There is a story of a zen monk who approached his teacher after reaching a great realisation:
“Master, I have attained enlightenment! What should I do now?”
The master replied: “Have you finished your rice porridge? Then you should wash your bowl!”
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There exists a myth that a ‘return to nature’ offers a solution to our everyday aches and pains. We blame computers and out modern lifestyles as the cause of all sorts of problems. However when we look at the principles at work behind the issues in modern life, we find that the same problems presided in times gone
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We look to technology for solutions for our discomforts. There is a faith that many have - almost religious - that science can explain everything and a technological solution will ultimately be found. In human discomfort, this is not ever going to be the case. Whilst we can now do some remarkable interventions, one still needs to move in ways which don't create strain in order to maintain comfort. This is skill most of us have to re-learn as an adult.
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In the sports and performing arts, there is what is known as Flow, or “being in The Zone”. It is considered the ‘state of mind’ where one is wholly absorbed in performance and is associated with moments of peak output. Although heralded as the ultimate state, performers often report being The Zone also leads to pain, or that pain interrupts Flow. This article considers the apparent paradox of using consciousness to preserve Flow and eliminate the negative side affects. It is relevant to anyone who associates being deeply engrossed in a task with stiffness or soreness.
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There is a wonderful book by Pedro DeAlcantara called Indirect Procedures. The title epitomises both the main challenge students have with Alexander Technique, and the profound solution it proposes. I present here an example of a problem, and the unexpected principles which lead to its resolution
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From the small act of getting in and out of a chair, to the musician on the stage, there are numerous decisions to be made. Discernment and Judgement are forces which use observations as a force which can elevate or destroy satisfaction in any act. This article uses the example of pianistic performance, but aims to speak relevance to all activity
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A fine balance is required to manage any specialised skill. Attention must be divided amongst essential specifics, and simultaneously be united towards coordinated performance. Too much attention on one aspect is as disastrous as too little. I consider three fundamental categories encompass all constructive attention. Thinking is most positively constructive to coordinated performance when balanced across the three areas. Thoughts outside of their parameters interfere with successful engagement in skilled activity.
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A large percentage of classical Alexander Technique lesson time is devoted to work on sitting, standing and moving between sitting and standing. As one progresses, this preoccupation persists. There are some more complex tasks that the experienced student may be able to work constructively with, but the teacher is likely to continue to work on sitting and standing. This tenacity is based on profound principles.
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One of the most common symptoms of the digital era is Repetitive Strain Injury, or RSI. Also known as Occupational Overuse Syndrome it includes ailments such as tendonitis, carpal tunnel, gamers thumb and tennis elbow. Alexander Technique presents a unique approach to resolving symptoms and goes further than any other modality or intervention to remove the underlying causes.
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I am often asked for an opinion on office chairs. My answer is necessarily indirect. I propose that a chair which makes engaging in positive co-ordination most readily accessible is preferable. I then go on to unpack what that statement means, suggest some practices to aid comfortable sitting, and some ergonomic considerations. I may also challenge the enquirer as to how they came to ask in the first place, to ensure he is not delegating responsibility for the use of himself to his furniture.
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At the core of study in any modality and in any demographic, is a principle I call Progressive Complexity. It is the method by which we can start with any degree of incompetence and progressively acquire skill. This one principle is the foundation for my teaching practice in Alexander Technique, and in piano tuition. Whether it is realised by the pupil or not, an inability to engage the full potential of Progressive Complexity is what leads students to seek support of a teacher.
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This article attempts to de-stigmatise tension and present muscle contraction in a healthy framework. Also challenge the virtues of relaxation as a remedy. An article of interest to those faced with RSI symptoms, or anyone whose work puts them at risk of “overuse”. For instance, anyone using a computer!
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Alexander Technique is for everyone. And it is not for everyone. This article looks at what unlocks the potential to those who benefit from it the most. Three types of change are investigated and faith is put in place as a force for good or evil.
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Alexander Technique, do or do not, there is no try. An article refining the use of direction and intention and addressing a common obstacle to effective use.
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Whether there is an injury, high stress, a passing or chronic condition; the effects of pain on us can be most frustrating. The Technique offers a tool for managing pain, and is reported as one of the most effective practices for pain relief.
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An article presenting a framework for making choices consistent with good use of the self. Using the Alexander Technique principle of Primary Control to improve decision making and promote healthy responses.
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Time management ideas for improving the Alexander Technique practice of Semi-Supine
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Article about Alexander Technique and goals in perspective - how the two seem contradictory, but are interdependent.
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Being "in the moment" is a much abused phrase. This article examines what this can actually mean in a practical sense using the Alexander Technique
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Confusion about Alexander Technique can be a very positive thing! This article explains why.
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