Dewey's introductions to… Alexander's books…together with the chapter on Habits and Will in Human Nature and Conduct still provide the best general introduction to Alexander's work.

Frank Pierce Jones

Introduction by John Dewey to The Use of the Self by F. M. Alexander, 1932

In writing some introductory words to Mr. Alexander's previous book, Constructive Conscious Control of the Individual, I stated that his procedure and conclusions meet all the requirements of the strictest scientific method, and that he had applied the method in a field in which it had never been used before—that of our judgments and beliefs concerning ourselves and our activities. In so doing, he has, I said in effect, rounded out the results of the sciences in the physical field, accomplishing this end in such a way that they become capable of use for human benefit. It is a commonplace that scientific technique has for its consequence control of the energies to which it refers. Physical science has for its fruit an astounding degree of new physical energies. Yet we are faced with a situation which is serious, perhaps tragically so. There is everywhere increasing doubt as to whether this physical mastery of physical energies is going to further human welfare, or whether human happiness is going to be wrecked by it. Ultimately there is but one sure way of answering this question in the hopeful and constructive sense. If there can be developed a technique which will enable individuals really to secure the right use of themselves, then the factor upon which depends the final use of all other forms of energy will be brought under control. Mr. Alexander has evolved this technique.

In repeating these statements, I do so fully aware of their sweeping nature. Were not our eyes and ears so accustomed to irresponsible statements that we cease to ask for either meaning or proof, they might well raise a question as to the complete intellectual responsibility and competency of the author. In repeating them after the lapse of intervening years, I appeal to the account which Mr. Alexander has given of the origin of his discovery of the principle of central and conscious control. Those who do not identify science with a parade of technical vocabulary will find in this account the essentials of scientific method in any field of inquiry. They will find a record of long continued, patient, unwearied experimentation and observation in which every inference is extended, tested, corrected by more further searching experiments; they will find a series of such observations in which the mind is carried from observation of comparatively coarse, gross, superficial connections of causes and effect to those causal conditions which are fundamental and central in the use which we make of ourselves.

Personally, I cannot speak with too much admiration—in the original sense of wonder as well as the sense of respect—of the persistence and thoroughness with which these extremely difficult observations and experiments were carried out. In consequence, Mr. Alexander created what may be truly called a physiology of the living organism. His observations and experiments have to do with the actual functioning of the body, with the organism in operation, and in operation under the ordinary conditions of living--rising, sitting, walking, standing, using arms, hands, voice, tools, instruments of all kinds. The contrast between sustained and accurate observations of the living and the usual activities of man and those made upon dead things under unusual and artificial conditions marks the difference between true and pseudo-science. And yet so used have we become to associating "science" with the latter sort of thing that its contrast with the genuinely scientific character of Mr. Alexander's observations has been one great reason for the failure of many to appreciate his technique and conclusions.

As might be anticipated, the conclusions of Mr. Alexander's experimental inquiries are in harmony with what physiologists know about the muscular and nervous structure. But they give a new significance to that knowledge; indeed, they make evident what knowledge itself really is. The anatomist may "know" the exact function of each muscle, and conversely know what muscles come into play in the execution of any specific act. But if he is himself unable to co-ordinate all the muscular structures involved in, say, sitting down or rising from a sitting position in a way which achieves the optimum and efficient performance of that act; if, in other words, he misuses himself in what he does, how can he be said to know in the full and vital sense of that word? Magnus proved by means of what may be called external evidence the existence of the central control in the organism. But Mr. Alexander's technique gave a direct and intimate confirmation in personal experience of the fact of central control long before Magnus carried on his investigations. And one who has had experience of the technique knows it through the series of experiences which he himself has. The genuinely scientific character of Mr. Alexander's teaching and discoveries can be safely rested upon this fact alone.

The vitality of a scientific discovery is revealed and tested in its power to project and direct new further operations which not only harmonize with prior results but which lead on to new observed materials, suggesting in turn further experimentally controlled acts, and so on in a continued series of new developments. Speaking as a pupil, it was because of this fact as demonstrated in personal experience that I first became convinced of the scientific quality of Mr. Alexander's work. Each lesson is a laboratory experimental demonstration. Statements made in advance of consequences to follow and the means by which they would be reached were met with implicit skepticism—a fact which is practically inevitable, since, as Mr. Alexander points out, one uses the very conditions that need re-education as one's standard for judgment. Each lesson carries the process somewhat further and confirms in the most intimate and convincing fashion the claims that are made. As one goes on, new areas are opened, new possibilities are seen and then realized; one finds himself continually growing, and realizes that there is an endless process of growth initiated.

F. M. Alexander (right) giving John Dewey an Alexander Technique lesson.

From one standpoint, I had an unusual opportunity for making an intellectual study of the technique and its results. I was, from the practical standpoint, an inept, awkward slow pupil. There were no speedy and seemingly miraculous changes to evoke gratitude emotionally, while they misled me intellectually. I was forced to observe carefully at every step of the process, and to interest myself in the theory of the operations. I did this partly from my previous interest in psychology and philosophy, and partly as a compensation for my practical backwardness. In bringing to bear whatever knowledge I already possessed—or thought I did—and whatever powers of discipline in mental application I had acquired in the pursuit of these studies, I had the most humiliating experience of my life, intellectually speaking. For to find that one is unable to execute directions, including inhibitory ones, in doing such a seemingly simple act as to sit down, when one is using all the mental capacity which one prides himself upon possessing, is not an experience congenial to one's vanity. But it may be conducive to analytic study of causal conditions, obstructive and positive. And so I verified in personal experience all that Mr. Alexander says about the unity of the physical and psychical in the psycho-physical; about our habitually wrong use of ourselves and the part this wrong use plays in generating all kinds of unnecessary tensions and wastes of energy, about vitiation of our sensory appreciations which form the material of our judgments of ourselves; about the unconditional necessity of inhibition of customary acts, and the tremendous difficulty found in not "doing" something as soon as an habitual act is suggested, together with the great change in moral and mental attitude that takes place as proper coordinations are established. In re-affirming my conviction as to the scientific character of Mr. Alexander's discoveries and technique, I do so then not as one who has experienced a "cure" but as one who has brought whatever intellectual capacity he has to the study of a problem. In the study, I found the things I had "known"--in the sense of theoretical belief--in philosophy and psychology, changed into vital experiences which gave a new meaning to knowledge of them.

In the present state of the world, it is evident that the control we have gained of physical energies, heat, light, electricity, etc., without having first secured control of our use of ourselves is a perilous affair. Without the control of our use of ourselves, our use of other things is blind; it may lead to anything.

Moreover, if our habitual judgments of ourselves are warped because they are based on vitiated sense material--as they must be if our habits of managing ourselves are already wrong—then the more complex the social conditions under which we live, the more disastrous must be the outcome. Every additional complication of outward instrumentalities is likely to be a step nearer destruction: a fact which the present state of the world tragically exemplifies.

The school of Pavlov has made current the idea of conditioned reflexes. Mr. Alexander's work extends and corrects the idea. It proves that there are certain basic, central organic habits and attitudes which condition every act we perform, every use we make of ourselves. Hence a conditioned reflex is not just a matter of an arbitrarily established connection, such as that between the sound of a bell and the eating-reaction in a dog, but goes back to central conditions within the organism itself. This discovery corrects the ordinary conception of the conditioned reflex. The latter as usually understood renders an individual a passive puppet to be played upon by external manipulations. The discovery of a central control which conditions all other reactions brings the conditioning factor under conscious direction and enables the individual through his own co-ordinated activities to take possession of his own potentialities. It converts the fact of conditioned reflexes from a principle of external enslavement into a means of vital freedom.

Education is the only sure method which mankind possesses for directing its own course. But we have been involved in a vicious circle. Without knowledge of what constitutes a truly normal and healthy psychophysical life, our professed education is likely to be mis-education. Every serious student of the formation of disposition and character which takes place in the family and school knows—speaking without the slightest exaggeration—how often and how deplorably this possibility is realized. The technique of Mr. Alexander gives to the educator a standard of psycho-physical health—in which what we call morality is included. It supplies also the "means whereby" this standard may be progressively and endlessly achieved, becoming a conscious possession of the one educated. It provides therefore the conditions for the central direction of all special educational processes. It bears the same relationship to education that education itself bears to all other human activities.

I cannot therefore state too strongly the hopes that are aroused in me by the information contained in the Appendix that Mr. Alexander has, with his coadjutors, opened a training class, nor my sense of the importance that this work secures adequate support. It contains in my judgement the promise and potentiality of the new direction that is needed in all education.

Copyright E.P. Dutton & Company 1932
Copyright renewed 1959
Reprinted by arrangement with Dutton Signet, a division of Penguin Books, U.S.A.
Reprinted with permission of Victor Gollancz Limited, London, publishers of The Use of the Self, 1985 edition.
Copyright the Estate of F.M. Alexander 1985.

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