable for a teacher's diagnosis to may prove an invaluable introduction, with minimal specifically request that the pupil conduct simple demands being made of the new pupil. For others, of a activities such as walking, sitting and rising from a chair. particularly tense and nervous disposition, a procedure Followed by a light-hearted and diplomatic description and I or demonstration by the teacher of where that is the least threatening and most familiar (such as improvement may be gained (as opposed to frank guided standing and walking), may enable the pupil to criticism or denigration) will often capture the attention adjust quickly to being handled, especially around and interest of even the least indisposed child or emotively sensitive areas such as the throat, head, skeptical adult. abdomen and chest. It is always opportune to inquire as to exactly why the potential new pupil wishes to have lessons in the It is well to remember the results of published Technique. The first meeting or two may well be geared medical researchl as to how little, in fact, a patient to conveying the Technique's relevance to the needs of attending a physician actually recalls of advice given, the individual and plays an important role in even in regard to matters of fundamental importance to encouraging the novice to continue to attend. health and correct usage of medication. Similarly, to Consideration may also be given to the fact that it is a expect a new pupil to actually comprehend more than basic human need to express to an empathic listener the the most basic concepts or instructions, in a situation distress, pain and anxiety that often initiate a first providing multiple and novel sensory and conceptual consultation. Genuine empathy may be worth more than skilled hands in the first encounter with a new pupil impressions, is asking well nigh the impossible. Furthermore, when actually handling the pupil, it is both the art and science of the technique to limit one's A DESCRIPTION verbal instruction to precisely what is being conveyed manually, and to convey manually precisely what is A very brief and carefully formulated description being expressed verbally. of the aims and purpose of the technique is essential for It may be wise to reformulate and simplify, an educated and informed response. It should precede initially, some of the standard verbal instructions. For any application of the teacher's hands. Once more, it is an art to level your explanation to the comprehension of example, the order to "let the head release out of the the pupil while being neither long-winded, neck" may cause less confusion than "let the head go condescending nor patronising. I find that an forward-and-up". Conceptualisation of "forward and explanation directed to the pupil's immediate concerns up" is difficult enough for many a qualified teacher, let may be far more relevant than esoteric descriptions of alone a new pupil. "psycho-physical re-education." For example, a pupil

16 DIRECTION THE FORMULATION OF AN ALEXANDER LESSON ------.._------

Photo 1 Photo 2 Photo 3 attending because of acute back or neck pain may Where to begin? How much to say? How much to readily comprehend a simple description of the "do"? Perennial questions asked even by the most technique as being: "... a way of learning to gently experienced of teachers sensitive to the demands and permit the spine to lengthen so as to encourage a needs of the new pupil. There may be no standard separation of the vertebrae one from the other. This will answer or formula, but there are clear principles that minimise strain on the delicate components of the spine, will determine, from the very first minutes of the including the discs. This is, in turn, is achieved by teacher/ pupil encounter, as to whether an Alexander teaching a more efficient use of the muscles of the body." lesson or something else is being conveyed. Alternatively for a new pupil with few, if any, Having explained the need to not rely on what specific problems it may suffice to say that, "the may be a faulty sense of right and wrong use, as well as technique encourages efficient and skilled use of the not to attempt any gross doing, stiffening or relaxation, body in one's daily tasks and challenges, minimising the teacher attends to his/her own use and then effort where possible." In addition, a few words as to the proceeds to apply his hands. The critical question to be strength of old and possibly faulty habits, as well as the asked at this juncture is whether it is the clear intention, importance of being willing to stop and think before any first and foremost, to free the pupil's neck, guide the new way will be successfully accomplished, may be apt pupil's head forward and up from the atlas bone of the and timely at this early stage of instruction. neck and to encourage, simultaneously, the pupil's back to lengthen and widen. If not, despite whatever Furthermore, there is a need to explain the disability, impediment or disposition manifested by the importance not to rely on what may be a faulty sense of pupil or verbal abstraction on the part of the teacher, it right and wrong use but rather, for the moment, to trust is unlikely that what is being conveyed is the Alexander the teacher's judgement. One useful way of Technique. demonstrating the matter is to instruct the pupil not to Photo 1: In a previous article, ("A Classical Use of tense, hold or assist in any way, while slowly raising The Front Hand", DIRECTION, Vol.2 No.8 pp12-14) an both arms of the pupil. Reminding the pupil once again attempt was made to demonstrate one of the most not to assist, slowly lower one arm leaving the other difficult yet efficient of procedures, enabling a teacher to unsupported. More often than not, the pupil will successfully guide even the most consistently retrograde continue to unconsciously elevate the unsupported arm, of pupils in the shortest possible time. It is a manoeuvre despite your instructions. that is returned to time and again throughout the early series of lessons. It enables the teacher to gain the most complete control of the pupil's use while conveying, A MAGIC MOMENT with unparalleled clarity, an improved relationship of the head, neck and back. (OR DISASTER): HANDS-ON Photo 2: It is usually essential in the first few lessons, to introduce an exaggerated forward curve to The inevitable moment has arrived. Will the the head-neck relationship, to prevent gross stiffening teacher's hands, in reality, be up to translating the and shortening of the neck when movement is glorious goals described? Now comes the moment of undertaken. Take particular note of the teacher's left truth. hand and little finger placement preventing the pupil

VOLUME 3 NUMBER 1 17 THE FORMULATION OF AN ALEXANDER LESSON ______~ __~m_

Photo 4 Photo 5 Photo 6 from lunging forward and downward while still initiation of movement, to lean into the teacher's conveying an upward drive in the back. The neck of the forearm while the hips of the pupil continue to be pupil as well as the wrists of the teacher are guided by the other hand. continuously kept as free as possible by a rolling Photo 6: Early encouragement of the release of the movement of the teacher's wrist and hands conveyed to shoulders and their attachments and, as a consequence, the head of the pupil, including and especially during the widening of the back is especially helpful. movement. The pupil's head must, as always, continue A final thought regarding the inevitable errors to be taken forward and up from the neck simultaneous made by the new (and not so new) pupil during a with the aforementioned "manoeuvres". lesson. It is a very rare human being indeed who does Photo 3: Very often, early instruction in the use of not react adversely to negative criticism. It may be the monkey position, as a transition procedure from better, therefore, to use the phrase, "Let's see if we can standing to sitting, takes a great deal of stress out of the improve what you just did" rather than, "That was situation where both teacher and pupil are, unfortunately, wrong". all too often determined to get in and out of the chair. It In my next instalment, I would like to look at the limits the end-gaining potential and temptation to sit in remarkable range of ways in which Alexander manually the chair and gives ample time for mutual inhibition and conveyed the principles and practice of the technique consideration of the means. It helps overcome, and which have been all too often forgotten, neglected furthermore, the inevitable fear of falling. or put to one side. • Photo 4: A technique that is almost a professional secret in regards to those undergoing teacher training is ENDNOTES the use of the teacher's hand below the armpit, the 1. Charles V. Pumilia "Psychological Impact of the thumb preventing any lunging forward and downward Physician-Patient Relationship on Compliance: A Case of the pupil, while the other hand controls the head / Study and Clinical Strategies" Progress in Transplantation neck relationship. Its comparative ease of application Vol. 12 No. 1 (2002) pp. 10-16. (yet overwhelming control over any of the "antics" of a ABOUT THE WRITER new pupil) has caused it to be shown reluctantly, if at all, to students in their training years. The feeling has been Mervyn Waldman was born in London that with such a manoeuvre as an alternative, a student in 1949 and has been a practicing naturopath/ osteopath since 1974. He would all too readily avoid the hard grind and constant has been an Alexander Teacher since practice required of the previously illustrated procedure. 1981, having had lessons with Peter However, it remains a procedure that enables an Scott and teacher training under incomparable means of furnishing powerful directions Patrick Macdonald and Misha while at the same time preventing gross misuse in even Magidov. Mervyn immigrated to Israel the disabled or most uncoordinated of pupils. in 1991 and was in private practice in Jerusalem and a Photo 5: A need to convey the meaning and member of staff of Hadassah University Hospital. He now importance of "keeping the back back", (i.e. in relation to teaches in the Galilee and Haifa and hopes to open a training course in the near future. the head, which must be allowed to lead at all times) is introduced as early as possible. A useful means of doing Moshav Manof, D.N.Misgav, 20184, Israel Email: [email protected] so is to encourage the pupil before and during the

18 DIRECTION PSYCHOPHYSICAL RE-EDUCATION

AN EAST-WEST PERSPECTIVE

Lyn Charlsen interviews Michael D Frederick and Sigrid Wagner

L ~ o z « L « Cl o >- ~ « I u « L « z ;;; '" @L-'" ----"

The hands ofT Krishnamacharya, 1988 Inhibition, movement, primary direction, not endgaining... these principles exist in both the AT and Yoga.

LYN: Let's begin by finding out how you both proper livelihood. This statement struck me to the core came to Yoga and the Alexander Technique. and I asked myself how I could do this in my life. It MICHAEL: After graduating from the University became obvious to me that training to be an Alexander of Wisconsin in the late 1960's where I studied theatre, I Technique teacher would fulfill this wish. I completed went to acting school at The Bristol Old Vic in England. WaIter and Dilys Carrington's Alexander Technique This was followed by an intensive one-year study at the teacher training in London. A few years.after moving International Academy for Continuous Education near back to the USA in 1979 I started to study Viniyoga with Oxford, which changed the course of my life. This was a friend of mine, Sonia Nelson-a Yoga teacher and an experimental school based on the Fourth Way work student of T.K. V. Desikachar. This work continues to this of Gurdjieff. The director of this academy was I.G. day. Bennett who was a friend of WaIter Carrington. While SIGRID: I was also introduced to Yoga in the late attending this academy I had 50 individual Alexander 1960's, first through meditation and study, and then lessons within a ten month period. That absolutely through asana practice-the practice of postures. Several changed my whole way of thinking. There I also studied of the great messages of Yoga-that we are the work of Shivapuri Baba, one of the first modern interconnected, that our actions affect not only us but Yoga masters to teach in the west. In the Long Pilgrimage everyone and everything around us, that we have a life's (1965), J.G. Bennett states that one of the principal duties work that is uniquely ours, and that our most that Shivapuri Baba taught was the importance of challenging practice is to live mindfully from day to physical duty...maintaining body and mind through day-resonated very deeply with me. I began practicing

VOLUME 3 NUMBER 1 19 PSYCHOPHYSICAL RE-EDUCATION

Left to right: Kausthub (Desikachar sson), T. K. V. Desikachar and his wife Menaka, Michael D Frederick, Madras, December 1998

Yoga in my late teens, and after several years, I trained and how we can free ourselves from them. The Yoga to teach and was certified in 1980 by Cheryl Harriman, a Sutras of Patanjali deal extensively with the nature of student of . I first heard about the Alexander mind and with man as a psychophysical being. Only Technique in the mid-seventies when I was coaching two out of 195 sutras mention asana. The popular notion opera at UCLA. An Alexander teacher came in one day that Yoga is about getting into odd postures and to work with some of our singers, and I was fascinated stretching out is a consequence of asana being the one with the transformation in the depth and quality of their truly visual aspect of Yoga practice. It is difficult to vocal expression. Later, after years of encouraging my photograph the "inner work" of Yoga. voice students to study the Technique, I took up its MICHAEL: I agree with this perspective, Yoga study myself and became a teacher. This seemed an today is so often reduced to asana which is then further appropriate step to take, because the Alexander reduced to "physical exercise". I like to call the Yoga we Technique also provided a means to bring balance into study, Viniyoga, a "full spectrum Yoga". In other words, people's lives. I didn't realise how closely related Yoga not only do you do asana, but also breathing, chanting, and the Technique were until I became a serious and meditation-so the whole thing has a gestalt to it. Alexander student. Then the parallels between the two It's really Yoga beyond the mind, beyond the disciplines became obvious. conditioned self. Asana is simply a way to get the physical body tuned and to focus on the self, to be "As you ask the question, integrated in a psychophysical way. One definition of the word Yoga is to yoke or link up. So what you are Waiter Carrington just floods doing here is linking up the whole sense of the human being, the mental, the emotional, the physical, the into my mind" spiritual. SIGRID: Yes ...formulating a clear intention and LYN: Since the way you two think about Yoga is linking it to action. Another definition of Yoga is to clearly connected to the Alexander Technique, it seems quiet the activities of the mind, so that our perception to me that you might define Yoga differently than most becomes more clear and accurate, to be present and people. Is Yoga more than just the practice of specific attentive so we can observe our samskara--our patterns movements? What would yout definition of Yoga be? and our conditioning-and not be caught in their web. SIGRID: Yoga goes far beyond movement. It is The message of Kriya Yoga-"the Yoga of action"-is, to actually one of the six major philosophical systems of be free of our conditioned existence...we need to pay India, and as such deals extensively with the human attention so we can positively and intelligently direct the condition, how we are responsible for our tribulations, changes that inevitably occur in our lives.

20 DIRECTION PSYCHOPHYSICAL RE-EDUCATION

LYN: In a sense you've just described the LYN: Do you think that traditionally the Alexander Technique! So then it goes without saying Alexander Technique is taught with limited movement, that Yoga is relevant to Alexander teachers? and is this due to any shortcomings or limitations in the MICHAEL: I would say yes. In a way, I call the Technique itself? Alexander Technique-Yoga. MICHAEL: I don't think there are shortcomings in LYN: Have you found that your personal the Alexander Technique, I think there are shortcomings knowledge of Yoga has been beneficial when teaching in teachers-people get very limited in the way they the Alexander Technique to students? teach. The technique is applicable to everything. MICHAEL: Yes. For instance, when I work with SIGRID: I think the traditional way in which the students who are caught up in the shoulders I want to Technique is taught is extremely practical. Linear give them a simple movement to help with their movement-in and out of the chair, walking-is a good flexibility. First I bring them back to the Alexander starting point because the context is simple. We just principles of self observation, inhibition, lengthening, shouldn't get stuck there. As soon as you walk to the and widening. I then might draw on Yoga and do some end of the room and turn around there's a spiral. A new simple arm raises connected with their breath. I make a element is introduced and one way it can be further very clear distinction that they're applying the explored is through the use of simple asana. Alexander Technique to this simple movement and it helps them with their range of motion. They become more conscious and experience more flexibility. "Both Yoga and AT LYN: Do you think ofthis as asana or do you think of it simply as movement? take away the unnecessary SIGRID: I think of scenarios like these more as explorations of movement in terms of awareness, within a pattern. " inhibition, and direction. My sense of asana is that the movements are somewhat more systematic and well LYN: Would you give your Alexander students defined. However, movement with attention to the asana, chanting, or meditation at some point during breath and to the experience is definitely Yoga, and their course of lessons? explorations like these form the basis of asana practice MICHAEL: When a person comes for an Alexander for my students. In our Viniyoga tradition where the lesson, they have come to study out of their own practice is constructed around attention and awareness initiative, so usually I wouldn't impose or even offer a and any asana can be adapted, this distinction is almost Yoga practice. If it came out of their own interests and a moot point. they asked for an application of the Alexander MICHAEL: For example, a person says that they're Technique to their Yoga practice I would gladly do it. As having a hard time while they're driving on the freeway an Alexander teacher in a delicate way I might even looking over their right shoulder at the blind area. What suggest to certain students, "You sit in the car for hours, I can do that may help is seat them on a chair and do an you're at a computer all day, maybe you should try arm raise on inhalation and a twist to the side on Aikido, Yoga or...perhaps even Feldenkrais!" Something exhalation. I can get them to work with very delicate that broadens the movement pattern. spiral movements. That would be an adaptation of an LYN: Have you worked with many people who asana. I want to give them the experience of maintaining study only Yoga and what is your impression of their their length as they do the spiral action so that the next ability to absorb the Alexander principles? time they are driving on the freeway, they think a little SIGRID: This is a very interesting question. I've bit. They stop, they come back to their length, let their had widely differing experiences depending on the eyes look, and have a sense of increased integration person's Yoga background. I have worked with many through their primary direction. People tend to people trained in our Viniyoga tradition, who are taught oversimplify the Alexander Technique-ten minutes in a to be present, to pay attention to their habits of thought chair, ten minutes on a table, ten minutes in a chair in a and movement. It has been my consistent experience thirty-minute lesson. This is fine, but what about spiral that talking to and putting hands-on Viniyoga people movements, lateral movements? has been extremely easy. They understand immediately LYN: Don't you think those things might come up what is going on, and they can apply the Alexander in a lesson with someone who doesn't practice Yoga? Technique principles to their benefit in their Yoga MICHAEL: They could and they do. However, practices. On the other hand, when I work with people Alexander teachers fall prey to the tendency to become from outside our tradition, I often encounter people who habitual within their patterns of teaching and Yoga are-dare I say it?-not so well trained. There is what I lends itself well to exploring a full range of movement. would call a current crisis in Yoga in the west. One SIGRID: Unless a student is already engaged in teacher training program in our area certifies people activities that incorporate more extensive movement, or after two weeks, another after only two days. People there is a specific intention on the part of the teacher, I trained in this way generally focus only on the external think the tendency in a lesson is to stay with linear aspects of practice-how do I look in this posture, how movements. Practicing asana definitely changes the long can I stand on my head, can I stretch further than way we think about movement. this guy sitting next to me? Add to this the fact that

VOLUME 3 NUMBER 1 21 PSYCHOPHYSICAL RE-EDUCATION --- ._~----_.

many people are practicing the same sequence of LYN: It sounds to me that it's not so much a postures day in and day out, and you have a recipe for question of the discipline you're teaching, but what the disaster. Their routines can become so automatic that student brings to that discipline, and what he wants. their minds go elsewhere-maybe they're thinking SIGRID: This is where we began our discussion, about what they're going to have for dinner while isn't it? It all comes down to your intention-in Yoga they're practicing! People whose minds are running in this is called bhavana. For a practice to bear fruit your this track are some of the most difficult to work with, intention must be clear. because they endgain terribly. MICHAEL: If my intention is to come with a glass MICHAEL: You see, traditional Yoga was taught that is empty, there is room for learning, to take material one on one, except to children. Group classes developed in. If I come with a glass full to the brim and I am in the west and created a watered down version of Yoga, interested only in demonstrating how much I think I know, then nothing is going to happen. which fits our instant, consumer-based society. Sadly, LYN: Would you ever recommend that Alexander this concept of group asana classes has now filtered back teachers do Yoga? to India. The insight an individual can have in a one on one student-teacher relationship can really enable MICHAEL: After I was certified as an Alexander teacher I trained in the Feldenkrais Method and then in learning to happen more quickly and deeply. What Yoga. It helped me immensely because it helped me happens when people study the Alexander Technique identify less with being an Alexander teacher. There was and attend Yoga class simultaneously is that they more openness once I had trained in these other actually enhance their Yoga understanding of disciplines. This is not to say that my first love isn't the themselves in a psychophysical way because they're Alexander Technique-it is the way I earn my living­ getting that personal attention in the Alexander lesson. but it freed my thinking. I had fallen a bit into the All you have to do is go into any group asana class, syndrome of walking, working in a chair, and lying where there are twenty-plus students, and look at what's down on the table. When I practiced Yoga, and did going on. You will see all sorts of unconscious patterns movement patterns that were non-habitual and non­ of interference. western, I just felt more flexible in my whole system. I I've observed that people are basically divided felt I had more options in the way I move and teach. into two different categories. There are those who have LYN: If an Alexander teacher came to you and you the ability and desire to learn. The others get great found this person to be a bit stiff or set in their pattern, security out of their own little discipline-package and might you suggest that they study Yoga? get very defensive if you try to go beyond that. In all MICHAEL: Again, you can't give someone advice systems, whether in the Alexander world, the Yoga unless they ask. If they're open then you can talk to world, or the Feldenkrais world you get this type of them. One of the nice things about our Alexander thinking. It's where people are coming from inside. I call teacher-training program in Los Angeles is that both the it the round brain versus the square brain syndrome. teachers and the students are open to exploring other movement disciplines, even though the Alexander Technique is our primary focus. "If a Yoga student has patterns SIGRID: I'd like to touch on a delicate subject. When I began my training, I was asked to stop ofendgaining ingrained into their practicing asana. I complied with the request because I saw the value of not stimulating old patterns, especially asana, I would ask them to stop in the initial stages of the program. I did not practice for at least two years, and when I wanted to resume my while they retrained their practice, I was strongly dissuaded several times. In retrospect, I think it would have been much more beneficial for me to have had Alexander Technique psychophysical thinking. " assistance with my practice during that time rather than to have ceased practice altogether. When I finally did SIGRID: Curiosity and a thirst for knowledge resume my practice, I found that I had lost the capacity create an amazing potential for discovery, as FM's own to get into certain postures that had previously been saga demonstrates. For example, Erich Schiffman, a straightforward. The psychophysical re-education of the wonderful Yoga teacher who has studied with both Alexander Technique is not a substitute for the physical Desikachar and Iyengar, has woven the concepts of training required to practice asana---Dr to engage in any direction and non-doing into his practice. He has a physical activity, for that matter. No musician would lovely book called Yoga, the Spirit and Practice of Moving stop practicing his instrument for two years! Into Stillness!, in which he talks about direction as "lines LYN: Can you think of an instance when you of energy". I don't think he knows anything about the would recommend to Alexander Technique students not Alexander Technique, but he is awake to his experience, to continue with their Yoga practice? as were his teachers. Direction is one of those open MICHAEL: It depends on their level of endgaining. secr~t~ that are there for anybody to discover if they are If a Yoga student has patterns of endgaining ingrained sensItive, attentive, and practicing consistently. in their asana practice and they are not consciously able

22 DIRECTION PSYCHOPHYSICAL RE-EDUCATION

to stop those patterns, I would ask them to stop while LYN: Do some Alexander teachers think Yoga is they retrained their psychophysical thinking. The length unnecessary or do they think it is actually harmful? of time depends on the individual. Then they could MICHAEL: They probably think both. They think bring that new awareness back to their Yoga. Sigrid's that if your psychophysical system is faulty, it's harmful experience of being asked to stop her Yoga practice for because you're simply repeating a bad pattern. They two years was far too long in my estimation. It would think it's unnecessary because they believe that the have been better to have applied some of her Alexander Technique can give you everything you need. psychophysical re-education to her Yoga practice. LYN: What would you say to the Alexander SIGRID: Yes, the ultimate goal should be to bring teacher who says there are no benefits to Yoga, and in the principles of the Alexander Technique into the asana fact if you are practicing Yoga then all you are doing is practice, not to stop the practice altogether. endgaining? MICHAEL: I would say you really don't understand Yoga and your understanding of the "Group classes Alexander Technique is very limited. LYN: How many people do you believe think of developed in the west and created Yoga in the way that you are describing it? SIGRID: A very small number, less than 20 per a watered down version ofYoga. " cent, maybe even less than 10 per cent. The more popular it becomes, the smaller that number will become, I suspect. LYN: Can Yoga and the Alexander Technique be MICHAEL: It's not necessarily bad that people combined in training as a dual discipline without approach Yoga because they think it's a good way to get compromising one or the other? fit. Approaching it through their bodies and getting MICHAEL: They can be combined without themselves tuned up is "right action". As they get tuned compromising one another, as long as the rigor of each up, they become much healthier, and, their thinking can system is respected. If you have a sense of the true spill on to other levels, so it's an entree for people. Then principles of the Technique, applying those principles to they can take it as far as they want to go. Some people Yoga deepens the experience. If combining these might awaken to the whole concept of Yoga. I've met disciplines results in compromise it would be due only people who aren't interested in the Alexander Technique to a teacher's lack of skill. because it's too disciplined, but they are interested in SIGRID: I don't think that combining the going to a simple asana class. Once they do that, and Alexander Technique and Yoga represents a compromise start waking up to things-maybe noticing certain because the underlying tenets of both disciplines are habits they can't let go of-they take another look at the essentially the same. The Alexander Technique is based Alexander Technique as something that possibly can on inhibition. Yoga is based on the concept of nirodha-a help them. Asana can pave the way into greater process of stopping, of stripping away the unnecessary, awareness, inhibition, and consciousness for some. much like refining ore by separating out the impurities. 2 SIGRID: I can support this. I discuss this MICHAEL: Exactly. Both systems are processes of occasionally with my friends who are Yoga teachers, and negation. A lot of Yoga students have difficulties we all have experienced some students who come in because they don't understand this idea of negating: not and just shop around, and others go far beyond their this, not that. They approach Yoga from the traditional initial brush with asana. Most people stay for the western way of accumulating. Both Yoga and the Alexander Technique take away the unnecessary within a pattern. Alexander directions are preventive causing a cessation of our habits of interference, as is mindfully practiced Yoga. SIGRID: There is no reason why the practice of asana-or any other aspect of Yoga-should undermine the learning and practice of the Alexander principles any more than playing an instrument should...or singing, doing tai chi, or going out for a run... MICHAEL: ...or making love should. What happens in the Alexander world is that very often teachers say that if you run, work out, play the violin or the piano, practice Yoga, you need to stop and simply focus on the Alexander Technique. Hopefully, then you lessen your debauched kineasthesia, and you can go back to your original activity with a better use of yourself. But we need to keep in mind that everything can become habitual and conditioned, including the Alexander Technique. Sigrid Wagner: Ardha Baddha Padma Pascimatanasana

VOLUME 3 NUMBER 1 23 PSYCHOPHYSICAL RE-EDUCATION

could lead to precision in actions but also to a lack of flexibility. There was a lot of stiffness, a lot of holding posture. SIGRID: And I think we must be very careful not to incorporate that restrictive attitude into our work today. MICHAEL: Exactly...because this limits the fundamental understanding of the Alexander Technique and robs people of a constructive, healthy experience of practicing Yoga. If you think about it, we are born with an incredible potential for movement. Then, as we age, we restrict our movements more and more, until we reach our late sixties or seventies, where the cliched image is of someone slightly bent over, slightly stooped. Very often this is the accumulation of a lifetime of bad habits. If people, as they grow into adulthood and beyond, have the discipline of the Alexander Technique and can apply that to something like an asana practice, it encourages a wide variety of movement, and helps them to keep all the options open in their central nervous systems. As far as their flexibility of movement is concerned, that is very valuable.

H Ifcombining these disciplines results in compromise, it would only be due to a teacher's lack ofskill. "

LYN: How would you educate Alexander teachers about the way you see Yoga as a discipline? SIGRID: The best format for this would probably be a series of workshops...a place where people coming from both disciplines could meet, where there could be cross-fertilisation and an exchange of ideas. MICHAEL: Which is not mixing systems-people Sculpture ofPatanjali at the Gurukulum need to hear this. Cross-fertilisation is an enhancement, not a watering down, as some think. People get threatened and say "Oh, let's come back to basics", and physical discipline because it's somehow meeting their we lose the opportunity for a fresh point of view. We needs-they need to move around, to free themselves need to create an environment where people really learn up. Engaging in movement with the awareness of breath about both disciplines and how to apply them to each does calm people's nervous systems, and even if they other in a way that increases their understanding of have no further interest beyond the exercise, there is inhibition, movement, primary direction, not going to be some benefit. Like Michael, I've had people endgaining...these principles exist in both the Alexander come to me first for Yoga and then go on to the Technique and Yoga. Alexander Technique. Most of my students who begin LYN: In this context, would it be advisable to have by studying either the Alexander Technique or Yoga end an Alexander teacher unfamiliar with Yoga, help up studying both, and this comes from them. It is not students while they practiced asana? Conversely, could due to any proselytizing on my part. you have a Yoga teacher--especially one unacquainted LYN: How is this relevant to the Alexander with the Technique-teach asana to Alexander students, Technique world? trainees, or teachers? MICHAEL: Rigid ways of thinking exist in the MICHAEL: The first part is easier to answer. We Alexander world. Think about where the Technique know as Alexander teachers we are trained to apply the came from. Even though it started in Australia in the technique to activity. Alexander teachers unfamiliar with latter part of the 1800's, it took root in England at the Yoga, would still be aware of students pulling their turn of the last century. The Edwardian-British heads back or tensing in some way as they go into asana. mentality, contained the positive and negative sides of The other way is a little more tricky because you would their code of conduct, discipline, and etiquette which need well-trained Yoga teachers. Really well trained PSYCHOPHYSICAL RE-EDUCATION ------_.---

Yoga teachers would be sensitive to how inhibition and the primary direction work in the human being, even though they might not use Alexander jargon. They would have had this experience in their practice and would be able to apply it to the Alexander discipline. SrGRID: A skillful Yoga teacher would be able, using some or all of the tools of Yoga-tools like movement, breath, sound, statement of intention, visualisation, meditation-to craft a practice that brings each student to a personal experience of what we call awareness, inhibition, and direction. Of course, many Yoga teachers do not possess this level of skill, and this is where the relationship of Yoga to the Alexander Technique becomes difficult. If teachers are not well trained, they usually end up imposing their own, inadequate experiences on their students. MrCHAEL: This is an extremely important topic: Michael D. Frederick, Krishnamacharya Yoga Mandiram, December 1998. teacher-training for Alexander teachers and Yoga teachers. I have been teaching now for 25 years. There is uniqueness in the Alexander Technique model of originally taught as a discipline of inner work, and you training. Meeting Monday through Friday three-hours have at least three or four thousand years of experience daily, for a minimum of three years, brings students to a there. So once you go beyond the beginning level of point in the middle of their second year where they putting your psychophysical system in more healthy really can't see the light at either end of the tunnel. order, Yoga leads the Alexander Technique, because Students arrive at a place in the Alexander training there is conscious attention to a broader range of inner where they almost don't want to hear someone say, "Let work, meditation, and transformation-really going your neck be free... ". beyond my petty little concept of self. That barrier must be worked through-I call it the I have often noticed that when I am sitting quietly dark night of the soul-and I think good yoga training after an hour-long yoga practice with chanting and needs to be like that as well. T. Krishnamacharya­ breathing and all sorts of work leading up to meditation, Desikachar's father and the premier yoga teacher of the something happens to my direction in terms of the last hundred years-spent over seven years at Mount Alexander Technique. It's as if there is a fundamental, Kailash, where he received personal instruction from his deep relaxation-I'm using this word in its true sense, guru, Sri Ramamohan Brahmachari. When he came back that is without collapSing-that allows something to into the world he studied even more. He is the man who unfold that is quite amazing. Not only am I lengthening trained Iyengar, Desikachar, Pattabhi Jois, Indra Devi, and widening, it's as if the energy of direction comes and other people you can name. Where Yoga people can right up through my back and spine to the nape of my really learn something from the Alexander model is in neck and out the top of my head. A deep direction how to train Yoga teachers, because there are instant occurs and something unlocks in me. I am describing it trainings out there, and it doesn't work. There needs to from a distance, because when it's happening, I'm not be a Yoga teacher-training that meets daily for a thinking about it, I'm not doing it. It's one of those minimum of three or four years. things...something you talk about tangentially because you see the shadow on the wall, like in Plato's cave. SIGRID: The Alexander Technique excels at "I've met people introducing people to the experience of awareness, listening, stillness, and being present, because it who aren t interested in AT consciously teaches inhibition and direction. The personal insights that result from learning the technique because it is too disciplined, may lead to investigations of such questions as the nature of mind and of being. But, it is neither implicit but they are interested in going nor required that this should happen, and the technique has no specific tools to delve into such questions should to a simple asana class. " they arise. Conversely, there are no specific teachings in Yoga about inhibition and direction although both LYN: So where can Yoga be taken, as compared to concepts are inherent in the practice. Since the purpose where you can go with the Alexander Technique? of Yoga is to explore these fundamental questions, the MrCHAEL: Yoga practice requires that we confront tools to reach and investigate the higher levels of the big existential questions such as "Why do I exist?" experience are more readily available in Yoga than in the and "What is my -the sense and purpose of my Alexander Technique. life?" In this regard, Yoga is much more extensively LYN: It seems to me what you are saying is that thought out than the Alexander Technique. Yoga was the combination of the Alexander Technique and Yoga PSYCHOPHYSICAL RE-EDUCATION

can enhance both disciplines as well as a person's experience of themselves in a way that one or the other ENDNOTES might not. Do you think that the kinds of qualities that 1. Erich Schiffman Yoga, the Spirit and Practice of Moving you are describing in Yoga can also be plumbed through Into Stillness Simon & Schuster: New York (1996). the Technique? 2. Whicher Ian Chap. 4, "Nirodha, Yoga Praxis, and Transformation" The Integrity of the Yoga Darsana SUNY MICHAEL: This is really good. As you ask the Press: New York (1998). question, Waiter Carrington just floods into my mind. As you know, he trained me in London and I respect MICHAEL D. FREDERlCK and care about him dearly. There is something about Qualified as an AT teacher under WaIter Walter...he is an absolutely extraordinary human being. I and Dilys Carrington, London England, trained for three years to be certified, and for a fourth 1975-1978, certified as a Feldenkrais year in post-graduate work, and I never felt judged by practitioner under the direction of Moshe him. I feel that WaIter created an atmosphere for Feldenkrais in USA and Israel, 1980-1984. learning that was quite marvelous-his inner discipline Master class training with Marjorie was impeccable. To him, the technique is a life's Barstow from 1981-1993. Founder and discipline. Patrick McDonald, Marj Barstow, Dr. Wilfred director of the first three International Congresses on the AT Barlow, Marjory Barlow, and WaIter Carrington, these and current chairman of the International Congress Board of first generation Alexander teachers-on some level­ Directors. Trained in the Viniyoga Tradition by Sonia Nelson took it as a discipline that affected their whole life in an and TKV Desikachar, since 1984. Alexander Teacher Training extremely deep and profound way. Maybe they were so Institute of Los Angeles, Board of Directors and Teaching close to the source, it spilled over. staff,1987-present. LYN: From my point of view as an Alexander P.O. Box 408 Ojai, CA 93024 teacher, I think that it's still possible. The people who Tel: (310) 880 7700 are truly practicing the Alexander Technique are SIGRlD WAGNER practicing it in that way-it's a life discipline, just like Sigrid Wagner is a native of California. Yoga. She has studied historical musicology MICHAEL: I remember experiencing Desikachar at UCLA, Sanskrit and Indian teach for the very first time in the spring of 1987. I was philosophy at the University of expecting some flashy Yoga teacher from India who Heidelberg, Germany, and thought that he was god's gift to everyone and who biochemistry and pre-medicine at the knew everything. Oh, how I was wrong! I was taken University of Maryland and CSULB. with how ordinary he was, and how he would have us She was certified to teach the Alexander Technique in 1997 do very simple movements. Desikachar was not in a at the Alexander Training Institute of Los Angeles. Sigrid hurry, he was not flashy, he was not trying to prove has studied and taught yoga for over twenty-five years, anything, and I was struck with the profundity of doing and counts as her teachers Cheryl Harriman, Indra Devi, simple asana. And he was specific when asked Gary Kraftsow, Sonia Nelson and T.K.Y. Desikachar in questions. The Technique has that same specificity. Both Madras, India. She currently teaches the Alexander Yoga and the Alexander Technique have a very high Technique, Yoga and Vedic Chanting in Redondo Beach, degree of specificity and "in-the-moment-ness" about California and is a member of the faculty at the Alexander what's happening with the student's habits. But, as soon Training Institute of Los Angeles, where she teaches as these teachings fall solely into a group dynamic, anatomy. people's bad habits sneak out from under the rug and 2115 Belmont Lane, Redondo Beach CA 90278 you see all sorts of things going on. Tel: (310) 798 5083 Email: [email protected] LYN: Do you find that either the Alexander Technique or Yoga is a superior means to enhance your LYN CHARLSEN understanding of yourself, of the world around you, Lyn Charlsen was certified to teach the and of people's general condition? Alexander Technique in 1977 by Frank MICHAEL: I think that is a comparative non­ Ottiwell and Giora Pinkas. She has question. Both systems hold equal potential. Their taught the technique at the USC School effectiveness depends on the person holding the tool. I of Theatre, California State University see the Alexander Technique as a western Yoga, but it at Los Angeles, and to the general lacks the comprehensive spiritual teachings that the public through workshops and Yoga tradition offers. My curiosity lies in discovering the lecture/demonstrations. Lyn is currently the Director of possible alchemical transformations that could arise in the Alexander Training Institute of Los Angeles and has a bringing the two together. It is an exciting combination. private practice in Van Nuys and Santa Monica, California. SIGRID: The Alexander Technique is the practice 7455 Vista Del Monte Avenue, VanNuys CA 91405 of ; when you bring this mindfulness to Tel: (818) 786 3944 what engages you in the moment, you create a link, and Email: [email protected] that link is Yoga. •

26 DIRECTION YOKING THE EAST AND WEST

By Diana Hook

Before our lifestyles became so hectic, there was time for Yoga practice. Now it 5 time to take our Yoga practice into our daily activities.

One day I realised it had been some years since break. When she came to me and said that I was fine. I I had actively participated in any form of physical asked, "Where was I 'fine'?" activity. My work required me to sit at a desk and travel "Well, Diana, you are only sitting on the floor," interstate. There was not much time left for me. replied Karyn. My response was that I was not doing the A friend invited me to a Yoga class with her and posture and proceeded to arch my back to get the heel of my immediate thoughts turned to impossible flexibility my hands onto the floor. That was my introduction to and turning into a vegetarian. I didn't think my body end-gaining. It was also when I realised that my arms could handle all this change. To my relief there was no are not as long as my torso and therefore, I would never sitting in lotus or standing on my head. The asanas be able to place my hands flat on the floor! This gently stretched my body, my breathing improved and presented me with a different perspective to that which I the relaxation at the end did wonders for my state of had learnt during my Yoga training. It triggered my mind. search for more information on biomechanics and At times I felt my body and Yoga were not movement. designed for one another, as often the postures were During the week I was able to achieve more in my difficult. Later, I was to learn what these shortcomings postures, primarily with better alignment and a lot less meant. The most interesting thing I noticed was that struggling. Having recently graduated as a Yoga teacher, without consciously changing my diet, I was actually and still not really wanting to teach, I knew that I had eating less meat. My body was telling me what it found something that would enable me to teach Yoga needed and for the first time I was listening to its more competently. wisdom. Previously, I had lived mostly in my head. (My mind would tell my body what to do, and my body dutifully obeyed-I liken the relationship to that of DAILY PRACTICE parent and child.) For the first time, mind and body were working together. The power struggle was IN DAILY ACTIVITIES subsiding. Only the dedicated few will practise between classes. The usual excuses are "not enough time", "too HIt is so easy to become many interruptions", or "too tired". My response was to integrate my Yoga practice into everyday activities, proficient in particular postures naming the postures accordingly. In this way I hoped to encourage people to incorporate the movements they and forget to listen to the wisdom were learning in class, into their daily lives. The preparations for postures have been given the of the body. " names of common activities, whilst the full postures still retain their sanskrit names (so people can move easily to Whilst training as a teacher, my Yoga teachers other teachers!). told me I would have to work harder to be able to put The "bank-queue posture". This name comes my hands flat on the floor in -legs extended from a recent report on the length of time it takes to be in front, arms beside my body. So dutifully, I stretched served---on average 8-10 minutes. Next time you're in a and practised with the heel of my hands getting no queue, watch the way people shift from one leg to the closer to the target. This continued to present me with a other and how much they collapse into the supporting challenge---one that I was determined to conquer. leg. Preparation for any balancing posture requires the My introduction to the Alexander Technique weight to be shifted from two legs to one without came at a residential conducted by Jeremy Chance and collapsing. This movement is ideal for balance and Karyn Chapman. During one early morning class, I was mobilising the sacroiliac joints. sitting on the floor in dandasana. As Karyn was The "washing line posture", or "reaching for the checking everyone's Yoga postures, I was taking a little top shelf in the kitchen". This is a preparatory posture

VOLUME 3 NUMBER 1 27 YOKING THE EAST AND WEST ____~~.~ ~ ~__~ __ n~_~ __

Unloading dishwasher posture Making the bed posture Reaching for the top shelfposture for all types of back bends and stretches, allowing the widen." This "check-list" is used before commencing the neck to be free and length through the spine. posture, moving into the posture within the posture and "Making the bed posture" was developed at the also reversing-coming out of the posture. In reality, request of a student who has nine children. Apart from this check-list is used anywhere and everywhere. teaching the children to make their own beds, the The average Yoga teacher will say, "Do this-this posture emphasises moving into and out of a forward is what it looks like." This is the Yoga check-list. The bend, by hinging at the hip joints. instructions are more external-pull, lift, stretch-very My students practice in any queue, in the doing words. The Yoga check-list is much more difficult supermarket, in an operating theatre or at an informal to apply to everyday activities. function. My reward comes when they tell me that their When I started going to Yoga classes, my purpose lower back doesn't hurt, and that the waiting time was to become fit and healthy-to set a pattern of doesn't seem to be as long. They are also pleased that healthy living for the rest of my life. Over the years, as I they have found the time to put into practice something have changed and developed, so too has my teaching. they have learned. I notice the difference in their whole Yoga helps me to explain the AT in activity, and through being and the improvements are obvious in class. the AT, to explain the subtle meanings of Yoga. It is so easy to become proficient in particular COMING FROM WITHIN postures and forget to listen to the wisdom of the body. ----~------If the practice of Yoga is limited to achieving proficiency of movements then it is unlikely to be taken into daily During my training people talked about "being living. With AT, I have been able to connect with centred", "coming from within", or "being present in the integrating mind and body. • moment". When I tried to find out what that experience felt like, the Yoga teacher failed to tell me how, or guide, or demonstrate what it meant. Always the reply was, "You'll just have to work it out for yourself." When I ABOUT THE WRITER thought I had worked it out, these teachers could never Diana Hook teaches Alexander confirm it for me. This was totally unsatisfactory, and it Technique and is a certified member of wasn't until I was having Alexander lessons that I had AUSTAT and IYTA. (International Yoga any idea of what it meant or even how to attain it. Teachers Association) She has a private Certainly, it was nothing like I was trying to "do". practice in Port Macquarie NSW where By giving Alexander directions and inhibiting she teaches Yoga in small groups and wanting to do the asana at any cost, the body's individual Alexander sessions. She has alignment remains intact, and balance is maintained travelled to most regional centres of northern NSW and is throughout the process. In this way, the integrity of pleased to see other Alexander Teachers moving to the Yoga is preserved and the application of AT brings area. Diana has undertaken further study in related fields to enhance her knowledge to be a better teacher. about a better state of harmony within body and mind. The AT says, "Free the neck, let the head release Tel: +61 (2) 6583.3239, Fax: +61 (2) 6583.9238 off the end of the neck so that the back can lengthen and Email: [email protected]

28 DIRECTION OF ONE MIND

ALEXANDER AND ASHTANGA

by Suzanne Faulkner

Whether we use a chair or a pose, our goal for improvement in the human condition can be informed by a universal principle. Should we expect a similar end?

The Alexander Technique is unique, set apart Before I proceed, I should qualify myself as an from and more profound than any other means Ashtanga Yogi. I practiced Hatha and lyengar before available for improving one's life. Maybe I wasn't taught finding and falling in love with Ashtanga. Although the this so much as I believed it and early on in my studies diversity of Alexander is a little seedling compared to the sought teachers who reinforced this belief. It has been big old oak tree of diversity that Yoga has grown to be, there for me in many moments in which I carried out an the Technique too, has different styles, different forms. activity against my habit of life. In a very real sense, I Studying Alexander and Yoga at the same time owe Alexander my life. No wonder I put it up on a with the same dedication to each, reminds me of Frank pedestal. Pierce Jones' comments about simultaneously studying Ten years ago, while training under Ruth Kilroy under F. M. and A. R. "It was much easier to see that there in Boston, I began also to study Yoga, which has become was a fundamental principle involved that had nothing to increasingly important to me over the years. I now do with the personality of the teacher or his particular study Yoga with the same fervor that I used to save way of teaching."1 In studying under them both, he could exclusively for Alexander. While I still maintain that the see the principle that was the essence of both of their AT is of utmost importance to me (and mankind) as a teachings. With each passing day, I can more clearly see profound tool for change, I no longer believe it owns the through the individual personalities of Yoga and ranch. Clearly, the Technique has not changed, so what Alexander, which are dressed up in different mannerisms, is it about Yoga that has allowed me to let Alexander to the fundamental principles they share. There is a similar share the pedestal I have it on? message inside these different messengers.

VOLUME 3 NUMBER 1 29 OF ONE MIND

Pascimottasana or ''west bend stretch"

To highlight the similarities between Yoga and conscious control. We seek to unlearn the habits of Alexander, it might be instructive to first look at their thinking that block us from experiencing and living the primary difference. As I see it, Yoga and Alexander are truth of body and mind as one unified entity. different in much the same way apes and humans are Alexander's yoking of body with mind uses tools similar different, only one percent of chromosomal difference to those used in Yoga's yoking of self with Self. Although makes me a human and Koko an ape, but that one percent these tools have different names and are spoken in is big! And the difference is this: Yoga's top dog is divine different tongues, they define the same concept. consciousness; Alexander's is human consciousness. In Yoga, human intelligence is believed to be a reflection of an eternal, unchanging, pure consciousness. "Inhibition, direction and Traditional Yoga practitioners seek to free themselves of delusions cultivated in this life and of the karma of past unreliable sensory-awareness are lives that separate the individual self (self) from the Universal Self (Self). The practice of Yoga (literally, principles that deeply "union") is the process of removing such obstacles and uniting with pure consciousness.* inform Yoga. " In Alexander on the other hand, the responsibility for human improvement is left to us down here on this Yoga and Alexander both emphasise practice planet. Our resource for cultivating this improvement is before theory, no matter what style or form of these our intelligence. In Alexander, the process of unifying disciplines one follows. One of Pattabhi Jois' (the guru of the self is our means of cultivating constructive Ashtanga) favourite slogans is "Ashtanga Yoga is 99 *The general public is often led to believe that Yoga's focus percent practice, one percent theory." As David is flexibility. In truth, Yoga is about flexibility the way Williams, an Ashtanga teacher on the Hawaiian island Alexander is about posture; that is, flexibility happens to Maui, explains, "Before you've practiced, the theory is be one of the benefits of Yoga, not the heart of it. Similarly, useless. After you've practiced, the theory is obvious."2 while the study of Alexander's discovery often improves Similarly, John Dewey speaks of practice before theory posture, that is only the tip of the iceberg. in this manner, "Only when a pupil reaches the point of

30 DIRECTION OF ONE MIND

giving his full attention to the method of Mr. Alexander our brain directing intention. And in both cases, a instead of its results, does he realise the constant reflexive up occurs. The belief in an infinite up is the influence of his sensory appreciation."3 Alexander refers Alexander way of understanding the yoking of body to the practice and theory of his work when he states, "I and mind as a never-ending journey. As Ruth Kilroy am offering a psycho-physical approach to the problem used to say to me every day during my training, "There of translating ideals, theories and beliefs into practice."4 is always more up!" And, just as the best Ashtanga teachers on the planet The "up" of Alexander is the "in" of Yoga. The "in" advocate experiencing the theory of Ashtanga via the of Yoga, the yoking, is also never-ending. One can practice of Ashtanga, Alexander concludes: "A great always seek a deeper connection with Self. Annie Pace, deal of the confusion and perplexity in the world today one of the world's leading Ashtanga teachers certified to is due to the acceptance and spreading of theoretical teach by Sri K. Pattabhi Jois says, "When the going gets concepts which have not sprung from the personal rough, go in, get small, to be able to expand out into the experience of those who advocate them."5 pose." The belief in an infinite "in" is to embrace the reality that the process of yoking self with Self is a lifelong quest (and perhaps, as traditional Yogis suggest, "Yoga and Alexander the quest of several lifetimes). During a weekend workshop taught by Annie, both emphasise practice she spent more than half an hour of the first two-hour class in samasthiti. Samasthiti translates to mean "equal before theory. " standing" or standing up in a straight line. samasthiti is the most basic of standing poses, but standing in perfectly balanced alignment is, of course, deceptively Alexandrian inhibition, direction and unreliable complex. In the summer of 2000, Pattabhi Jois addressed sensory awareness are principles that deeply i?fo.r~ 150 eager Ashtangis at a workshop in Manhattan, saying Yoga. In practicing Yoga, for instance, we must mhIbIt in his broken English, "If samasthiti perfect, roll up mat, the urge to go directly for the pose; therefore each pose no need, you go!" Nobody left. Just as no self-respecting becomes an opportunity to notice the degree of t.he Yogi will ever claim to have arrived, true Alexander cultivation of end-gaining. As my ability to practIce students are never done. We can all continue to improve goal-less (non end-gaining) Yoga increases, I ca~ more our head, neck and back relationship. We can always clearly see and cultivate the inaction in the actIon. In find more equal in our standing. Alexander-speak, the more I attend to the means So here we were (in Durham's Yoga Spot with whereby, the stronger my ability to inhibit. Annie Pace), nearly 50 Yogis standing on the end of our Thus, instead of endgaining our hands directly to mats, ready for a long weekend of Yoga, and Annie was our toes, we place our intention on creating an sounding (and looking and moving) like a well-trained environment of self that enables us to experience the Alexander teacher: "Let the elbows rest, let the tongue "correct action" of the pose. Correct action, in Yoga, rest in your mouth, it is not about getting the pose, the leads to extension, or put another way: The ability to real journey is to be here now, a tiny change in your hips inhibit enables direction. The ability to then inhibit and can bring about correct action, don't sink down on your send direction creates dynamic extension. This dynamic hips, keep your hips over your heels, it may at first feel extension, which is both the primary control and what odd to stand correctly." Throughout the weekend, when restores the primary control, is the correct action of we were in much more difficult poses, Annie would Yoga. "Correct action creates more correct action."6 remind us to find the samasthiti, the equal standing, in In his first book, Alexander quotes Herbert Spencer on the same concept: "Each faculty requires fitness for its function by performing its function; and if its function is performed for it by a substituted agency, none of the required adjustment of nature takes place; but the nature becomes deformed to fit the artificial arrangements instead of the natural arrangements."7 In Alexander's final book, he reinforces this concept of correct action creating correct action, "When, on the other hand, a person's manner of use is such that there is no interference with the correct employment of the primary control, it means that an influence is constantly operating in his favour, tending always ~o raise the standard of functioning within the self, both m outside activity and during sleep."8 Correct action creates an increasing restoration of the primary control. In Yoga, we look first to the foundation, or the root of the pose. In Alexander, we look first at the ~ea~, neck, and back relationship. In both cases, the looking IS Urdhva dhanurasana (back bend)

VOLUME 3 NUMBER 1 31 OF ONE MIND:ALEXANDER AND ASHTANGA

the pose. In other words, she was reminding us that, no conscious minds. The fruits we surrender are the matter how difficult the pose, we must aim up along the improvements we experience in health brought about by spine, let our necks be free so as to allow our heads to our adherence to Alexander's "principles of mechanical move forward and up. advantage." Adherence to these principles allows us to The poses of Yoga are the chair of Alexander. That rid ourselves of the mental and physical delusions that is to say, the poses and chair work are the scaffolding keep us from experiencing unity of body and mind. As that enables the teaching to have a home base around we continue on the journey of relying less on feeling and which to structure ideas. The same way a pose may be more on our constructive conscious control, these fruits, done a bit differently by different styles of Yoga is the this experience of unity, are directed once again to our same way our chair work can vary. The base (how wide constructive conscious control. We choose to move from the feet are placed) of utthita trikonasana, or triangle the known (reliance on feelings) deeper and deeper into pose, is far wider in the lyengar tradition than in the the unknown (reliance on constructive conscious control). Ashtanga tradition. Similarly, the base of the traditional Yogis aim to do Yoga off the mat, applying the Macdonald chair is far wider than that of the Carrington guiding principles of Yoga in all aspects of life. For chair. But, regardless of the width of the stance, triangle Alexander students, the same is true. It is nice to get in is triangle and chair is chair. and out of a chair with ease, but can we be easy with ourselves, and each other, when we are "off our chairs"? The heart of both Yoga and Alexander aims to nudge "The heart our species toward a higher consciousness. In this 1 know we are of one mind. • ofboth Yoga and Alexander aim to nudge our species

toward a higher ENDNOTES . " 1. Frank Pierce Jones Body Awareness in Action: A Study ofthe conSCIousness. Alexander Technique Shocken Books: New York (1976) p. 72. 2. Anne Cushman "" I believe the Alexander community can learn January/February (1995) p. 64. from the Yoga community to honour differences within 3 EM. Alexander Constructive Conscious Control of the the common aim of the discipline. An Alexander teacher Individual Centerline Press: California (1985) p. vi. 4. E Matthias Alexander The Universal Constant in Living who imparts the knowledge of awareness, inhibition, Centerline Press: California (1986) p. 202. and direction used as the means to restore the primary 5. ibid., p. xxxviii. control is staying true to the work of F. M. Alexander. If 6. Annie Pace Yoga Spot Workshop Durham, North an Ashtanga teacher encourages her students to practice Carolina: February 2002. Ashtanga's poses (asanas), breath (), and 7. EM. Alexander Man 5 Supreme Inheritance Centerline gaze (dristi) with consistency over a period of many Press: California (1988) p. 508. years with an intention to restore conscious contact with 8. Alexander (1986) op. cit., p. 11. Self, she is staying true to the teachings of Sri K. Pattabhi 9. Sri K. Pattabhi Jois Yoga Mala Eddie Stern / Patanjali Jois-no matter how she approaches the technical Yoga Shala: New York (1999) p. 15. aspects of each pose. ABOUT THE WRITER One Yogic principle I cherish is the concept of Suzanne has been studying the surrendering the fruits of the practice back to the source. Alexander Technique for 16 years. She "Nishkama karma (nish-without + kama-desire­ went though the AmSAT (then NASTAT) certification process in 1995. karma-action) is an action performed without a wish She has studied under many different or desire for the fruits, or results, of such action. The teachers, making a conscious decision ultimate, Yogic ideal is to perform all actions to experience different schools of without desire for personal gain, and to offer instead Alexander thought. Ruth Kilroy and all their fruits to God. Performing actions with the Rivka Cohen are her major Alexander influences. Her mind directed towards results increases ego and major Ashtanga influences are Annie Pace and Maty keeps us bonded to the idea of "I " and "mine," Ezarty. A movement background of dance, gymnastics, while offering the fruits of actions to God leads heptathlon, Tai Chi, Aikido and dressage inform her towards surrender to the divine will and liberation Alexander and Ashtanga practices. She is currently fascinated with tulips, glass bricks, the slight smile of the from the idea of a separate self." (Sri K. Pattabhi J whispered ah, and head stand variations. Special thanks Jois, Yoga Mala)9 to Patricia Mickelberry for editing assistance and Alex For many years I thought this reverence was Murray for sharing his Alexander scholar knowledge with missing from Alexander's Technique, but I have come to me. And of course, thanks to all of my teachers. realise that we too surrender our fruits back to the source. 404 Hugo Street, Durham NC 27704 USA Here is the one percent difference again: we merely Tel: (919) 220.9090 surrender the fruit back to a different source, our Email: [email protected]

32 DIRECTION ALEXANDER TEACHER EDUCATION

AN INTEGRATED VIEW OF PROFESSIONAL COMPETENCE: PART Two

by Terry Fitzgerald

Competency assessment of trainee teachers is a necessity, but what of the educators themselves?

ASSESSMENT OF but this would probably be regarded as insufficient quality assurance in the culture of CBT. AT TEACHER COMPETENCIES In 1991, STAT established an independent panel of moderators to oversee and report back on training A major difficulty that would face the AT standards and trainee competence at the schools within profession in any attempt to implement CBT and its jurisdiction. These moderators are senior teachers assessment lies in its lack of "industry-endorsed and / or faculty members of training programs but, assessment guidelines". This is compounded by the lack although their recommendations are taken into account, of instructions on teacher training from Alexander they have no authority to pass or fail the students or himself and the plethora of often-conflicting opinions regulate the schools they assess. As I understand it, their from his many successors as to what good teaching terms of reference for student appraisal are the means in practical terms. A far-reaching following five technical skills as listed in the first part of conceptualisation of teaching competence would need to this paper.(refer DIRECTION Vol. 2 No. 10) be agreed upon by the profession both intra and 1. an understanding of EM. Alexander's terminology; internationally, before competency assessment 2. an ability to convey this understanding to the pupil, guidelines might even be brought up for discussion. both manually and verbally; 3. some knowledge of EM. Alexander's life and the By tradition, assessment of AT teacher trainees' history of the Technique; progress is continuous over the residency period and it 4. an ability to effect a change in the "use" of a pupil; is the prerogative of course directors to certify each 5. an ongoing expectation of change in their own use.2 trainee as competent after at least three year's While this list does not mention the integrated or attendance. This master and apprentice type of higher level competencies I also alluded to, as a assessment, where the teacher and assessor are the same monitoring template it is a healthy example of external person, is based on a lengthy relationship and possibly auditing of beginning teacher competencies and biased. Ultimately, each assessor/ director has his or her mitigates the bias, confusion and possible upset that can reputation at stake, as determined by the peer opinion, occur with the apprenticeship model. In line with this,

VOLUME 3 NUMBER 1 33 ALEXANDER TEACHER EDUCATION

to professional practice,20 and deserves the study of AT teacher educators. Reflection-in-action refers to the process of responding to an unexpected or inconsistent phenomenon by reflecting on, and rethinking one's initial understanding of it, constructing a new description of it and testing that intuitive theory in an action experiment. A reflective practitioner becomes a researcher into his or her own practice-a self-educator constantly learning-not just applying time-worn procedures to seemingly repetitive problems. Schon points out that clients may also need to be educated to this way of thinking, particularly if they are used to unquestioning deference to their practitioners.21 This is the context for reflective contracts between practitioner and client which call for: Trainee teachers at the Sydney Alexander School practice their "table work" skills "... competences which may be strange to [the practitioner]. Whereas he [sic] is ordinarily expected to play the role of expert, he is now expected from the introduction of portfolios might well be considered time to time to reveal his uncertainties. Whereas he by those AT professional stakeholders interested in is ordinarily expected to keep his expertise private recording competencies. Learners would be accountable and mysterious, he is now expected to reflect for creating and maintaining their portfolios in a way publicly on his knowledge-in-practice, and to make that could be presented to accrediting authorities as well himself confrontable by his clients."22 as being a form of continuously updated CV for viewing For adult educators, Brookfield highlights the by prospective clients and employers. This approach importance of another dimension to reflection, namely could have the additional advantage of introducing "critical reflection", which links in with the learning of them to the value of lifelong learning. democratic habits by both teachers and students.23 More At this point I would like to highlight what is than coming to a clearer understanding of our actions generally regarded as an important higher-level and identities by freeing ourselves of distorted ways of competency for teachers and their educators, namely: reasoning and acting-both personally and reflectivity. professionally-to reflect critically is: "[T]o understand how considerations of power REFLECTIVE THINKING undergird, frame, and distort educational processes ------and interactions [and] to question assumptions and John Dewey published the second edition of his practices that seem to make our teaching lives easier seminal book on reflective thinking, How we think: A but actually work against our best long-term restatemen t of the relation of reflective thinking to the interests."24 educative process in 1933,16 the year after his third and Processes of critical reflection characteristically last introduction to Alexander's books appeared in The utilise group discussion, journals and logs. However, Use of the Self.17 In that introduction, he describes his with regard to AT teacher education, as distinct from experience of reflective thinking as Alexander's pupil: post-graduate training, I wonder whether it may be In re-affirming my conviction as to the scientific more appropriate not to emphasise this critical aspect of character of Mr. Alexander's discoveries and reflection until trainees can sustain themselves well Technique, I do so then not as one who has enough during any emotional reactions that might be experienced a "cure", but as one who has brought stirred up by either these processes, or the intensity of whatever intellectual capacity he has to the study of their AT work. a problem. In the study I found the things which I had "known"-in the sense of theoretical belief-in philosophy and psychology, changed into vital "Insufficient thought has been experiences which gave a new meaning to knowledge of them. 18 given to AT teacher-training While the expression "reflection" is not often systems. " found in the lexicon of AT teachers, it seems to me that if AT teacher trainees are learning anything at all they Hunt also points out some consequences for the should be learning to think reflectively. Unlike other faculty members who are teaching "reflective practice".25 models of protessionalism built solely around technical As they practise it themselves, they may also have to expertise, Schon's model of "reflection-in-action"19, has confront and articulate issues about their own become recognised by educational researchers as central responsibility and accountability. And even though they

34 DIRECTION ALEXANDER TEACHER EDUCATION

may be unqualified as counsellors, they may be called 1. knowledge base upon by their reflective students to give therapeutic 2. experience advice. Or the student might challenge the structure of 3. pedagogical skills the learning environment and even leave it. Moving 4. interpersonal/ intrapersonal communication [skills1 between roles of confessor and assessor also puts added 5. ethical grounding pressure on a teacher's relationships to learners. Based on their experience with these problems, Hunt and her 6. professional integrity associates have developed an academic practice model To accompany these competencies, the AmSAT that aims to keep reflection within appropriate committee has also compiled a list of sample questions boundaries, in their case the cognitive domain. AT that it may ask of potential training course directors in teacher educators might take heed of this advice and (continued p. 37) teach reflective practice only to the extent that they can manage its consequences with integrity. ENDNOTES In the next section I will explore briefly some 16. J. Dewey How We Think.- A restatement of the relation of issues regarding the competencies and accreditation of reflective thinking to the educative process Houghton Mifflin AT teacher educators, in particular the training course Company: Boston (1933). directors. 17. F. M. Alexander The Use of the Self Methuen: London (1932). 18. Dewey 0E. cit., p. 55. COMPETENCIES OF 19. D.A. Schon The reflective practitioner: How professionq.ls think in action Basic Books: New York (1983); D.A. Schon AT TEACHER EDUCATORS Educating the Reflective Practitioner Jossey-Bass: San Despite the fact that waiver clauses of member Francisco (1987). societies often allow them to change certain rules in 20..N. M. Ferry & J. M. Ross-Gordon "An inquiry into Schon's epistemology of practice: exploring links between unusual circumstances, the Affiliated Societies (AS) experience and reflective practice." Adult Education usually specify that an applicant for directorship of a Quarterly Vol. 48 No. 2 (1998) pp. 98-112. R. Edwards training course, needs only to have a minimum number "Mapping, Locating and Translating: a discursive of years (seven to twelve, depending on the Society) approach to professional development." Studies in experience as a teacher, plus a minimum time spent Continuing E4.ucation Vol. 20 No.1 (1998). working on training courses. No other academic 21. D. A. Schon (1983) op. cit. qualifications-educational, sociological or 22. ibid., p. 299. managerial-are deemed necessary. Many accomplished 23. S. D. Brookfield Becoming a Critical Reflective Teacher AT teacher educators do not have any sort of externally Jossey-Bass: San Francisco (1995). 24. ibid., p. 8. and recognised qualification, let alone a teaching degree, 25. C. Hunt "Learning from Lerner: reflections on it is unlikely they would feel the need for extra formal facilitating reflective practice." Journal ofFurther and Higher study. However, the Australian vocational and Education Vol. 22 No. 1 (1998). educational training system specifies that technically 26. R. Mathers "Trends employment, skill and competent trainers employed by registered private qualification requirements of training staff", Research providers should have at least a workplace trainer Reports into Professional Development ANTA: Brisbane category-2 qualification for "off-the-job" or sessional (1997). training. If Australian AT teacher educators were to 27. AmSAT Bylaws NASTAT June (1997). apply for government recognition of their courses in the 28. B. Stein "Training Course Approval Guidelines" NASTAT News Issue 36 (1997). current culture of CBT, the Affiliated Societies' minimum qualification standards would be insufficient. ABOUT THE WRITER In addition, research suggests that for institutional­ Terry Fitzgerald was certified as a based teaching, a diploma or certificate in education is teacher of the Alexander Technique in desirable, and for higher-level positions, a degree that 1978 by Mr Patrick Macdonald. His includes teaching and management competencies.26 initial profession was as a civil!public The U.S. Society of Teachers of the AT (AmSAT) health Engineer. He also has more than has by-laws that are more demanding than the AS 25 years experience as a teacher and adjudicator of ballroom dancing and minimum and specify that an applicant for director Dancesport. Since 1983 Terry has been status should have accumulated a minimum number of actively involved with Alexander teacher training courses "credit units" through post-graduate attendance at in Sydney and London and he is now the Director of The AT-based events such as workshops, conferences and Sydney Alexander School teacher-training program. He annual meetings27. Beth Stein also describes in detail the was foundation chairman of AUSTAT for five terms. Terry attributes and skills, personal qualities and other has a Master's degree in adult education from the competencies the Training Course Approval Committee University of Technology, Sydney, and is now studying would prefer training course directors (and presumably for his doctorate in education. all other AT teacher educators) to possess.28 The The Sydney Alexander School, following six "expressions of ability" areas correspond to 20 Belmore Street, Surry Hills NSW 2010 Australia higher-level competency units, each of which has a set Tel: +61 (2) 9281.0438 of elements too lengthy to list here: Email: [email protected]

VOLUME 3 NUMBER 1 35 ALEXANDER TEACHER EDUCATION

(from p. 36) for AT teacher competence which would satisfy both the person or by phone as part of its assessment process. national training framework and the particular needs of This is a commendable move towards demanding our work. professional accountability. If we want our work to expand and be fully recognised as a teaching profession by governments and communities worldwide, we must nurture within it a CONCLUDING COMMENTS culture of inquiry and self reflection. Indeed, compared Underpinning the re-educational philosophy of with the time and effort put into studying the the AT is the principle of stopping, in order to check the physiological, and perhaps psychological, attributes of appropriateness of habitual reactions to stimuli and the AT, scarcely any academically viable research has thereby allowing for more thoughtfully considered ever been undertaken into AT teacher education. Those responses to occur. In this sense, I believe that who are keen to enhance our professional standing need insufficient thought has been given to AT teacher to sponsor debate and research into the development of training systems, and that as a profession, we are still consistent and holistic professional competency relying on habitual pedagogies that have survived standards, and assessment policies that accurately barely examined for at least 40 years. From an reflect not only Alexander's principles, but also current Australian perspective, there is considerable research educational theories, particularly competency-based yet to be done to find a training and assessment model training. • COUNTERPOINT LETTERS TO THE EDITOR

Dear Sir, teachers and students is to bring the Normal Adults after Lessons in Tim Cacciatore's excellent paper on Technique to an even wider public than Proprioceptive Musculoskeletal science and Alexander in DIRECTIONl, has happened to date. We would like to Education without Exercises", Chest, Vol. merits re-reading for its advocacy of encourage further quantitative research 102, pp. 486-490 (1992). scientific research on the Alexander in breathing as a means to this end, Technique and its suggestion for specific whether in persons who are normal, Dear Sir, directions for such research. We would those with chronic respiratory illness, or I would like to comment upon an like to add our voices to his call to action. in elite athletes. Musculoskeletal pain is article in the last edition of DIRECTION, another arena in which quantitative A detail may be instructive: "The Future", by that brave soul Grant Cacciatore's paper cites our own work for methods of analysis are needed. As Cacciatore observes, the medical and Ragsdale. Alexander gave the world a showing "lung capacity increased during wonderful gift, of which the potential is lessons".2 Actually during individual scientific community will be not won over to the Technique if its advocates fail still unfolding. As students, teachers, lessons, we failed to show that result.3 In proponents of the technique, we are all fact, our results were contradictory with to produce quantitative experiments to validate it. moving forward, learning. Insights never respect to lung capacity. In our initial stop, and I don't think anyone of us Yours truly, series of eight subjects, a course of 20 expect they shall. So why do we cling so John H.M. Austin, M.D. lessons in healthy young and middle tightly to the memory of Alexander, the aged adult volunteers was associated Pearl Ausubel, B.A. way he was, what he did and did not do? with increased vital capacity,4 but when Email Correspondence we repeated the study in a series of 10 I think it well and truly time to let go ENDNOTES subjects, vital capacity increased by only of our attachments to him, to allow him 2.0 which was not a statistically 1. T. Cacciatore "Science and to continue on to his next step of significant change.s The latter series, Alexander: Towards a Common development and learning, so as to give however, did show statistically significant Understanding", DIRECTION Vol. 2, No. even more insights to the world, instead increase in peak expiratory flow (9" 10, pp. 24-33 (2002). of keeping him captive in our memories. increase) and increases in inspiratory and 2. ibid., p. 26. He should be given the freedom he gave expiratory pressures, as measured at the 3. J.H.M. Austin and G.S. Pullin to us. mouth (12" and 9" increases, respectively). "Improved Respiratory Function after Suzanne Forster These enhancements of muscular aspects Lessons in the Alexander Technique of Email correspondence of respiration validate what all teachers of Musculoskeletal Education", Am. Rev. [Grant and myself are happy that you the Technique know to be true: that Respir. Disease, Vol. 129, No. 4 (part 2 of recognised our timely tribute to FM, ~essons enhance muscular activity, 2), p. A275 (1984). being the end of a DIRECTION volume, mcluding breathing. 4. ibid., p. A275. the end of Jeremy Chance's editorial-ship We suggest that the challenge now 5. J.H.M. Austin and P. Ausubel and of course, the beginning of a new era before the community of Alexander "Enhanced Respiratory Function in at DIRECTION! Ed.]

36 DIRECTION VIEWPOINT Thomas Myers

Having an article written by a Rolfer™ about Yoga, appear in ajournal centered around the Alexander Technique is an occasion to look for a moment at cross-pollination among alternative somatic approaches.

Allopathic medicine, along with increased hygiene, has The language of anatomy since Vesalius-since Aristotle accomplished an absolutely marvelous feat of eliminating really-has focused on the function of individual parts. Since horrible diseases that killed so many in centuries past. The most anatomical parts were well described long ago, the medical profession, unfortunately, has become so enamoured "parts" now being "dissected" are principally microscopically with the methods that worked so well on these diseases, that it biochemical or even quantumly bioelectrical, and the anatomy has attempted to continue the same methodology to "attack" of movement has long settled into the concept of single muscle the conditions which remain. So many of these conditions­ mechanics. The story goes: "This muscle originates here and such as cancer and heart disease--are so dependant on habits terminates there, therefore it has the following actions on these and environmental factors, that the medical profession has bones and joints." This kind of analysis has yielded very useful become increasingly technical and technological, moving results for both healing and performance, but this premise has farther and farther away from primary care. reached the end of its useful life, and it does little to explain Although nurses have filled-in within medicine as the front the complex and distant effects we see in tissue manipulation line of primary care, a huge gap has opened up, into which and movement re-education. have poured all manner of alternative practitioners, from chiropractors to naturopaths to acupuncturists. And there is a 'The asanas ofthe Yoga practitioner whole alphabet of somatic artists from Alexander teachers and can be explained in terms ofcontinual lines bioenergetic practitioners to Yoga teachers and zero balancers. These folks have built a tremendous following in a short time. ofmyofascial pull. " Many billions of dollars each year are spent on these activities, which are largely unproven in the halls of science, although Where can we find a set of anatomical "premises" that will they enjoy strong anecdotal support. lead to an explanation of the kind of "conclusions" we are having with our clients and students? Such retooling of our Most of these schools of thought have built up around a language will take some time, but one attempt is with the charismatic leader who has brought a new insight to the world "Anatomy Trains Myofascial Meridians". "Anatomy Trains" of somatics. Alexander, of course, was a seminal progenitor, simply describes a metaphor for these myofascial continuities, who influenced many, but so was EIsa Gindler of Gymnastik, which are explained in terms of soft-tissue "tracks" and Desikachar in Yoga, and there are other schools too numerous attachment "stations"etcetera. to name, but Rolf, Feldenkrais, Trager, Stone (Polarity), Travell, The concept is quite simple-given that there is one and Pilates come immediately to mind, along with a host of ubiquitous and comprehensive fascial net in the body from Oriental approaches. about day fourteen of embryological development, and given Each of these little sprouts flourishes under the sunshine of that all the organs, bones, and muscles hang around, in around the charismatic leader; each convinced it is the one true faith. a thousand "pockets" within this net-what are the useful Consequently, communication between sprouts is minimised. avenues of connection among these pockets? Barral (Visceral Worse than that, after the death of the originator, the followers Manipulation) has detailed the attachments in the ventral tend to separate into their own smaller groups, spending more visceral cavity, and the osteopaths (Cranial Osteopathy) have time fighting each other than building on their obvious mapped the connections in the dorsal cavity. But workers in similarities. (As a resident of London for nearly a decade, I the musculo-skeletal "chassis" have in the main clung to the know this happened to the Alexander teachers-the "Barlow's" single-muscle theory instead of embracing the connections spent more time denouncing the "MacDonald's" than that explain so much of our work. promoting Alexander. Similar wastes have occurred to the Building these connections is quite straightforward: follow Rolfers, the Feldenkraisers, the Yoga schools, the Pilates the "grain" of the muscles through the fascial net, being careful factions-name a school, and you can go to the bank on the to maintain a fairly straight line (for these are lines of tension fractionalisation within ten years of the founder's death.) or strain or "pull") and maintaining consistent depth (for the fasciae and muscles are clearly arranged in planes). ((Single-muscle explanations ofYoga In so doing, we have identified 12 common myofascial meridians-a line up the front of the body, a line up the back always fall flat. " (Fig. 1.), and the sides, and a spiral line (Fig. 2.), which winds What will it take to bind all these little sprouts-which helically around the trunk and legs. (It was Raymond Dart's after all, share far more than they differ-into a strong and work from his experience as an Alexander student that first thriving tree? As a writer, I tend to vote for a common inspired my explorations for this line.) There are four lines language as one of several important avenues of along the arm and two that connect contralateral girdles across rapprochement. The rest of this article is about my attempt at the front and back of the body. Finally, there is a core line building such a common language. which runs up the inside of each leg and up the front of the spine. These lines are detailed in both book and video form, "If you start out with Grandpa's premises," intoned Ida and study of these lines is rewarded with a new way of seeing, Rolf, "you are likely to end with Grandpa's conclusions and an effective way of explaining our work and our results­ (because Grandpa was pretty smart)." The premises under whatever our mode of intervention into the body and its which we have been trying to understand complementary habitus. medicine and the somatic arts in particular, have been either These lines describe pathways in which strain is unabashedly New Age (intuition, magic, and spirit-all of distributed or common linkages of fixation muscles. The sub­ which are great, but damned hard to put to the test) or occipital muscles, favourites of the Alexander teacher, are seen anatomically medical, which are tried, true, and testable, but to be connected, for instance, to the hamstrings and plantar so mechanically reductionist, that they don't explain much of our work. (continued p. 39)

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(from p. 37) ABOUT THE WRITER fascia. The asanas of the Yoga practitioner can be explained in terms of continual lines of myofascial pull. Single-muscle Thomas Myers studied directly with both Ida Rolf and explanations of Yoga always fall flat, and anatomy has thus Moshe Feldenkrais, among many others, and has been largely rejected by all but a small part of the Yoga practiced Structural Integration for more than 25 years in community. a variety of cultural and clinical settings. Author of Yoga, the Alexander Technique, and Structural Integration Anatomy Trains Myofascial Meridians, published in 2001 by (Ida Rolf"s name for her work) all share common values, Churchill Livingstone, he has written extensively on however different the method. Length, freedom, balance, full common principles in the world of somatics. Tom served self-expression, ease, "natural" movement-we can certainly as chair of the Rolf Institute's Anatomy Faculty, and argue (and indeed we should air our differences) as to the currently directs Kinesis, which offers courses in the USA most effective way of getting to these goals, but the common and internationally on fascial anatomy and Structural ground will ultimately unite us more than divide us. Integration. He lives, sails, and protests his government's Somatic work is but at the beginning of a long history. The policies from the coast of Maine in the U.S. His work, Anatomy Trains provide one early and partial attempt at a including written and video publications, may be common language around which these differences and accessed via www.anatomytrains.net. similarities can be usefully engaged. • Email: [email protected]

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