http://www.alexander-technique-london.co.uk We will be updating this section of the site as regularly as possible with notes on the Alexander Technique, and related topics. If you have any questions about the notes below, please don't hesitate to contact us directly. We enable the pupil to recover a condition of harmony and ease. This can be applied to any position and any movement. http://www.alexander-technique-london.co.uk/alexander_technique_notes.php?note=124 We are not attempting to usurp nature. We don't teach people how to move or breathe. We have faith in the innate capacity of the individual. All an Alexander Teacher can do is to help liberate what al http://www.alexander-technique-london.co.uk/alexander_technique_notes.php?note=123 How can an Alexander Teacher define the Technique? Is the Alexander Technique an Education or a Therapy? Should Alexander Teachers sit on a register of complementary therapists such as the CNHC as we http://www.alexander-technique-london.co.uk/alexander_technique_notes.php?note=120 It's all very easy to talk about free hips, efficient movement and better posture. And it is important to know how to adopt good mechanical positions at work and play. In limited and partial Alexander http://www.alexander-technique-london.co.uk/alexander_technique_notes.php?note=117 The Primary Control that Alexander discovered is usually seen as the primacy of the relationship of the Neck, Head and Back in human functioning. In fact, Alexander does relate his discovery to the wo http://www.alexander-technique-london.co.uk/alexander_technique_notes.php?note=116 The idea of non-doing has frequently been misused in the Alexander world to advise a certain kind of passivity. We are encouraged "not to do anything", not to make plans, not to have ambitions and asp http://www.alexander-technique-london.co.uk/alexander_technique_notes.php?note=115 Inhibition is often confused with a kind of putting on the breaks, and coming to an emergency halt. This is not the case. Inhibition is like a muscle in the brain that needs practice in order to devel http://www.alexander-technique-london.co.uk/alexander_technique_notes.php?note=114 Can we really describe the experience of The Alexander Process? The dangers of our attempts to describe this process is that we end up reducing the Technique to a set of measurable and limited outcome http://www.alexander-technique-london.co.uk/alexander_technique_notes.php?note=113 The Alexander Teacher is not a mechanic. The role of the Teacher is not to fix this or that symptom or problem. It may appear like that to the casual observer. And indeed, in our increasingly regulato http://www.alexander-technique-london.co.uk/alexander_technique_notes.php?note=112 A common misunderstanding in the Alexander world is that pupils should spend time thinking about their necks and backs. There is a confusion about content and quality of thinking. The Alexander Techni http://www.alexander-technique-london.co.uk/alexander_technique_notes.php?note=111 You can't know a thing via an instrument that is faulty. That is the way most of us are. Our habits of tension and distortion feel right to us. Our sensory awareness is inaccurate, and does not offer http://www.alexander-technique-london.co.uk/alexander_technique_notes.php?note=106 At the beginning of lessons, pupils often feel that they are not making progress and sometimes even report feeling that they are getting worse. It is common for pupils to register patterns of distorti http://www.alexander-technique-london.co.uk/alexander_technique_notes.php?note=105 Even though most people see the Alexander Technique as a postural technique, it is in fact a mind-body technique. Alexander himself termed his work a reeducation of the psychophysical self. This is a http://www.alexander-technique-london.co.uk/alexander_technique_notes.php?note=104 It may be true that the Alexander Technique promotes a stillness and alertness of mind. The problem arises if the pupil attempts to achieve this quality directly. Any trying to achieve a specific resu http://www.alexander-technique-london.co.uk/alexander_technique_notes.php?note=103 It may look like the Alexander Teacher uses his or her hands to convey information. This is really only half of the story. The hands do of course make contact with the pupil. But the communication is http://www.alexander-technique-london.co.uk/alexander_technique_notes.php?note=102 There is a lot of confusion in the Alexander world about so-called different styles of teaching. Every Alexander Teacher should strive to be themselves, and not to imitate another teacher. It does not http://www.alexander-technique-london.co.uk/alexander_technique_notes.php?note=86 Gravity is a great friend in the Alexander Technique. In fact, the idea that gravity is an enemy to be fought against, causes all sorts of problems. A classic case of this is the mistaken sense that y http://www.alexander-technique-london.co.uk/alexander_technique_notes.php?note=75 We were all told that, 'if at first you don't succeed, try, try and try again'.
The Alexander Technique says:
'If at first you don't succeed, stop trying'.

In other wo http://www.alexander-technique-london.co.uk/alexander_technique_notes.php?note=74 The role of an Alexander Teacher is to move the pupil towards self-management and autonomy. Unlike treatments, the Alexander Technique is a process of education. Pupils progressively learn how to look http://www.alexander-technique-london.co.uk/alexander_technique_notes.php?note=73