Even More So

How do you measure progress as a student of the Alexander Technique?   In a previous post I mentioned the moving dot.  But it’s long overdue time for another sort of measurement.

So let me unroll a scenario:-

A new student begins Alexander lessons.  The teacher introduces a big, central Alexander idea, it could well be ‘stopping unnecessary muscle tension’(*) .  The student is perplexed, but they keep thinking about it.  The teacher does more hands-on work, over a few more lessons.  Then the student has a lightning flash of understanding:-

“That’s what stopping unnecessary muscle tension is!!!!”

Happy teacher, happy student.

The weeks pass, and lessons move on to other big, central Alexander ideas.  The student keeps thinking, keeps working, and keeps improving.  Then, one day, ‘stopping unnecessary muscle tension’ comes up again.  The student has a lightning flash of understanding:-

“That’s what stopping unnecessary muscle tension is!!!!!!!!!”

Like the first time.  But with even more exclamation marks.  Because what the student has just discovered is not the same as the first time.  It is like the first time BUT EVEN MORE SO.  Even more loose and free.  Even more simple to carry out.  Even more different from their usual way of working.  Even bigger.  Even emptier.  Even weirder.

If you are wondering what the muffled thumping noise is in the background, that’s the sound of the student beating themselves up.

“how could I have been so stupid!”
“I’ve learnt nothing!”
“I thought I HAD stopped the unnecessary muscle tension!”

Happy teacher, unhappy student.   Because the student has taken this as a sign of failure, while the teacher knows it to be a sign of progress.

blue spring

The important shape for this sort of progress is a helix.  You go around a loop of the helix.  It brings you back to the first point, but at a higher level.  The newness and strangeness of the same old idea is your reward for all the hard work you’ve put in since you last considered it.


If you don’t believe me, believe Alexander.   He writes, “our psycho-physical plan of development must be fundamentally one of continuous growth and of new experiences, and consequently we never reach the point when we may be said to finish learning.”(**)  Nowhere does he say that the new experiences have to be about new things.  The central ideas of the Technique are central for a reason, because we keep coming back to them.  And each time it will be different.

(*) but it could be any of the central ideas
(**)  FM Alexander, Constructive Conscious Control of the Individual, IRDEAT edition p.391

CNHC and ITM registered Alexander Technique teacher.

Tagged with: , ,
Posted in learning, progress
11 comments on “Even More So
  1. Important idea eloquently and succinctly put. Thanks Karen 🙂 Hope to see you in the sw.g

  2. Zoe C says:

    Beautifully put and so true – thank you Karen!

  3. Zoe C says:

    Your post is reminding me of that TS Eliot quote:
    “We must not cease from exploration, and the end of all our exploring will be to arrive where we began, and to know the place for the first time.”

  4. Great post, Karen
    I think they same thing happens with music, but not to the same degree it happens with the Alexander Technique. While it’s always good to go back to basics, you never graduate from the simple idea of freeing your neck etc.

  5. pat2young says:

    Lovely clear and positive explanation of a process that can cause people to feel discouraged

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

%d bloggers like this: