Almost everyone can connect with that feeling — when you know you should do something to make yourself feel better, but you lack motivation. Keller finds that the Alexander technique "teaches people in a very direct way that they can make a choice that has an almost immediate effect on them."

Ives, a smart and funny researcher, comes from a scientific background. He also finds the Alexander technique very useful in his training of practitioners, although for a different reason. "My field is neuromuscular control," he explains. "In my courses we spend a lot of time thinking about dynamical systems theory and discovery learning. But it’s hard to teach just plain theory, so I started to look around for some applied methods that students could try out.

"Everywhere I looked," he says, "people were mentioning the Alexander technique, the Feldenkrais method, tai chi, and yoga. [And I discovered] there’s some solid ration- ale behind this modality, enough evidence that I think we need to explore it further. There’s definitely a place on campus for this type of learning."

While all three professors agree that the technique is focused on making changes in an individual’s physical habits, they point out that it has applications for other types of learning as well. The technique, which includes a pause for reflection before reaction, can be viewed as a tool of creative thinking. That’s why people from the business and communications schools are also interested.

"The creative moment is what makes a businessperson an entrepreneur," says Wacker-Hoeflin. "This technique branches out into all the different areas that we perceive as the essence of being — one’s physical, mental, and emotional state. There isn’t a of the mind and body."

Ives agrees. "Everything we do starts here," he says, touching his head, "and comes out through here," he says, indicating his whole body. "The hand is the extension of the mind. You have choices not only in how you carry yourself, but also in how you respond and act. If you react in the same way every time, you’re no longer creative. But if you learn to be aware of how you respond, you have options — and the importance of that is incredible."

I point out that it seems very important for young people, too, who can learn to make choices now to avoid problems later.

The three professors nod in agreement. "And for all of us!" grins Wacker-Hoeflin, raising her hand. "I’m 61, and it’s very important for me to revisit it daily. My ‘respondability’ is always changing."

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