You Are A %#@**!… READ ON.

You are a mammalian, amniotic, tetrapodal, sarcopterygian, osteichthyan, gnathostomal vertebrate, cranial chordate.

That's a mouthful.

It's also the perspective I use to communicate Alexander's discovery.

One reason why I avoid calling the work "Alexander's Technique" is because it suggests that there is some kind of "technique" that you have to learn.  "Techniques" are things like playing the flute, Pilates, HOBOC, Aikido, Soccer (sorry, football!), Archery, Opera singing, Marbles, Yoga, Whispered AH and Screen Writing – etc. There are a set of rules – do's and don't's – together with a method to follow: that's a technique.

Is Einstein's Theory of Relativity a technique?

Is Copernicus's conclusion that the earth revolves around the sun (and not vice-versa) a technique?

Not really. They are both discoveries. They have used certain known and observed phenomena, then come to an original way of explaining that phenomena. Even today, more than a century after it was first published, scientists are still producing new proofs of some aspect of Einstein's theory. Today we might be justified in calling it "Einstein's Discovery of Relativity." Einstein "discovered" that the universe did not entirely operate according to a theory of mechanics proposed by Isaac Newton.

Alexander came up with a theory that explained a lot of things: use affects functioning. And his theory reaches back into the very origins of Vertebrates, which is a sub-phylum of Chordata.

A theory slowly turns into a discovery. It needs empirical evidence to establish it as something more than mere speculation. It needs to predict.

Alexander's discovery helps me predict every day. 

When a musical student – for example – complains about being unable to accomplish what they want during a passage of music, I predict that during that passage they will be compromising their sensorimotor integration system, i.e. the way they coordinate to play that passage.

I look for that. I predict it will be there.

And inevitably, I find it. Musicians think I am a music teacher, simply because I can help them play better. But I am not. I analyze movement according to Alexander's theory. And Alexander's theory states there when there is dysfunction in any system, there will also be evidence of sensorimotor disintegration.

Based on Alexander's theory that sensorimotor activity calibrates functional integration   – then your dysfunction will improve when your teacher can help you improve your general sensorimotor activity.

Which is a helluva job for any Alexander teacher to accomplish! It's an incredible art – something the world has never seen before. More on that tomorrow.

Which is why training to be a teacher of his extraordinary work is no small task. It is a lifetime of adventure – and it is a Profession which demands that you adhere to an even higher standard of sensorimotor integration than the one you are promoting in others.

Which is why it is a life-saving theory – come to Japan and let me put you in touch with your mammalian, amniotic, tetrapodal, sarcopterygian, osteichthyan, gnathostomal vertebrate, cranial chordata Self.

More about that here:

https://atsuccess.com/alexander-discovery-workshop-japan-jeremy-chance.html