| Acknowledgements |
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vii | |
| Prologue |
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xix | |
| About this book and who it is for |
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xix | |
| The AT as Education |
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xxi | |
| So, what IS the Alexander Technique? |
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xxiii | |
| Who was Marjorie Barstow? |
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xxviii | |
| Structure of the Book |
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xxxiv | |
| A Note on Sources |
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xxxv | |
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xv | |
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xvii | |
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Part I F. M. Alexander and Marjorie Barstow |
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1 The Problem with Alexander's Technique |
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3 | (14) |
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The Evolution of the Passive Experience |
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4 | (8) |
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Reinstating Education into the AT: Barstow and Dewey |
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12 | (2) |
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14 | (3) |
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2 Marjorie Barstow's Constellation |
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17 | (30) |
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What Is a Philosophical Constellation? |
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17 | (2) |
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19 | (23) |
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Overview of Parallels Between Barstow and Dewey |
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42 | (1) |
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43 | (4) |
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Part II Dewey's Principles in Barstow's Teaching |
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47 | (36) |
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50 | (3) |
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The Essential Process of the AT |
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53 | (30) |
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4 Reconstruction: Barstow's Reconstruction of Alexander's Principles and Terms |
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83 | (66) |
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Part A Identifying Alexander's Principles |
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84 | (2) |
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Part B Reconstructing Alexander's Terms and Methods |
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86 | (4) |
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90 | (6) |
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96 | (11) |
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Term 3 Direction and Directions |
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107 | (8) |
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Term 4 Positions of Mechanical Advantage (and other Procedures) |
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115 | (23) |
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Term 5 Sensory Re-education |
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138 | (6) |
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Part C Philosophical Pragmatism in Action - The Parallel |
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`Reconstructions' by Dewey and Barstow |
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144 | (2) |
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Conclusion: The Reconstructed Alexander Technique |
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146 | (3) |
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5 Desire, Application and Art |
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149 | (22) |
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The Question of Desire in Alexander Studies |
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152 | (6) |
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Ends-In-View Versus End-Gaining |
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158 | (3) |
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161 | (3) |
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The Problem with Inhibition-as-Stopping and Non-Application |
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164 | (2) |
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Lighting the Spark for Performers |
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166 | (2) |
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168 | (3) |
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6 Democracy and the Social Context |
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171 | (36) |
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The Beginnings of Barstow's Group Teaching |
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172 | (2) |
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Dewey, Community and Communication |
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174 | (2) |
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Barstow, Community and Communication |
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176 | (3) |
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Criticism of Barstow's Teaching |
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179 | (2) |
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181 | (2) |
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183 | (2) |
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Group Teaching and the Alexander Technique |
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185 | (1) |
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Coordinating Benefit I: Observation and Thinking |
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186 | (8) |
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Coordinating Benefit 2: Constructive Thinking & Communicating |
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194 | (5) |
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Coordinating Benefit 3: Democracy, Independence and the Social Context |
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199 | (4) |
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203 | (4) |
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7 The Art and Integration of Teaching and Training |
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207 | (28) |
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Creating the Conditions for Learning (CCL) |
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208 | (2) |
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Teaching by Example and Implicit Learning |
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210 | (4) |
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214 | (6) |
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220 | (15) |
| Conclusion |
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235 | (6) |
| Notes |
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241 | (44) |
| Biographical Notes |
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285 | (20) |
| Appendix: The Alexanders and the Alexander Technique |
|
305 | (4) |
| References |
|
309 | (12) |
| Index |
|
321 | |
Lisainfo e-raamatute kohta