We enable the pupil to recover a condition of harmony and ease. This can be applied to any position and any movement.

We are not attempting to usurp nature. We don’t teach people how to move or breathe. We have faith in the innate capacity of the individual. All an Alexander Teacher can do is to help liberate what already exists, albeit in an interfered way. In other words, Nature does us, and not the other way … Continue reading →

How can an Alexander Teacher define the Technique? Is the Alexander Technique an Education or a Therapy? Should Alexander Teachers sit on a register of complementary therapists such as the CNHC as we are currently entitled? At this moment in time, this issue is creating a huge amount of heat within the membership body STAT … Continue reading →

It’s all very easy to talk about free hips, efficient movement and better posture. And it is important to know how to adopt good mechanical positions at work and play. In limited and partial Alexander work, these realities are prominent agendas in the teaching situation. In real Alexander work, ergonomic efficiency is a by-product of … Continue reading →