Dan Armon

We know from Frank Pierce Jones that in 1914 Alexander was just
beginning to find a new way of working with his hands in teaching.
As a later development, indeed considerably later that the events
described by Alexander in the first chapter of “The Use of the Self”, the
use of hands as a teaching instrument has been considered secondary in
learning the work.
But with the hindsight of an epoch we can appreciate it as a discovery
no less fascinating than the rest of Alexander’s work.

So, what is the essence of this elusive non-doing touch?
Why is it that a teacher must work on himself whilst teaching?
Why should it not be possible to teach upon gleaning an “understanding”
of Alexander’s principles, based on only a few lessons’ tuition?
What is the quality of this touch and how does it influence the quality
of the meeting between teacher and pupil?
And what of the relevance of the meeting based on such a touch in the
examination of the nature of relationship in general?

These and other such questions will be the focus of the work I would
like to do at this year’s congress.