I’ve been recently reading this book titled, “You Are Now Less Dumb.” It’s a collection of brain science facts and research, put into context and stories by a journalist David McRaney. (Of course you can come by these brain science jewels on TED.com individually, but it’s fruitful for synthesis to read them in synopsis form close together.)
One caveat shows proof how humans resist any change; the conditioned system dramatizes retention of habits to be connected to survival itself. (I’ve been joking for years it’s as if Mr. Habit bureaucrat doesn’t wanna lose his job!) Another study shows how increasing the number of choices stresses our system, justifying the manufacture of habits to handle the overload. For instance, judges and jurors are more forgiving after having eaten lunch, and hand out more punitive sentences at the end of the day when hungry and tired.
It appears that those who study Alexander Technique “swim against the tide” of their cultural conditioning by dealing with self-protective resistance… But – isn’t that why you’re here?
I was musing, “How was A.T. student convinced in the past to subject themselves, (at great cost of stress as evidenced from these facts) to become willing to over-ride their habitual conditioning and increase their capacity for making aware choices?”
Well, focal was the empirical proof of having a new experience of freedom from habit. This was done by the Alexander Technique teacher “blowing the mind” of the student at the first lesson with hands-on guided modeling. I see this as an honored “tradition,” but it also had the unwanted effect of producing student dependence. Nevertheless, mind-blowing mystique was and is an important motive and classic A.T. selling strategy. Once the student has gained the conviction that there are multiple impressionable sensations and mystery advantages to stopping routines of “habitual instinct,” the teacher is recognized as having this special capacity and the student is willing to pay and become dedicated. (This was dedication lasting for a lifetime for some of us who adored Alexander Technique and those who eventually continued training to became teachers.) Unfortunately, this strategy tends to make students dependent on teachers rather than independent learners. (Although it was good strategy to retain students from the point of view of the teacher supporting themselves.)
The opposite of choice is NOT coercion; it is instinct.
Gets you thinking, doesn’t it?
Perhaps we should hesitate to use the word “instinct,” or at minimum be much more careful in using it. Aside from being misunderstood as a ‘design flaw.’ The word “instinct” can be too seductively relegated to be confused with “habits” after the become innate and disappear. The word “instinct” might also stand for the protective and self-preservation resistance of “human nature,” (many of these “human nature” truths have been scientifically to the qualifier of: “True, but only for those people in a certain group that were specifically indoctrinated when young by their cultural motives.”)
It’s similar to the dangers of using the word “easy” to in a sentence: “Descending into habitual addiction is easy.” I’d rather specifically reserve the “easy” word for a positive experience, with “easy” being the “magic question” used to filter results after experimentation. Better to say, “seductive” or “tempting” when spelling out how some specific habits are powerful enough to pull us along and make us unaware of really, really bad consequences that accumulate over time. Alexander Technique teachers are really big on avoiding cumulative damage.
My point is: doesn’t it feel to many if us who experience Alexander Technique in a lesson, as the habits are subtracted, the default coordination that resumes “as if by itself” is “instinctual?”
Are we really going against “instinct” when we become more willing to take the reins from habit, to learn and adapt with our mindfulness, increasing our capacity to choose without getting tired and stressed from doing so?
For some of us adults, that’s undoubtedly the challenge, but the younger we are…
Experience and another study confirms the assumption that the younger the person when they began learning anything, the less stress they will encounter in learning what adults would find challenging, (such as the capacity to over-ride the status quo of any conditioned behavior…as expressed in, say, learning to pronounce a new language.)
Addressing my colleagues here,what should also be covered by A.T. classes would be consciously designing flexible habits that can be updated and shaped to changing circumstances. (That’s what the A.T. exercise: Whispered Ah gives acknowledgment to doing.)
Perhaps learning Alexander Technique is a way for adults to return to the learning capacities of youth?
Perhaps this ability to over-ride our conditioning that A.T teaches is one possible means to regain the attitudes of the young and impressionable who are still forming these routines and aren’t settled in them yet so ferociously?
Adults might be able to learn this youthful attitude from their study of Alexander Technique for gaining their “fountain of youth.” All it takes is to be willing to tolerate a bit of stress while they are unraveling the confines of their buried routines.
That’s why F. M. Alexander was so fond of quoting Shakespeare: “The Readiness is All.”