Alexander writes the following in page 155 of MSI (Man's supreme inheritance)
... and the outcome will be a race of men and women who will outstrip their ancestors in every known sphere, and enter new spheres as yet undreamt of by the great majority of the civilized peoples of our time. The world will then make in one century greater progress in evolution towards a real civilization than it has made in the past three….
As far as I am aware, I have not come across a statement that resembles this in any other book that I have read, either religious, philosophical, literary or scientific! One thing is true, what Alexander dreamt about has not transpired; these words were written a hundred years back. Yet, what if Alexander’s dreams have not been realized due to our collective stupidity, after all a pioneer can only point the way, the followers must be intelligent enough to navigate the path and not fall into the first pit that they happen to come across. Let us assume for the moment that this indeed is the situation (we will make a separate critique of the book itself later, to find out its strengths and its weaknesses), for the moment let us assume that what Alexander dreamt about is attainable. If attainable, would it make the book, the most important book ever written?
We will make an intellectual journey to compare this book in an unbiased way, with religious, philosophical, literary and scientific books, that form the treasure house of human thought.
Regards,
Selvaraj
(To be continued)
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Selvaraj
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Hello list;
To answer the subject line question: No.
Man's Supreme Inheritance is damned important for Alexandrians, but the hasty writing of the 1910 version and the awkward expansion of 1918 make the book too sprawling and difficult to convey its message efficiently.
Alexander's language about 'progress' is almost boilerplate for contemporary books about social-political-health notions. This is perhaps the least original and interesting stuff in the book. If you actually read the quote in context, it is obvious that FM is NOT talking about some 'supernatural' effect of improved Use. He is talking about the enormous difficulty that human beings have in learning from new and unprecedented experiences. The 'progress toward real civilization' is not claimed as a future product of Alexander lessons, but as the result of a revolution in teachability and reasoning capacity.
Alexander is more allied with Voltaire, Thomas Paine and Robert Green Ingersoll than with any religious tradition or Eastern Wisdom.
Here is the full text of the paragraphs in question, note how FM starts with a simple problem of teaching and shows how it relates to broader problems of growth and change. It is especially interesting that he is speaking here of faulty sensory appreciation and inhibition; two concepts that many, perhaps most, participants on this list seem determined to avoid thinking about.
When it is explained to such a pupil that inhibition is the first step in his re-education, that his apprehensive fear that he may be doing wrong and his intense desire to do right are the secrets of his failure, he will invariably endeavour to prevent himself from doing anything, by exerting force usually in the opposite direction. And so he creates a second harmful force which, in conjunction with the first, serves only to increase the undue physical tension and to intensify the already exaggerated apprehensive condition. The fundamental principle in the reeducation of such a subject is the prevention of this undue and unnecessary apprehension. He must not attempt to remedy any defect by "doing something" physically in accordance with his sensory appreciation, which is the outcome of his erroneous preconceived, ideas and incorrect psychophysical experience. His reasoning power is dominated by his sense of feeling where his psycho-physical self is concerned, so that he cannot even attempt to carry out any physical act except the one he feels to be right, despite the fact that by his reasoning faculties and practical proof he knows that his sense of feeling is misleading and is the outcome of erroneous preconceived ideas. We must therefore make him understand that so very frequently in re-education the correct way to perform an act feels the impossible way. There is only one way out of the difficulty. He must recognize that guidance by his old sensory appreciation (feeling) is dangerously faulty, and he must be taught to regain his lost power of inhibition and to develop conscious guidance. The teacher must with his hands move the pupil's body for him in the particular act required, thereby giving him the correct kinsesthetic experience of the performance of the act.
To the uninitiated this may seem a simple matter, but if my reader will put it to the test, it will not be necessary for me to convince him that it is quite otherwise in the majority of cases. This is not surprising when it is realized that as soon as the teacher places his hands on the pupil and attempts to move him, he is at once in contact with his faulty and deceptive sense of feeling, the dominating sense in the subconsciously controlled person in such circumstances. My experience has proved that the pupil at first will act in precisely the same way if I attempt to perform the act for him as if I had asked him to do it without my assistance. He is just as apprehensive as a result of one request as of the other, and in this state of apprehensiveness he is, mentally and physically, impossible to deal with from the standpoint of re-education. He conjures up in his mind all kinds of fears that he will do this or that incorrectly. If you mention that he did a certain thing when you placed your hands on him, he will make an endeavour physically to prevent himself the next time. This, of course, is one of the worst errors a pupil can make. It is usually attended by far more tension and apprehension than when he performed the act which you pointed out was incorrect. The re-education work really begins here, and it takes weeks, nay, sometimes months to bring the pupil to a stage in his co-ordination when he will be really once more in communication with his reason. With these facts before us I feel that my reader will advocate with me the necessity of adopting principles which will create new and correct habits, and eradicate needless apprehension and fear from the souls of human beings. To this end we must break the chains which have so long held them to that directive mental plane which belongs to the early stages of his evolution. The adoption of conscious guidance and control (man's supreme inheritance) must follow, and the outcome will be a race of men and women who will outstrip their ancestors in every known sphere, and enter new spheres as yet undreamt of by the great majority of the civilized peoples of our time. The world will then make in one century greater progress in evolution towards a real civilization than it has made in the past three. |
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Some people take great umbrage when the term "placebo effect" is applied to some process they are fond of. That's because they really don't understand what the placebo effect is and what it tells us. Namely, that belief is powerful, and can quite regularly produce effects which cannot be explained. That's not a bad thing. It's a good thing, at least sometimes.
Thu 31 May 2012, 6:59 pm
. Concepts as basic to AT as "primary control" have never been established as anything beyond speculation and opinion. It's like "chi" and similar concepts; many people are absolutely convinced that these are actual phenomenon, but in spite of strong, passionate opinion, and wishful thinking, they have not been established as anything more than belief.
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[M]ost of [Alexander’s] assertions are not tangible enough to be proved one way or the other. Concepts as basic to AT as "primary control" have never been established as anything beyond speculation and opinion. It's like "chi" and similar concepts; many people are absolutely convinced that these are actual phenomenon, but in spite of strong, passionate opinion, and wishful thinking, they have not been established as anything more than belief.
...no esoteric doctrine or mystical cult, but a synthesis of entirely reasonable propositions that can be demonstrated in pure theory and substantiated in common practice.
Hello,
Alexander came up with the term "primary control" inspired by the work of Rudolf Magnus. It could be argued that it was a mistake.
Alexander uses the term in a talk in 1926 called An Unrecognised Principle (see Articles and Lectures). He writes about Primary Control in The Use of the Self, 1931.
Regards,
Halvard Heggdal
----- Original message -----
From: sraj <sra...@gmail.com>
To: alex...@googlegroups.com
Date: Fri, 1 Jun 2012 06:45:47 +0530
Subject: Re: [alextech-list] : Is MSI the most important book ever written?
Hello list;
I know I am nipping in late on this, but my email showed Rex's opening sentence when my cursor passed over the title.
Nothing like the 'original observations, working notes and detailed analyses' that Rex seems to demand exist for Darwin either, nor Gregor Mendel or Isaac Newton and Einstein for that matter. Alexander's discovery was not done in a laboratory, nor was it reported in academic papers reviewed by whatever peers might have been found. Few, if any, scientific discoveries made before 1950 would match Rex's requirements.
Alexander's descriptions suggest the possibility of replication--no secret processes or out-of-the-blue revelations are involved anywhere. FP Jones, Chris Stevens and others have shown that the phenomena reported by Alexander have demonstrable objective reality. Alexander's core observations are consilient with all subsequent knowledge of physiology-neurology-psychology.
There are no magical entities, mystical 'energies,' leprachauns or unicorns involved in the Technique. Those most qualified to find fault in the Technique have not done so. From Sir Charles Sherrington through TDM Roberts and beyond.
Faulty sensory appreciation is a commonplace. The importance of the head-neck in coordination is not disputed by anyone (except for would-be heretics on this list). What is specific to the Technique, indeed what IS the Technique is the use of conscious inhibition to change habitual activity, and the non-verbal aspect of instruction.
John Coffin
PS: This topic has obviously drifted far from the original question. Maybe the topic should be 'Excuses for not reading Alexander,' or perhaps 'Why the Technique is whatever I say it is?'
--- On Sun, 6/3/12, Rex Alexander <rext...@gmail.com> wrote: |
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