PAAT — Who We Are
PAAT was established in 1986 with four key aims in mind:
1) To teach the Alexander Technique to the highest standards.
2) To provide the best possible training course for teachers.
3) To research the scientific and philosophical basis for the Technique.
4) To promote the Alexander Technique in the wider world.
The Alexander Technique is a practical method by which an individual can bring about substantial and long lasting personal change.
PAAT believes that we owe it to our own and future generations to pass on the Alexander Technique accurately.
To this end, PAAT aims to teach the Technique as set out by F.M. Alexander in his four books while providing our teaching within a modern context.
The Alexander Technique must continue to develop while staying true to its central principles.
It is remarkable how effective the Alexander Technique is and how perceptive Alexander was in making his discoveries.
As the world changes at an ever more rapid pace and places increasing demands on our resources and time, Alexander’s Technique for personal responsibility and self control is needed as never before.
PAAT’s teaching method does not take away anything of substance with respect to the principles of the Technique, nor does it depend on following the latest fad.
The way our members deal with one another and engage with other organizations and individuals is informed by the principles of the Alexander Technique.
We do things this way because the Alexander Technique works.
Its principles are ones you can reliably act upon.
What Our Principles Mean For Pupils
All PAAT teachers have undertaken four years of training on the Association’s Training Course.
This demands a very high standard of competence.
Qualification for the PAAT training course is, and always has been, by examination and is a basis for membership of PAAT.
In addition, a PAAT teacher’s training continues well beyond qualification.
Our teachers go on developing their practice by taking part in Continuous Professional Development and some are involved in cutting edge research.
They are bound by the Association’s Code of Conduct and hold the necessary professional insurance for teaching individuals and groups.
Taken together, this means pupils can find they are in safe and informed hands with PAAT teachers.
What Our Principles Mean For Teachers And Trainees
Our trainees learn to use their hands from day one.
By the time they’ve completed their four years of training, we think they’re pretty good.
But pretty good isn’t enough.
We view our training course as a springboard for a lifetime of development and growth.
After qualifying, our teachers develop their practice in the teaching room and beyond.
Continuous Professional Development and research enables our teachers to keep their fingers on the pulse regarding the application of the Technique to today’s demands.
It is only by monitoring the teaching and learning of the Technique in this way that its principles can be safeguarded from erosion.
It’s true that our teaching certificates are hard won, but if qualification were the only criterion for teaching, we would be doing everyone a disservice.
Time generates inevitable change, and as the demands on each of us transform and multiply, questions must be asked of the methods we use to solve our problems.
In order to make progress, we must learn to distinguish between what works and what does not work.
In this respect, reliance on habit in the face of a mutable world is a non-starter we’d all do well to give up.
The Alexander Technique offers a sound method for managing habit and dealing with change.
All PAAT teachers know from experience that the Alexander Technique works and have rigorously assessed the scientific basis for how and why this is the case.
Put simply, the Alexander Technique requires no watering down or hyping up in order to stand its ground.