Chapter 10: A New Pattern and Working to Principle

1. What is demanded by the powers that be regarding any new pattern?

2. How does the new pattern Alexander speak of meet the primary need in the education of the child?

3. How is the interest of a child quickened, increased and aroused in the new pattern?

4. How is not giving consent to gaining an end along familiar lines analogous to not giving consent in other circumstances?

5. How does the decision by an adult to benefit from the Technique imply a full recognition of responsibility for the care of the self as indicated in these chapters?

6. How would an acceptance of individual responsibility held over several generations lead to a consideration for others and their well being?

7. How does the effect of that responsibility hold for therapeutics?

8. What are the stumbling blocks to reaching that and other ideals?

9. Why is it important to educate the child, youth and adult in such a way that their reaction to the unfamiliar will be one of enquiry, tolerance and sympathy?

10. What is the basic need in making a fundamental change in the control of human reaction?

11. What opportunity and experience must a person have to meet this need?

12. According to Alexander, what accounts for professional athletes playing at times like second rate amateurs?

13. To what does Alexander attribute “impeding influences?” What do people do to counter these influences?

14. In what way does experiences gained in employing consciously directed “means whereby” lead to the development of humility?

15. From where do the golfer’s difficulties chiefly arise?

16. How does “trying to do our best” become a practical reality instead of a pious hope?

17. What are the advantages of learning to work to principle in learning new activities?

Thought Question

1. Alexander talks about decisions by adults coming for lessons implying their being willing to take full responsibility for their use of themselves. Are all adults who come for lessons willing to take responsibility for their use of themselves, or do some expect the teacher to “fix” them? How do we as teachers foster or impede responsibility taking on the part of our students?

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