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Friday, October 29, 2010


In honor of deva spirits and witches everywhere, I made a witchy nymph. 

What you don't see in this picture is how I had to splint and graft two pieces of the stick into one to get the witchy nymph to have arms as well as legs. 

While I was doing so, I was thinking about how many of us wounded healers there are, partially broken... How many there are who have had to go from being broken to making themselves whole again. This journey seems to be necessary to make compassionate teachers with some real answers for those who find themselves in dire straights.

Saturday, October 09, 2010


It is a fact that no matter how much "better" your sensory judgment gets,  you are always going to be using your senses in a 'relative' way.  'Absolute fact' doesn't exist. It's not how people are wired. We're made so that we get used to being whatever we have learned, so what is new can get our attention. So whenever a significant change is made, it will always feel "strange" and "abnormal."  

After recovering from over-doing and needing to adapt to terrible or extraordinary circumstances of life that nearly everyone encounters, it is pretty amazing how it's still possible to uncover your original subtle sensitivity. Eventually with the right sort of attention, you can get your bearings and learn to do things easier as you used to be able to do it when you were innocently younger. As this is happening, the changes that register as "significant" get more subtle, but they are still changes with those same "weird" sensations of newness. 

I believe that sensory appreciation is far and away more important priority as a principle than most Alexander teachers give it. Most give it lesser billing as a sort of "special effects" in relation to the other "more important" principles - but I think motor sensory amnesia has center stage as the one of the three most important concepts of Alexander Technique. Sensory appreciation is the principle that needs to be introduced first. 

It's important because students need to know from the beginning how to recognize that something new has happened. most people disregard happenings that are "unclassified flukes" because they don't fit preconceptions - they're not anywhere near the radar of expectations. If students don't understand what a discovery looks like, how are they going to know they are making one when it happens?

As far as humor goes - more teachers should use it!