Why Observe?

Key to getting past self-imposed limitations is the ability to interrupt unnecessary habits of going into action.  We’d would do this in preparation for our “best efforts;” so we can investigate if there might be an easier way to proceed, after we put on pause our self-interference. It’s like a re-fresh or re-boot for our strategies of learning – not just this time, but as a revision of a template or a franchise of learning.

But…doesn’t anyone do this as they learn?

It’s tricky to not get distracted by specific content. What results we are able to get because of our methods? Our literal & goal oriented preferences often skips over how method or mannerisms fuels or limits possible results.

It’s not merely all about getting ourselves to substitute some potential improvement we think will work better. Isn’t it sort of a hamster trap to train a supposedly “better” replacement routine, only to find later that what seemed “better” has now become yet another rut that needs addressing? Why not learn a process like Alexander Technique that can be applied to better any workable solution – a process that will not be short-sighted?

OK, let’s say we’re convinced that observing is a good idea.

First, it helps immensely to establish some criteria for successes, so we can recognize improvements on the front end when it might happen unexpectedly. It’s handy to have multiple ways to spot what we want, to recognize potential. We’ll want to know whenever we stumble on something potentially valuable in a nascent form. The reason this is so essential is because if something that happens is really new, it might slip by unnoticed by us, underneath our radar. Plus, we might dismiss it’s usefulness purely because of it’s quality of unfamiliarity.

To recognize and measure potential success, I want to sell you on the value of noting what feels effortless. When we’re after “effortlessness,” (or efficiency) what we are after is subtraction, clearing, to get less, even to get…nothing. When doing new things, carving new pathways in our brain while learning, commonly people experience drawing a blank – and this is a good thing. Blanks are areas where we can learn from.

So, how do we tell the difference between “no results” and less unnecessary effort, which has characteristics that feel like…nothing?  Thinking skills help fill in blanks here.

You can use strategies such as populating establishing observational categories. It’s trickier working bare bones with features that we normally don’t notice when we just ask ourselves, “What did I notice?” With categories, you can go down the list and compare for matches… Categories such as:

  • Qualities – What qualities did my experience have?
  • Priority Sequences – What came first, next and how does time of arrival affect results?
  • Timing – Are there things happening together regularly that determine results?
  • Direction – where am I located? Can I conduct or control the situation?
  • Relationships – How do all factors work together? Best recombination possible?Filling in the blanks from these categories will help you sort out what happened that offered that strange feeling of effortlessness…

Self-observation helps us to notice differences between “before” and “after.” Being able to describe the “before” part is useful. For this to happen, we also need to put on pause the former solutions that have partially worked previously. I like to think of these former solutions as “working titles” hanging on the wall, so they can be suspended temporarily.

Then…we craft a suitable experiment. We conduct our experiment. We observe what happens… Decide how we can use results. Rinse and repeat…

This is some of the writing I’ve been doing on a series about how to get benefits from practice based on the working principles of Alexander Technique. Of course, I fill in the missing siplifications in the above paragraph in future posts.

What do you think? Is it useful so far?

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Template For Change

I’d like to tell you how Alexander Technique worked for me to uncover & cope with my own underlying psychological motives and assumptions. This strategy solved a firmly entrenched childhood impasse that was causing me irrational social problems.

I’d like you to take the time to consider this because this same strategy has since worked for myself and other to solve many uncontrollable emotional issues where the source of the emotional motives were hidden or masked.

My own issue was blurting out shocking, hurtful diatribes at an inappropriate time. What sorely needed updating were my outbursts designed in childhood to avoid my wounded feelings of isolation and exclusion. But I didn’t know this on the front end. My childhood solution was such an effective denial that I never felt the original emotion that drove me to design the reaction of “bring out the club” when the polite conversation was fencing at a dinner table. My saying something “shocking” was designed to stop the conversation and avoid feeling my emotions. It worked too well! Without knowing what was behind the reaction, change was unlikely. What was going on was an over-sensitive trigger recognition system that worked splendidly…yet the problem was it was on too much of an over-sensitive, uncontrollable hair-trigger to be at all reasonable…and it was getting worse!

I believe the Alexander Technique is an essential tool to get such answers to such these complex psychological issues. The strategy is something that works on any psychological impasse of self-influencing “bad” behavior:

  • 1. Identify the situations where this objectionable irrationality is happening that involves “jumping to conclusions” that triggers the behavior.
  • 2. Use self-observation to trace back to become aware of oneself the moment before the conclusive, reactive “jump” happens… (Warning! There will be lurking the uncomfortable motive for acting unreasonably, and this emotion will embody a physical postural attitude & will be intense!)
  • 3. Free up that posture connected to the wounded feeling physically using Alexander Technique; breathing or whatever else you think might work. If it doesn’t, find something you can do in that moment that will work.
  • 4. There’s a reason that Alexander Technique was so handy. This discipline allowed me a true physical change of postural expression of this unwanted emotion. What you want to get is an awareness of your reaction that keeps getting triggered to go off in certain situations that will offer you new ways to address the issue & your own objection & drive to change it. If you don’t know how to use Alexander Technique, you might try something different to influence the situation in a more positive and effective manner. (But you will probably have to experiment to find something that truly works.)
  • 5. To design another alternative, identify the positive desire for a solution that contains positive values for everyone, not just the absence of your own suffering.
  • 6. If you trust the people present, announce your motives. If not, try out one of these possible solutions covertly to see if they might work to bring about positive, mature ways to influence your emotionally challenging situation. To the extent you are successful, you’ll be able dispense with the old, inappropriate childish reactions to uncomfortable situations. You may even reveal a talent you didn’t know you had.

Here’s How I Did This:
My first job was to note what situation was going on when I’d blurt out shocking, snide remarks. At first I was so blinded, that I only figured out I’d “done it again” by the comments of people days later. So my job became to catch myself doing it closer to the moment I was about to do what I didn’t really want to do.

Once I questioned whether I needed to use such an intense reaction in obviously inappropriate situations, I found I couldn’t redirect it until I uncovered my motive’s origin. I could temper the effects of what I’d said after the fact, maybe I could hit a “pause” button after I launched into doing it & turn it into a joke…but that didn’t change the problem that kept causing this reaction to come up. The moment before I opened my mouth contained the hidden, denied root of emotion.

To find all this, I had to trace the reaction back to when it started – this is what took some time & practice. How do you pay attention to something that happens when you’re not paying attention? I turned the challenge into a personal, ongoing project.

When I finally got to catch this unwanted reactive habit of mine, at the moment ~before~ doing my habitual solution, what I found was so uncomfortable that it was extremely dismaying to avoid repeating the habitual solution that I did not want to do. My impasse & emotional pain that I was feeling (about being excluded in this case) was expressed in the habitual postural attitude of my body. Oh, was it uncomfortable to hang out there! My body showed me how I felt emotionally with very physical signals of a hole below my rib cage that I sagged to cover.

But I had a tool – Alexander Technique. Without a way. to be able to physically move away from these limitations, I would be stuck feeling these awful, gunky routines of complex historic hurts. I could justify whatever I thought I needed to do to deal with this bad feeling, blaming & inciting others to hurt me further as I lashed out. The additional pain I could create with these hurt reactions made it worth this trouble to change.

Avoiding hurting emotionally would be a completely understandable justification for repeating the habitual remedy that I wanted to update. I suspected that my childhood ways of dealing with this pain was unnecessary, ineffective and an overcompensation for the problem.

Hanging out in the moment feeling these awful feelings, I realized how ANY remedy would be justified if an emotion feels extreme enough. Feeling angry feels more powerful than feeling sad. This would especially be true if a person doesn’t have an effective enough tool for dealing with their “stuff.” (I believe this sort of impasse is what drives people to kill!)

Using Alexander Technique allowed me to pop out of the physical reaction of how I was expressing the emotional hurt and be able to perceive it for what it was – It was the outdated adding together of insults. I could now so easily understand and compassionately forgive myself, (even congratulate myself) for designing such an effective coping mechanism when I was just a kid, even if it was something I needed to change now. Since I could recognize the core motives now for what they were and also how I feel now, I could freshly choose a more global and compassionate way of dealing with all these factors that could take into account other people and not just my own self-involved feelings.

My problem had been I blurted out snide remarks designed to hurtfully shock others who I thought were excluding me from their conversation. My own positive core motive that I could now experience was a burning desire for everyone to be fair, to include everyone present and to nurture feelings of playfulness and belonging together to maybe build something new.

After I described what I positively wanted, I had an idea. I assumed these people weren’t trying to be mean to me on purpose. Maybe I could insert whatever I had to say into the conversation, matching the faster pace… Then slow my own talking speed very slightly and bring the conversation around to gracefully include myself again. Since I was being left out of the conversation accidentally on purpose, the other people accepted me including myself again an all was well.

Strangely enough, this worked. My reaction stopped happening too, once I had an easier way to express how I felt.

In retrospect, I was lucky – my first idea of how to influence the situation worked. But I believe that with so much riding on the outcome, as I used this same process again on other issues – it also worked again. From these successes, I now have the track record and the persistence to keep going with additional possible solutions if the first strategy would not have worked.

Please take my experience and use it for your own purposes as a Template For Change!

Fooling Ourselves

For those who wonder, “What is Alexander Technique?”
Find a narrow door…stand in the doorway. With the back of your hands, palms inward, push outward and count to 30 seconds.
After that, walk away from the doorway and wave your arms around…they will feel light and as if they’re rising by themselves.
Before you put your own explanation on what just happened, imagine this for a bit…

When you pushed, you applied force long enough to “get used to it,” then you stopped using that force…so you experienced the lack of force with your sense of weight in your arms. This sensation is a sensory indicator that you’ve changed something, it doesn’t happen unless something has been changed. This sense of lightness and effortlessness is the indicator you’ll learn to spot as proof you’re using Alexander Technique to undo cumulative, collected unnecessary effort. The tricky part is it will not happen unless you have made a change comparatively big enough to evoke this lightness.

Humans can “get used to” everything! But…what does Alexander Technique have to do with this experiment?

Imagine that you’re about to apply force that isn’t necessary to merely inhabit your body and walk around, talk, lift your arms, etc. Because you do this all the time, you don’t realize you’re applying this force. Preparing to go into action with a certain amount of force present has become “customary effort” that exists in every movement you make.

It is force that you’re not aware of using, so you cannot know that you’re applying it where it doesn’t have any effects you want.

 

Essentially, humans are capable of fooling themselves once they get used to doing whatever they have adapted to do.

 

How can you stop what you cannot tell you’re doing or not?
What way do you proceed to deal with that?

That’s what Alexander Technique answers!

 

Alexander Technique makes unnecessary stress disappear, making whatever you’re doing (or not doing) easier to perform.

Alexander Technique gives you another way to “talk your walk.” You may imagine possibilities and know better, but with A.T. you can actually do as you intend.

 

  • It’s taught using a combination of a few types of education. These include:
  • sharpening impulse control,
  • how to “see” potential movement in other people
  • practical training of fun strategies that undo habitual limitations,
  • animal training applied to humans (sort of like Karen Pryor’s TAGteaching,)
  • some knowledge about living anatomy & cognitive brain science
  • how perception & adapting works in different situations.
  • how innocently deceptive our sensing of “required” effort is and how to sensitize it
  • and in person, hands-on guided modeling shown by a qualified A.T. teacher.All of this is meant to be put into action in a whole package when we do anything we’d like to improve or through gradual, cumulative improvement.

    Using Alexander Technique results in discoveries, epiphanies, intuitive insights and “talent” where we imagined we limited.  (An added benefit for many is regaining lost height!)

Assumptions

What does Alexander Technique have to do with assumptions?
Rather than replacing “bad” habits with “good” ones, using and learning Alexander Technique frees up how you assume you “must” move.

If you study, what will you be doing?
Beyond the teacher’s selection using the examples of a routine activity such as walking, rising from a chair, or using your voice, other goals of “where else do I apply this?” are often left to the student.

Because the public is literal and goal oriented, Alexander Technique teachers are often urged by marketers to pick a specialty. This special interest is built into the educational process as a niche to attract students. Students later find out they can apply what they learn to any activity and gain additional benefits.

You may not know all about what Alexander Technique is. But if you like to sing or do your favorite hobby…you know you want to enjoy that more often with benefits and insights. Certainly everyone could use more stamina at the end of the day after work and less stress while working. Alexander Technique is also a solution for people with physical movement limitations, if these issues originate or get worse from repetition.

You Were Sold On Reading…
The reason to learn Alexander Technique is sort of like learning to read. Imagine if you didn’t know how to read and you had to be sold on the benefits of reading? Imagine if someone said, “Everyone needs this! You can apply this skill to exploit any interest!” Would you be skeptical? Because, like reading, Alexander Technique is the real deal – but it takes education and commitment…and using it. (Fortunately, it doesn’t take special practice time, but only extra awareness to integrate A.T. into any movements!)

Unlimited Applications – Open-ended Progress
Alexander Technique comes from the performance art field of acting. If you were an actor, being able to assume other postural mannerisms of a portrayed character should be part of your skill – otherwise you are “type-cast” as a “one trick character.”

If your interest was horseback riding, you can imagine how studying your part of the relationship between horse and rider can allow the horse to perform better. Because then your horse doesn’t have to compensate for an imbalanced or fearful rider. Animals “read” your body language, so Alexander Technique helps the animal understand what you mean when you are giving training indicators to them too.

Are you giving examples as a coach or teacher to others? Alexander Technique will make your examples more refined for your students. You’ll find out how to get better at your skill, even if you’ve gone farther at it than anyone else.

Do you talk or must sell yourself as part of your job? You can learn speaking & communication skills that involve body language.

Do you speak a language that’s not your native one? You can minimize an accent and learn new mannerisms that are consistent with your non-native language.

Do you play a musical instrument? You can clear away whatever mannerisms you accidentally retain if you’re always learning to play new tunes – or new instruments, or digital support for your musicianship. Alexander Technique also works to revise the way you learned to hold and practice your instrument that may be self-limiting your progress.

Maybe you’re thinking, “I don’t do any of those things.” But, now that you’ve got some examples, can you imagine how these points would benefit any sport, hobby or skilled work – because all of these benefits involve the study of physical mannerisms…?

What’s your interest? Whatever you enjoy doing or work at doing, you can have more stamina and continue to get better at doing it…once you make the commitment to study and use the Alexander Technique.

Train Your Courage

Operating Manual 
This Alexander Technique, like the ability to read, is a skill with abstract but unlimited applications. What I mean by “abstract” is it’s designed to be tailored by you to anything you’d like to improve, just as what you read about can be used to benefit any interest.

Alexander Technique is learning how to learn. This involves understanding and using the process of gaining mastery over yourself. You practice on yourself, by updating your mannerisms of movement response.

It’s my job here to sell you on the benefits of moving easier to respond to your goals so you can improve in the short run – AND continue making discoveries that have the potential for unlimited improvement!

“How” Is The Question, Not “What”
Usually the reason why a student wants to do any particular activity isn’t judged by their Alexander Technique teacher.
Of course, some A.T. teachers have their own personal opinions they advocate to their students, (such as avoiding high heels.) But one Alexander Technique teacher specializes in teaching women how to walk in heels without suffering! Usually, your A.T. teacher is only concerned with how you carry out your ideals & goals, not what your values or motives are.
What is sold by all Alexander teachers are a collection of principles, taught using specific examples of easier movement. These principles might be a bit mysterious if you haven’t studied a course of lessons….but they are:

  • mind-body unity
  • self-observation & awareness
  • the power to revise even pervasive, “innate” habits
  • practice design and ways to note and gain cumulative progress as you practice
  • a unique, functional model of self-judgment used to gain conclusions & insights.

Since your mannerisms are present in how you respond and react to what comes at you in every moment, it follows that every move expresses your motives within your mannerisms to some degree or another. Best examples to use for experimenting are those that involve changing physical balance –  you’re trying to get somewhere or do something.  (However, the one exception is whistling;  it is tricky to use as an activity. You must position your lips in a certain habitual way to “get” the sound and can’t really change that around to do it differently.)

Psychological and Philosophical 
Alexander Technique also has similar features and benefits to uncovering assumptions of thinking in the field of psychology. Once you design and train a habitual response, motives can become fused into the response and disappear.  This disappearing act that habits have make it useful to become aware of your original motives. Once these assumptions are revealed, then you can decide what you want to do about them. You can fulfill your motives in alternate ways that don’t contain the design problems of answering short-sighted goals. So if your doctor has said, “Don’t DO that activity that causes you pain,” there is usually an educational way around. Using the Alexander Technique philosophy can offer psychological insights because practical, physical mannerisms have an effect on social interaction and self-image.

Perceptually Relative Effort

Mostly people taught themselves about how they need to move to direct their actions. These “educated guesses” contain assumptions that can be mistaken as to amount of effort. Commonly, effort levels are unnecessarily heavy-handed, because we can over-ride our natural coordination if it’s “important.” We were probably given that capacity by adapting to survival. Putting activities on routine status saves energy. But, habits can become outdated and exaggerated…”Practice Makes Permanent.” You originally trained yourself to move a certain way because your priorities were “important.” You imagined you “needed” to move in a certain way to get your goals when you were using trial and error for a way to learn the required skill or action, which everyone does. So you justified feeling a bit awkward because you assumed your goal had to be done in this way. Repeat doing anything strange more than five times and it won’t feel so awkward.

Keep What’s Innate? Or Update?

As you train yourself effectively, the goal is for the skill to become innate, (no matter how awkward it feels at first.) Just like computer updates, if you do not use continued learning or something like Alexander Technique to update your skills, it’s seductive to forgot what habits you already were doing. You can seductively leave in-force a standing order to continue a habit indefinitely. In these common situations, you can unknowingly move in opposing directions in ways that are stressful on the body long enough to cause pain. Over-riding natural movement capacity against the structure of how humans are designed to move can cause people to unintentionally cause themselves pain. A little education with the operating manual of living anatomy is handy.

Warning! There’s a Cost!

In theory, updating “better” ways should be applied selectively, keeping the best and streamlining the rest. But movement memories seem to be wired together seamlessly. When you’re dealing with revising habits of movement, in the process of figuring out what is going on, you can disorient your sense of balance or even your sense of your own self-image. It can be a very strange sensation. You’re actually carving new brain pathways. It might make your sleepy, but it also might put you into a distress zone. One where you can’t quite make the new ways fly yet, but the old ways feel discomforting too. Retraining an ingrained habit of movement that has disappeared and become innate requires a willingness to tolerate and use unknown or unexplained results. But how does someone get that willingness?

Courage Training
What you are getting that causes strange perceptual sensations are body alarms about experiencing too much freedom. (For some rare people, all their self-preservation alarms might go off at once!) The teacher or situation must reassure a student that nothing dangerous is happening – when really, the unfamiliar *is* exceptionally dangerous. But how else do we learn, if not from the unknown?

A teacher of Alexander Technique, (or a teacher who deals with situations that *are*  factually dangerous) knows ways to make it quite safe so that anyone can feel just a little bit strange. They provide a “safety fall-back” so the old habit is always available if the student needs to retreat.

To want to experiment takes daring and fearlessness or maybe some community support. Of course, some people must train to extend their courage. It’s daring to speak or move easier in spite of fears about what it means to you – (despite not feeling like yourself!) This courage can be a new skill that can be “conditioned” and learned as any other skill.

Really, this odd sensation of effortlessness is weird, but it is the signal you’re heading into new territory. If it has a characteristic of more freedom, then you might be able to make a discovery. That’s a challenge! This new state often doesn’t provide you with words to formulate the new information – that will come later. You cannot decide beforehand what the unknown will be “like.” Each time you’re heading out into new territory.

Of course, the next challenges are to determine the ways to apply discretion and judgment as you select from all those weird, new feelings which results that will help you and which ones to intentionally disregard as random & inconsequential.

We’ll cover that next…

Snake Oil

While learning and practicing Alexander Technique, meaning comes all at once from multiple avenues:

  • paying attention to the “how” of what you’re intending,
  •  the thought processes you follow in preparation & during the launch,
  • …and the physical responses that you are actually doing to express these preparations and intentions.
  • Something happens. Maybe it’s something new? New feels a bit odd, but easier.
  • Then reflecting on what happened, why it happened and where and when it can be influenced to happen how you guess is possible.

Alexander Technique came from applying the empirical scientific method to one’s own strategies, ways and intentions. Because its development also answered a need, (it was: better performance) a physical demonstration had to follow so these ephemeral intentions had ways of practicing successes. Plainly, pure intentions of thought are usually too tricky to witness, (in person, without an MRI.) The hypocritical nature of habit that operates in cognitive bias also makes intentions and motives tricky to discern as they fly by.

Those of us who are designing ways to teach A.T. needed to orchestrate a situation so we can perceive how our students’ intention plays out. (Otherwise the teacher can’t help the student not hoodwink themselves.) For this purpose, most of us Alexander teachers use this feedback ideal of physical effortlessness. Our ideal of effortlessness is an experience embedded within the structural mannerism of how people can move – many cultures share it. To the extent any person uses this “mechanical advantage” idea of physical effortlessness as a signal something new happened, their discovery, success and mastery is more likely. They’re also bettering the improvisational skill of tapping the unknown.

When Alexander Technique teachers declare that what they teach isn’t posture control or movement re-education or physical therapy…or musicianship, equestrian connection or better golf swings, this is what they mean.

Form, (which can be any action) isn’t the content. It’s the process behind the curtain that we’re after. Alexander Technique is an extension of thinking skills translated into movement responses. It’s Jungian individuation in action. It’s how you might connect your body-mind to be able to better “walk your talk.” But it’s also how to practice effectively, how to get learning done faster and how to attain transcendent goals of getting better at doing a beloved passion – without being limited by a glass ceiling. 

Neuroscience and cognitive bias exist now. They didn’t when A.T began. That means now, teachers of A.T. are able to steer its original presentation from its former respectable science roots toward the fuzzier marriage of intention and action and still preserve the spirit and respect of its origin.

But – the introduction of the value of A.T. is still tricky. I believe the trickiness is in the sequence of presentation. As sales presenters, if we start with the world of intention, confidence and belief, how are we not much different from being advice columnists? How do you sell something when people don’t know if they want it or not because they don’t know what it is? How can a newbie appreciate how A.T. works before they learn it?

The problem appears to be as if A.T. teachers are selling a kind of snake oil – because what we are selling can be applied so widely!

Without our physical discipline of educating living anatomy, the philosophy of A.T. gets lost in being yet another “thought affects everything” motivational morass. The very real effects that come from practicing A.T. accumulate over time  – but on the front end, these wildly differing beneficial effects are pretty much unbelievable.

So – what differentiates A.T. from being a “snake oil” swindle?

Well, it’s history comes out of the empirical scientific model. To learn to teach it requires years of education (1600 hours.) So there must be some reason people devote their lives to learning something that takes so long to qualify for. It has been around for more than a hundred years. Essentially, others respect it.

But why not accuse that A.T. is merely a pseudo-science? OK, let’s list its offerings…

First, A.T. teaches observation. A.T. teachers are professional observers, noticing factors of movement responses and evident intentions that others miss. This extraordinary skill to spot what is ‘missing’ is part of what makes A.T. teachers remarkable – and also what makes people misunderstand why learning A.T. is valuable. (It also makes people a bit scared of what Alexander teachers can see about them that they miss.) From my knowledge, there are not many ways to learn observing, let alone self observation. (Especially without any religious and/or cultural proscriptions attached.)

Second, A.T. has to offer is it teaches impulse control – without prescribing what is supposed to be done instead beyond physical efficiency. We term it: “inhibition.” The word was selected (before Freud) from biology: how an animal inhibits its natural hungry urges to strategically plan the hunting attack. Other terms that might describe the same A.T. use of the word “inhibition” that have been used in other disciplines are

  • “pausing in order to deliberately choose another response,” (“Going to the balcony” in negotiation skills)
  • “suspension” (David Bohm dialogue)
  • or merely “Considering All Factors,” (Edward de Bono thinking skills.)

Third, Alexander Technique offers that is rare is how to reverse engineer an ingrained habitual physical routine that has become a nuisance. Every other advice about this involves, “do something else.” Imagine there’s another way to side-step what has become a deceptively self-imposed limitation, without giving up a beloved art, hobby, skill or job!

Fourth, A.T. teaches the ability to abstract. The classic method of Alexander’s work was taught very repetitively using a mundane action, (sitting and standing.) Intentions were revealed in the slightest changes of balance anyway, right? Certainly a student couldn’t figure that a “better” way to be sitting and standing was the whole point. Students were left to turning their experience into something useful in other situations. To do this, abstraction of context had to happen.

Just those four points – do you think they read like snake oil?

Sensory Dissonance

More than a hundred years ago, a Delsartean-inspired actor who figured out how to regain voice loss named F.M. Alexander noticed a principle of human nature related to movement perception and gave it a term: “debauched kinesthesia.”

A more modern term might be: “Sensory Dissonance.” It is what happens when there is a violation of the brain’s “predictive coding” processes that have been described by neuroscience in the Bayesian model of the brain. This model explains how we can instinctively work out whether there is time to cross the road in front of an approaching car or not. We make a prediction based on past experiences, with these predictions (hopefully) updated “on the fly.” Of course, if our “predictive coding” ability doesn’t match reality, our next reaction will depend on how we deal with being wrong. The confounding, irrational quality that a Sensory Dissonant experience seems to possess is related to points described by the terms: Cognitive Dissonance and Cognitive Bias. Denial is most common; (described in *THIS* collection as the “Confirmation Bias”) and accidents can result. If you haven’t read it yet, I have previously outlined in the first half (in the previous post below) the relationship of Sensory Dissonance to these latter categories.

Why Sensory Dissonance Is Important

Aside from avoiding accidents, many more advantages will come from further consideration of this topic. A most interesting area is performance – when you know how to do something, but can’t reliably do it when needed. Or when doing what you imagine you know how to do doesn’t get you where you want to end up.

What most people do about having experienced Sensory Dissonance after making a “mistake,” is to rearrange themselves back to where they believe they “should” be physically oriented. Returning to whatever you sense was the “normal” state of affairs will feel “right” merely because it is most familiar. Because noting your reactions about Sensory Dissonance may also contain an expression of “Cognitive Dissonance” it probably will also be somewhat uncomfortable. (Maybe not; some have learned to welcome and find excitement in what is unfamiliar and unknown.) There’s a payoff of predictable security to resume what is familiar for most people. Most people will be motivated when noting a mismatch to put themselves “right again.”

But should you? But what if your sense of “right” needs calibrating? What if you feel strange when there hasn’t been a kid on your shoulders or you have not done an experiment pushing your arms against a door frame? (Check out the examples in the *first half* of this article.)

When Sensory Dissonance pops into your awareness, there’s an advantage to purposefully allow yourself to feel “strange” and to take a moment to consider what you’re going to do about it. The experience of Sensory Dissonance is an important pointer. This “strange” feedback reveals previously unknown information about the nature of the real state of affairs that would benefit from your thoughtful consideration of what to do about it. It’s an opportunity, don’t ignore it!

Perceptual dissonance is a signal that something different from the norm has just happened. You have the option to act on having noticed a difference by taking the reins back from habitual routines. This calls for using some awareness, strategic thinking and perhaps serious study to revise the affected routines. Perceptual dissonance gives you valuable feedback about what you have been overdoing that might be unnecessary. Viva la difference!

It would be really crazy if every time you carried a weight for awhile, you wanted to put the weight back on again to avoid feeling Sensory Dissonance. But this is the understandable urge in certain situations.

An example: while swimming. Getting back into the water where it feels relatively “warmer” seems logical when the wind factor on skin makes you feel cold in comparison…until your submerged body temperature really drops to match the temperature of the water. Chattering from the cold, you pretty quickly realize that getting back in the water to “get warm” is a short-sighted solution. However, there are many other situations that don’t offer this obvious feedback of mistakenly having made that short-sighted choice!

Act Wisely on Sensory Dissonance

Next time you feel disoriented, consider what this means. Here is a potential for an insight. Maybe pause and consider what you’d like to do about having received a curious sensation of perceptual dissonance, instead of ignoring it and getting yourself back to where you “feel right.”

By deliberately experimenting with Sensory Dissonance, you’ll realize that human sensory orientation judgment is relative, not absolutely “True.”

For instance, if you often stand with your weight on the ball of your foot or on one foot and something gets you to stand with your weight on your heels or both feet, Sensory Dissonance will make you feel strange as if you are leaning backwards or to the “wrong” side. (Women who routinely wear high heels and walk mostly on the ball of their feet know this sensation.) Getting back into those high heels to feel “normal” or transferring all your weight to the other foot is like getting back into the pool to get warm – a short-sighted solution. But in this situation, there is no feedback like getting cold if you stay in the water to tell you that you chose wrong, (unless your feet or calves eventually start hurting or your knees start crumbling.)

What Sensory Dissonance Is Really Telling You

What you might want to do is to think a bit about the important information that Sensory Dissonance is offering you. It’s really saying that your habitual “normal” has been violated. Did you know you were actively doing something in the opposite direction of what Sensory Dissonance just revealed to you? You didn’t until now. Because of the Sensory Dissonance signal, you now have the option of taking the reins back from your habit by using some awareness and strategic thinking to consider changing some of those habits.

The actor quoted at the beginning of the article has solutions. His “Alexander Technique” method always contain this Sensory Dissonant signal that something different has happened. An Alexander Technique teacher gives experiences in classes and “hands-on guided modeling” that reliably feel as if something mysterious and lighter has happened to your movement coordination. It’s the only answer I know about for sifting out problematic features from previously ingrained habits “on the fly,” addressing performance issues involving postural mannerisms.

Hope this little article will lead you to question what you should do about it when you feel Sensory Dissonance. Surprising dissonant sensations can be used as important pointers to bring to your attention that what you just did, felt or experienced. What just happened was something entirely, originally new and different – for you. Here is something that could benefit from your serious attention and consideration – and maybe even be worth investing in long-term study of Alexander Technique!