Ruth Rootberg - Living the Alexander Technique, Volume II: Aging with Poise

After the first volume of Living theAlexander Technique was published in June 2015, my colleagues encouragedme to conduct more interviews. I was flattered and gratified, and I decided toproduce another volume. I soon had the opportunity to interview more teachersfor this second book while attending the 10 th International Alexander Technique Congress in Limerick, Ireland, that August. During the week of the Congress, I interviewed Ilana Machover and Ruth Murrayand made appointments to interview Shaike Hermelin and Vivien Mackie.

As time went on, I interviewed eleven teachers. Theseteachers inspired and educated me through their thoughtful responses to myquestions. The process of interviewing and editing their words has kept me intouch with the breadth and depth of our profession: No two teachers think aboutthe principles of the Alexander Technique or teach it in quite the same way. Each teacher draws from his or her unique life experience and worldview indeveloping a personal pedagogical approach.

I asked many of the same questions as in my previous book:How did you first become acquainted with the Alexander Technique? What words doyou use to direct ? Has your concept of inhibition changed over the years? What physical or medicalchallenges are you facing as you age? What advice would you give to other agingteachers? I also brought in new questions: During the first moments you placehands on your student, where is your attentionon yourself, the student, orboth? Other questions arose from each teachers life experience or particularinterests.

The teachers interviewed live in the United Kingdom, Israel,and the United States; some have spent long periods teaching in othercountries. I interviewed Ruth Murray, Ilana Machover, Nelly Ben-Or, BarbaraKent, and Giora Pinkas in person. I conducted video chats with Shaike Hermelin,Vivian Mackie, John Nicholls, Michael Frederick, Ron Dennis, and George Lister. As technology and my computer capabilities changed, I shifted from Skype toZoom.

These eleven teachers are on average younger than thesubjects of the first volumeranging in age from their early seventies to earlyeighties. How extraordinary to consider whether people in their seventies andearly eighties are