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Why The
Technique Is Not Bodywork
Alexander’s simple experiments
of self-observation demonstrated the functional unity of mind
and body. The mind impacts the whole physical self. Our
physical manner of use affects the mind’s functioning. We are
a dynamic, interactive and interconnected whole, not a
compendium of separate and unrelated parts. Alexander’s method
addresses problems caused by our misuse of this interacting
array of mechanisms by which we coordinate
ourselves—physically and mentally. Many therapeutic methods
seek to change behavior or improve mental and physical health
by addressing only a portion of the whole: by exercising or
massaging specific muscles or muscle groups, by verbally
analyzing emotional reactions and behaviors, by treating a
particular symptom through medication or surgery. While these
can offer important aids to healing, they are not designed to
help the individual learn to consciously enhance the
integrated functioning of the whole self.
During the lesson, students
are alert and fully engaged in learning to perceive their
unconscious, habitual reactions, and patterns of tension.
Students also learn precise cognitive skills—inhibiting and
directing—to consistently produce positive psychophysical
change. On the one hand, this change may be seen as physical,
since students learn to improve how they walk, sit, stand, and
perform any physical activity. On the other hand, it is also
mental and psychological, since conscious awareness and
skilled thinking are used to initiate and maintain this
change, and at the same time to foster increased
self-awareness, understanding, and conscious control.
Gradually the student learns to continue this improvement
without the aid of the teacher.
As in massage and other types
of bodywork, Alexander teachers use their hands in effecting
change. But the hands-on techniques of the massage therapist
and the Alexander teacher have little in common. Alexander
teachers do not rub, push, pull, or otherwise manipulate or
treat muscle tissue. Their hands are placed lightly on the
student to support the student’s weight; to feel the student’s
increasing availability for movement as he or she learns to
prevent tension habits; and to skillfully guide and direct the
student to move with greater ease and coordination. In short,
Alexander teachers do not use their hands to massage or treat
muscles, realign bones, or push on particular areas of the
body. They do not seek to create the effect in the student
with the hands that other bodywork practitioners seek to
create and do not use massage techniques.
Alexander teachers do not
treat a passive patient but educate the whole person. Students
learn unique tools enabling them to consciously enhance their
overall functioning throughout their lives in all their
activities.
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