Teaching Methodolgies Explained

Marjory Barstow (1899-1995) was a Alexscovery teacher of incredible originality. 

I think of her as the second wave. FM Alexander was the first wave – making his important discoveries. Then Marj came along and updated his teaching methodolgy to better match people, rather than matching an idea. 

Today, the Alexander Discovery Profession slowly changes to Marj’s vision of teaching.

To bring about deep, long-lasting change in your life, Alexander arranged his teaching methord around three factors:

1. You mostly experimented in how to change your reaction to sitting and standing;
2. Through FM's touch, you gained an experience of his discovery of head/spinal primacy;
3. You repeated this experiment repeatedly to help condition your new way of thinking.

FM's lessons were set in the laboratory of his thinking – every student was put through the same test of rising and sitting in a chair. He did this all his life, with only an occasional side trip to other “activities” such as “Whispered Ah” and “position of mechanical advantage”.

Marj updated FM's teaching method in this manner:

1. You had to decide what you wanted to experiment with before your lesson could start;
2. After Marj’s touch, you had to explain how your movement had changed;
3. You practiced on your own and came back when you needed help.

Marj’s lessons were set in the laboratory of life – every student had to figure out what their experiment for today was going to be. There were no side trips, because you did what you wanted.

The reality of these two methods was so different, that many teachers in FM’s mould were repulsed by Marj’s way of teaching. “This is not the Alexander Technique” was a constant refrain around Marj’s work in the early years – and that was correct. It was not Alexander’s Technique – but it did explore Alexander's Discovery!

This was the dilemma that I wrestled with for many years after meeting Marj. 

Student’s of FM’s style of teaching easily become dependent on the touch of their teachers’ hands. Alexander himself encouraged this. He would not accept you as a student unless you came to his lesson every day for the first two weeks, then continue for another 20 lessons after that!

Marj insisted on nothing.

- You came when you wanted to come. 
- You did what you wanted to do.
- You figured it out on your own.

In a weird sort of way, Marj did insist that you do what Alexander did as he originated his discovery. You figured out how to think so you could give your Self a new experience. Whereas 
Alexander originally had such trouble in getting people to think differently - he started using his hands so people could experience the change he wanted them to think about.

In Summary:

For Alexander - your new experiences led to a different way of thinking.
For Marj - a different way of thinking led you to new experiences.

Alexander took you to heavan. Marj took you to the local grocer.

Of course Marj communicated by touch all the time – but unlike Alexander she never guided you too far away from your habitual posture. She wanted you to explain your change – her hands functioned to give you confidence in your thinking.

These were issues I wrestled with once I met Marj – I did not understand the differences so clearly then, and I realised how much I had been brain-washed by seeing only one way.

In my video series, I go into much more depth about teaching methodolgies, and the principles they are based on. Click on the link below to find out more about this…

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