Three movement practitioners, Niamh Dowling, Miranda Tufnell and Lucia Walker, colleagues for over thirty-five years, come together to find ways to articulate how their individual practices have been informed by the common roots in their training as teachers of Alexander Technique. Each of them charts their unique journey in the application of this body of somatic work to create a range of pathways into theatre, dance, music, health, arts and community, and leadership training. Their individual paths have intersected over the years as students, teachers, co-teachers and collaborators. The article starts by examining our personal motivation to join an Alexander Technique teacher-training programme. It then follows our individual journeys as we seek to define the nature and purpose of our work and where best to position it. We witness each other’s progress and share with each other our personal experience of creating new pathways, opening doors to embodied learning, of setting up new contexts to test, expand and enhance our practice and work. This brings us thirty-five years later to the territory of metaphor, language, training attention and looking to access the imagined and felt world.

三位运动从业者 Niamh Dowling、Miranda Tufnell 和 Lucia Walker 共事超过 35 年，他们齐聚一堂，共同寻找方法来阐明他们的个人实践如何从他们作为 Alexander Technique 教师的培训中获得的共同根源所启发。他们每个人都描绘了他们在应用这些躯体工作方面的独特旅程，以创造一系列进入戏剧、舞蹈、音乐、健康、艺术和社区以及领导力培训的途径。多年来，他们作为学生、教师、共同教师和合作者，各自的道路相交。本文首先考察了我们加入 Alexander Technique 教师培训计划的个人动机。然后，当我们寻求定义我们工作的性质和目的以及最佳定位时，它会跟随我们的个人旅程。我们见证彼此的进步，并与彼此分享我们在创造新途径、为具体学习打开大门、建立新环境以测试、扩展和加强我们的实践和工作方面的个人经验。这让我们在 35 年后进入了隐喻、语言、训练注意力和寻找进入想象和感觉世界的领域。