by George I. Lister

 

This defining question about the Alexander Technique arises from both those who are familiar with the work and those who are not. Folks who are not experienced want to know what it is, and those who are experienced want to know how to answer the question.

Early in my career, I encountered difficulty in trying to find an answer I thought people would understand, and when speaking about the Technique to an individual or group, I imagined peoples' eyes glazing over. I suppose I was trying to answer the question “What is the Alexander Technique”, in the familiar way I would have been answering a business question about charts, graphs and projections.

Through the years I’ve been fortunate to study with excellent teachers who have helped and guided me to gently place aside my familiar way of going about things. As a result, the pathway through my professional and my life’s journey seems to have become more clear.  I’ve enjoyed a successful teaching practice, taught in long established training courses alongside Troup Mathews, Walter Carrington and Frank Ottiwell, and in 2004 started a training course, (The Northern California Center for the Alexander Technique), where we regularly study F. M. Alexander’s writings and Carrington’s talks. With contributions from many students and teachers, I’ve learned that the nature of the Alexander Technique doesn’t seem to want a locked down definition. Rather, with a willingness to remain as open and thoughtful as possible, we have the opportunity to become living examples of Alexander’s work. He reminded us that by taking time we all have the opportunity to set this thoughtful process in motion.  These days, I am pleased to not encounter discomfort when asked about my work. The willingness to take time has taken on a thoughtful glow, and helps me to do my best to stay present especially when the challenges are great.

Much inspiration arises from our regular training classroom discussions. You may have read an article or two based on these talks and posted on this web site. I am always pleased at the insights and willingness to share thoughts that come from these discussions, and we are fortunate to have recorded virtually every one since December, 2007.

The students and teachers of the Northern California Center for the Alexander Technique have agreed to invite you to share portions of these talks (Excerpts from Training Course Talks). We realize of course, that these few paragraphs will be taken out of context and risk not being grasped in the same way as those of us who were there. But the talks are inspired by Alexander and Carrington, so on their own they may provide a thoughtful begining. We hope that the experience of reading these excerpts, will help clarify and support an understanding of the Alexander Technique. If we are willing to take time and not try to do too much, our own unique answer is bound to come.

Special thanks to Jeanne Benioff and Peter Estabrook who in addition to engineering much of the project, have been my sounding board and support. Thanks also to Greer Ellison and Harvey Wolfson without whose help this project would not have gotten off the ground. And, of course, thanks to the students, graduates and teachers of the Northern California Center for the Alexander Technique without whose dedication and hard work, none of this would have been possible.