EnneagramStudiesTheWheelofChange byJeremyChance Copyright1996JeremyChance.

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Theenneagramillustratedaboveisa remarkablesymbol; noothersymbolcan,oreverwill, encompassitsbreathtakingscopeand truth. Itispurportedtobethetoolthat ledtotheinventionofthedecimal system.note1 Inesotericandnumerologicaltermsit embodiesthelawofthreeandthelawof seven.Note2 Practicallyittelescopesthecomplex structuralactionsofanycosmicprocess youcouldeverimaginewhetheritiscookingameal,releasinganewproduct,sayingtheLords Prayerordealingwithanaddiction.note3 Inthisarticlenote4IwillillustrateonesmallexamplefamiliartostudentsofAlexander's discoveries:howFrederickMatthiasAlexander's(FMA)storyisaclassicexampleofmovingaround thewheelofchangeasrepresentedbytheenneagram.note5 Studythesymbolabove. Itcontainsthreeelements:acircle,atriangleandsixstraightlines. Thecirclerepresentsthecyclicalnatureofchangedeathfollowslife,lifefollowsdeathand itsprogressionthroughtime. Thesixarrowedlinesindicatethedirectionthatinnerworkmusttaketomotivategrowtharound theoutercircle, whilethetrianglesymbolisesthethreeenergiesnecessarytofuelthischangeprocess. InPointNine:OurInheritance Inthechapter"EvolutionofaTechnique"fromTheUseoftheSelf,Alexanderbeginshisstory atInpoint9,ontheapexofthetriangleintheenneagram.Thissymbolisestheplacewherethe vastinheritanceofhumanityentersourlives.Interestingly,AlexandernamedhisfirstbookMan's SupremeInheritance.This'inheritance'cancomeintheformoffundamentaloperatingprinciples inheritedbeliefsthatgovernourperceptionsandbehaviour.AtthestartofhisstoryAlexander describeshowhenaturally: ...conceived'body'and'mind'asseparatepartsofthesameorganism,andconsequentlybelieved thathumanills,difficultiesandshortcomingscouldbeclassifiedaseither'mental'or'physical' anddealtwithonspecifically'mental'orspecifically'physical'lines. Aninfanthumanbeingisadepositoryofthevastcollectiveexperienceofhumanityideas, feelingsandmovementsinitiallyinfluenceourbehaviourwithoutanyconsciousorinformeddecision onourparttoacceptthem.Wearealsoborntoaspecificsex,buildandheightwithfixedeye, hair,skincolourandotherracialcharacteristics. Andfurtheronfromourbirthnoneofushadanyimmediatecontroloverhowweweretreatedin

ourearliestmomentsoflife.Theyearsofourupbringinghaveapowerfuleffectuponouradult behaviour. InthissensetheBuddhiststalkof'wakingsleep'thatwearestillreactingaswedidinour earlylife,despiteourremovalfromit. Wearenot'awake'toourfundamentaloperatingprinciples,sowelivemechanicallives,'acting out'onthesepatternsofbehaviouragainandagain. Gurdjieffstatedthatthevastmajorityofhumanityhadnotdevelopedmuchpasttheemotional maturityofayoungchild.note6Theworldlyarrayofwars,poverty,corruptionandselfish indifferenceisampletestimonytotheefficacyofhisviewpoint. Aswemovearoundtheenneagramweareembarkingonaprocessofconsciousdevelopmentofour inheritancethisisthebasisuponwhichweproceed. Thisistheinitialsourceof'energy'thatstartstheballrolling.Everythingthathappensin ourfutureisdependentuponwhathashappenedinourpastitisthesepastactionsthatweseek tobefreefrom. Inthe12stepprogramtheyhaveasayingaboutourneuroticinheritance: "Youarenotresponsibleforyouraddiction,youareresponsibleforyourrecovery."Thisisthe firstlessonoftheenneagram,neatlysummedupbytheSerenityPrayer:"Godgrantmetheserenity toacceptthethingsIcannotchange,couragetochangethethingsIcan,andthewisdomtoknow thedifference." Movementaroundtheenneagramispartlyaprocessofseekinganunderstandingofwhatcan,and can't,bechanged. FIRSTPERIOD:PREPARATORYPRACTICES Change,growthanddevelopmentcomeintheformoftwodistinctperiods.Theenneagramreflects thisitcanbedividedsymmetricallybyaperpendicularlinethroughInPoint9(seediagram). EnergyforthefirstperiodcomesinattwosourcesfromInPoints9and3whereasinthe secondperiodthereisonlyonesourceatInPoint6. DuringthefirstperiodwepassthroughStages1,2and4whilewecompletetheworknecessary toprepareourselvesforusforatransformationinourbeing. DuringthesecondperiodwepassthroughthefinalStages5,7and8.However,becauseour energycomesinfromonlyonesourceatInPoint6,thissecondperiodwhichconcernsthe transformationofourbeingtakeslongertocomplete. Mostofusdon'tevergettofinishthisfinalmovearoundthewheelofchange. Thefirstperiodalwaysinvolvesenlighteningourignoranceoftherealissues,whichareoften initiallydisguisedandmanifestonlyinsymptomsinAlexander'scase,ahoarsevoicecoupled withanirritationofthemucousmembraneofthethroatandnose.InAlexander'sstorythetwo periodswere,firstly,realisingthathisproblemwascausedbymisuseanddeterminingthebasic preventativedirectionsand,secondly,discoveringasuccessfulmeansofimplementingthem. Thefirstperiodischaracterisedbyconfusion,frustration shadowsandintriguingglimpsesofa'cause'whichcannotyetbeunderstoodoranswered.Our understandingandlanguageisnegativeweonlyknowwhatwedon'twantsothatouraimis conceivedasessentiallytheabsenceofthat. Thisisafalseaim,basedasitisonanegativeandnarrowperception.Allthatwecan perceiveduringthisearlyperiodofworkonourselvesarethesymptomsofsomethinghiddentoour understanding. InAlexander'scaseheknewonlyofhissorethroat,hishoarsenessand,throughhisdoctors,of

theinflammationofhisvocalchords. These,Alexanderunderstoodlater,werethesymptomsofhismisuseofhimself,butatthetime hehadnosuchunderstanding.Nordidhisdoctorswho,onthebasisofAlexander'soverlylong uvula,recommendedsurgerytoshortenit.Whilewenowknowthistobeutternonsense,itwasstill thenaturaloutcomeofanarrowperception.Withinthelittleworldof'theAlexanderthroat', causeandeffectseemedclear. Atthetimeanaimisfinallyrealisedasavision(Stage8)insteadofanegative(Stage2)the conceptionsunderlyingitwillberevolutionarytous. Sotoaimtooearlyforanimmediate'solution'toourproblemswouldbeliketryingtocure measlesbycuttingoffthespotsgettingridofthesesymptomsdoesnothealthecauseofthe disease. Inthisearlyperiodofworkouraimisnottomakeachange,ouraimistounderstandwhatit iswearedoing.Howcanwechangeathingwehavenotevenrecognised? FMA:"Thethingsthatdon'texistarethemostdifficulttogetridof."note7 StageOne:Observation Themotorofconsciousevolutionisobservationcollectinginformationabouttheconcealed truthsthatsurroundusanddispellingtheignorancethatperpetuatesoursuffering.Thisisthe essenceofAlexander'sapproach: StandingbeforeamirrorIfirstwatchedmyselfcarefullyduringtheactofordinaryspeaking. Alexanderdidnotdiscoverthattheheadmustgo'forwardandup',henoticedthatitwent'back anddown''forwardandup'becametheobviouscounterpointtothat: IwasparticularlystruckbythreethingsthatIsawmyselfdoing.IsawthatassoonasI startedtorecite,Itendedtopullbackthehead,depressthelarynxandsuckinbreath... ThequalitiesnecessaryforustodevelopatStage1onthewheelofchangearealsoaptly describedbytheBuddhistteachingof'mindfulness.'Thisisourprimarytask,thefirststep towardsanyspiritualgrowth. Gurdjieffalsoemphasisesthisacallsit'selfremembering'coupledwith'selfobservation.'In fact,everyspiritualteachingIhaveeverencounteredplacesprimaryemphasisonthisneedto increaseawarenessofourownbehaviour. Yethowoftenisthissimpletruthtrampleduponinourrushfordifference?FMA:"Everyoneis alwaysteachingustherightthingtodo,stillleavingusdoingthewrongthing."Sooftenour obsessionwithourgoalblindsustothecausesofourfailuretoattainit. Tobeginwithsimpleobservation,withmindfulness,requirespatience,tenacityandultimately, selfacceptance. Thisisthegrandironyofrealchangeitisn'tpossibleuntilweacceptourselvesasweare. Ilovetomakethisfollowingexperimentwithmypupilsforitfascinatesmethatinresponseto asimplequestion:"Whatcanyouobserveaboutyourself?"apupilwillsetinmotiona'cacophony' ofwriggles,writhingandmutterancesyetamidstallthisnoisehowcanitbepossibleforthemto listentotheirmovementsaccurately?Theactivitytheygenerateto'observe'themselvesbecomes itselftheobjectoftheirobservationintheprocesseffectivelydisguisinganythingofvalue thatmighthavebeendiscovered.Thiswigglingseemstobeaphysicalexpressionofalanguagethat isfullofsuchphasesas:"Myneckistootight.Idon'thaveenoughfreedomthroughmybody.I feelstiff."Butthesearenotobservationstheyareselfjudgements.Suchpupilsdonotactually

'observe'anythinginstead,theydreamupanidealisedstatethenproceedtocriticisethemselves forbeingunabletoachieveit. Toundergochangethrougha12stepprogrammethefirststepistoadmitwhoyouare(an alcoholic,asexaddictetc.)andacknowledgethatyoucannotcontrolyourself,that"yourlifehas becomeunmanageable". Thisparadoxhasalwaysintriguedme:thefirststeptogainingpoweristoadmittoyour powerlessness;thefirststeptogainingcontrolistoadmitthatyoudon'thaveit. Soitisthatyoucannotchangeuntilyouadmitwhoyouareandbecomefullyacceptingofthat. WithoutselfacceptanceIhavefoundthatitisnotpossibletoobservemyselfandconsequently Icannotchange. Allthatispossibleisformetodoisdenymyselfpretendthisisagoodjobofit,sitting upsostraightandtall("I'mnotworriedbythatlittlebitofsorenessinmyback").Yetwhilemy energyisdevotedtotryingnottobewhatIactuallyamwhereisthepossibilityofchange? Thegreatertheenergythatisspentontryingnottobewhatweare,thegreaterourattachment tobeingthere. Thepersonwhotriesveryhardtositupstraight("becauseslumpingisbad!")willinevitably slumpdownevenfurtherwhentheytireoftryinggivingcauseforfurther'failure'followedby evenmoreenergeticattemptsto'situp.'Nochangewilleveroccuralthoughthepersonmay momentarilybelieveinaboutof'uprightness'thattheyhavechanged. Their'sittingup'iscausallyrelatedtotheir'slump'sothatonecannotexistwithoutthe otherastheireffortto'situp'isincreased,soalongwithit,istheirtendencytoslump. Icallitthe'notslump'slump. FMA:"Iamputtingintogearthemusclesthatholdup,andyouareputtingthemoutofgearand thenmakingatremendousefforttoholdyourselfup,withtheresultthat,whenyouceasethat effort,youslumpdownworsethanever". Andallthisbecausewefailedtoappreciatewhattrueobservationisallaboutandsetabout puttingour'debauched'ideasfirst.The'idea',astheenneagramshows,mustcomeafterthefact, notbeforeit. StageTwo:Interpretation Sotheproblemthatpreventsrealobservationisthatourcurrent'idea'ofourselvesis collapsedtogetherwithourobservations:theideaprecedestheobservationandactstofilterout allirrelevancies.IamtoldthatAlexanderoftenconveyedtohisstudentsthewisdomofthe chemistryprofessorwhostrolledaroundthelaboratorywarninghisstudents:"Now,nowdon'tfind whatyouarelookingfor." Phrasessuchas"hisneckisstiff"and"shelookstense"areexpressionsofinterpretative thought:youdon'tobserve'stiffness,'youobservethat"...asapersonturnstheirheadinone directiontheydoitbymovingtheirshouldersandheadasoneunit".Icandeducefromthisthat theyarestiffbutImaybewrong. ThepointisthattheminuteIamabletoseparatemyobservationfrommyinterpretationofit, IamimmediatelyfreetoexplorealternativeexplanationsforwhatIamseeing.Itcreates possibilitiesthatpreviouslydidn'texistforme. Indeedhowmanypeoplewhoknowtheirneckis'stiff'areabletodomuchaboutit?Veryfew. Why?Becauseofthispointtheyhavenoaccesstothetruthofthesituationbecausetheyhave interpreteditbeforecollectingpreciseobservations.Alexander'sstoryisnotpepperedwithsuch

spurious'observations.'Heusesquiteadifferentlanguage: SufficetosaythatinthecourseoftheseexperimentsIcametonoticethatanyuseofmyhead andneckwhichwasassociatedwithadepressingofthelarynxwasalsoassociatedwithatendency toliftthechestandshortenthestature. Theseareobservations,veryexactonesatthat.Heevengoesontofussabouttheword 'shorten',addinginafootnote: Althoughitwouldprobablybemorecorrecttousethephrases'increasethestature','decrease thestature',Ihavedecidedtousethephrases'lengthenthestature','shortenthestature', becausethewords'lengthen'and'shorten'arethosemostcommonlyusedinthisconnection. WhenwefailtobeasparticularasAlexanderwasinourobservations,itrendersusincapable ofhelpingourselves. WhenIunderstandthatmyneckisnotsimply'stiff,'butthatmyheadisextendedbackandmy neckisdroppingforwardanddownthenIimmediatelyhaveaccesstoacourseofactionthatwas previouslyunavailableIcanexperiment. FMA:"Allwewilleverknowinthisworldiswhenwearewrong." ButthereisaproblemtoovercomefirstandInPoint3isitskey. InPointThree:GettingHelp Howmanyalcoholicsknowthattheyshouldexperimentwithgivingupthatfirstdrink,butdon't? Howmanyfatpeopleunderstandtheyshouldatleastgiveuptheafternooneclair,butwon't?How manyworkaholicsknowtheyshouldspendmoretimewiththeirfamily,butdon't? Havinganinterpretationofourobservedbehaviourshouldlogicallyleadustodoingsomething aboutityethumanexperienceisquitetothecontrary. TheenneagramexplainsthisphenomenabyinterpolatingInPoint3,thesecondpointofthe triangle,betweenStage2(interpretation)andStage4(experimentation).BetweentheseStages2 and4isthemomentinthewheelofchangewheresomeformofenergeticinputisessentialtobe abletosustaintheprocess. Ifnot,wewillremainstuckatStage2fortherestofourlife.Howlonghaveyoubeentrying tosolvethesameproblem? ThekindofassistancewereceiveatInPoint3hasmanyforms.Oftenthechangeprocessis joltedintoactionbyashockinAlexander'scase,forexample: MydisappointmentwasgreaterthanIcanexpress,foritnowseemedtomethatIcouldnever lookforwardtomorethatatemporaryrelief,andthatIshouldthusbeforcedtogiveupacareer inwhichIhadbecomedeeplyinterestedandbelievedIcouldbesuccessful.[myitalics] Alexander'srealisationthathislife'sdreamwasonthelinespurredhimintostartinghisnow famousseriesofexperiments.Whataboutyourself?Testtheveracityofthisideabyexaminingthe periodsofmomentouschangeinyourownlife.Wasthereaneventwhichtriggeredoffthechange?It mayhavebeenadeath,anaccident,amarriagesomethingthatshookyouupsufficientlytotrigger adifferenceinyourlife.Whetherpositiveornegativeinnature,these'consciousshocks'actas catalystsforthemajorpersonalevolutionswehaveexperiencedduringourlifetowardsdeath. Butaneventbyitself,nomatterhowshocking,isnormallynotsufficienttokeepthechange processtickingover.Whileitmayinitiallycatalyseusintoaction,unlessthisurgeisfedfrom anothersource,oureffortswillsoonpeteroutuntilwefindourselvesbackatStage2againwith

allouroldfamiliarproblems. Tosustainchange,supportisnecessaryonanongoingbasis thismaytaketheformof:seeingatherapistorattendingagroupregularly;joiningan Alexandertrainingcourse;becomingpartofa12stepcommunity;workingwithchallengingpartners; takingonareligiouscommitmentanythinginvolvingapositiveforceoutsideourselvesthat constantlycallsouractionsintoquestion.Itistoosimplereallysosimplethatveryfewofus everrealisehowutterlyessentialitactuallyis.Itisaskingforhelpandsooftenthisisthe greateststumblingblockwehave. InPoint3isabouthumility,itisaboutsurrenderingourselvestobesupportedbythehandsof trustedothers. IntheenneagramofahealthychildhoodourparentsaresituatedatInPoint3encouragingus totakerisksanddiscovertheworldforourselves.Thedysfunctionalfamilygoestowards explainingwhymanyindividualsfailtodevelopemotionallybeyondthelifeoflittlechildren. So,withsomekindofsupportstructuresetupinourlives,wearereadytostartmakingthe experimentsthatwillleadustowardsrealchange. Itisonlyatthispointthattheworkonourselvestrulyimpingesuponourinnerlives. ItwasonlynowthatAlexanderpulledouthismirrorsandreallybeganhiswork... StageFour:Experimentation Whatdoesitmeantoexperimentonyourself?AnanswertothisistobefoundinAlexander'sown successfulexperiments.Whatisfascinatingabouttheseisthattheyinevitablyinvolvedhimin givingthingsupyetthecommonideaabouthumanexperimentationcomesacrossasadoingone,e.g. "Trysomethingnew,doitdifferently".Alexander'smethod,longbeforehisdiscoveryof inhibition,wasa'nondoing'approach: ...IarguedthatifmyhoarsenessarosefromthewayIusedpartsofmyorganism,Ishouldget nofurtherunlessIcouldpreventorchangethismisuse. Howmanytimeshaveyouseenanotherpersonattempttocorrectaperceivedposturalfaultby assuminganew'correct'one?Alexanderdidn'ttrytoputhimselfrightsuchasthepersonwho pullshisshouldersbackandsitsupstraight.Yet,isn'tthatwhatmostpeopledo? Aswewillsee,atthisstageoftheenneagramitisawrongefforttoattempttoimplementa newbehaviour.Anewbehaviourwillevolvefromthelossoftheoldsomethingwillfillthevoid. Trytogettheretooquicklyandallthathappensisthatthenewbehaviourisgrafteduponthe olddistortingthemboth.Oftenwemistakethisforchange.Alexandercommentsonthis: ForIsawthatanimmediateresponsewastheresultofadecisiononmyparttodosomethingat once,togodirectlyforacertainend,andbyactingquicklyonthisdecisionIdidnotgive myselftheopportunitytoprojectasmanytimesasnecessarythenewdirections... Here'sapracticalexampleofthis:Iwanttogiveupmyobsessionwithsweetsandjunkfoodand leadahealthylife.Ahealthylife,Ithinktomyselfbutthen,by"actingquickly",Iproceedto rushtomy"certainend"bybuyinggoodfoods,readinguponallthenewesthealthdiets, convertingmyfriendsandembracingevery'healthy'possibilityIcan.Wherearethe"preventative directions"?Nowthehabitualexcessthatleadmetoeatbadfoodshasredirecteditselfintoan obsessionabouthealth.Haven'tyoumetpeoplelikethat?Nowadays,itiscalleda'positive addiction.'However,Ihavenotgivenupmy'unhealthy'behaviour,Ihavesimplyredirecteditinto anothersphereitlooks'healthy'butarealchange,basedonexperimentation,hasnotoccurred. People'cure'badbacksthisway.Indeed,mostmedicalandparamedicalpractitionersstill advocatethispseudomethodofchangetotheirpatientsintheformof'posturalexercises'and positionsto'holdthemselvescorrectly.'Alexanderteachersarewellfamiliarwiththiskindof stoneagenonsense.Otherpeoplemakethesepseudochangesbyputtingonaccents,wearinghip

clothesorjust"tryingtotalkproperlike."Wheneveryoumeetapersonlikethisyouareusually struckbytheirartificialityintuitivelyyouknowthemtobeintheactofdisguisingtheirtrue nature. LinefromStageOnetoStageFour IfyourefertotheinnerlinebetweenStages1and4onthediagramyoucanseethatthearrow pointstowardsStage4thisindicatesthatthecorrectsourceofmaterialforconducting experiments(at4)areourobservations(at1). LooknowatthelinebetweenStages4and2 herethearrowmovestowardsStage2butpseudochangesare,aswehaveseen,drivenby endgaining'ideas'(at2).Uncannilytheenneagrampredictsthatthiskindofeffortisagainsta truemethodofchange,thatis,againstthedirectionofthearrowbetweenStages4and2. Suchpseudochangesarebeingdrivenbyourfantasies(at2),notourobservations(at1),and assuchareawrongeffort. Thechangesgainedbythismethodarenotreal,theyareimaginedtheyfillourmindswith delusionalthought,smotheringthetruthofwhoweare.Positiveaffirmationscurrentlytherage aroundtownmostlyoperateinthisdysfunctionalway,creatingfarmoreproblemsthantheycan eversolve. However,thispseudoapproachtochangecanseemsuccessful,oftenpermanentlyso.Peoplemaybe happywiththatsobeitbutthenewbehaviour,graftedupontheold,requirescontinuouseffort tostayfunctional.Eventuallythis'effort'becomeshabitual,resultinginastateofpermanent excessivetensionandenergylossand,later,new'complications'seeminglyunassociatedwiththe old.Itallprobablyleadstoamuchearlierdeath. Theimportantpointhereisnottoconfusethenatureoftrueexperimentationinourhuman behaviourwiththoseotherkindsofeffortsbasedonendgainingideasdirectedtowards'tryingto dosomethingnew.' Ifthisisn'tcleartouswecanwastedecadestryingtosolveourproblemsandhavingvery littlesuccess. Realexperimentationisbland,frustrating,tediousandunexciting. Itinevitablyfailsandrequiresconstantperseverance,tremendouscommitmentandunending dedication,evengenius,tosucceed. ThisiswhyitnormallywillneveroccurwithoutsomesortofsupportstructureatInPoint3, supplyingtheenergynecessarytocontinueyourefforts. Alone,you'djustneverkeepitup.That'swhywehavechurches,12stepgroups,spiritual communitiesandthelike. Atthispointfaithisnotrequiredwedonothaveto'believe'inanything.Asweshallsee, faithwillcomelaterintheprocessallthatisrequiredfornowisyourinvolvementinthe communityandanopenmind... Forexample,thefirstquestionanymemberof12stepprogramwillaskanotherwhoisslipping backintooldbehavioursis:"Areyoudoingmeetings?" Meetingssupplytheenergynecessarytocontinuethegreatexperimentofgivingupthething thatisyourobsession.Whichbringsustounderstandtheessenceofexperimentationinrelationto humanbehaviourgivingthingsup,sacrificing,lettinggoofattachments.

Surprised?Ofcoursenot,it'sallverysimple. Butitisnotappealing! Thegivingupofdestructivebehavioursbeginswithlayingopenthedeepscars,sorrowsand attachmentsthatfirstpromptedourdestructivebehaviours.But,justascompassioncanarise withinusattheinstantweunderstandthatanother'sangertowardsusiscausedbytheirdeep hurt,sodoesunderstandingthetruenatureofourpaindispelourignoranceanddiminishitspower toinfluenceourbehaviour. LinefromStageFourtoStageTwo Youexperimentbecauseyoudonotunderstandthetruenatureoftheproblemyouhave. ObservetheinnerlinethatmovesbetweenStages4and2. Experimentshavethepurposeofenlighteningyouonaproblemyoudonotunderstand.Theidea arisesoutofthepractice,nottheotherwayaround. AgainAlexander: AsIwasunabletoanswerthesequestions,allIcoulddowastogoonpatientlyexperimenting beforethemirror.AftersomemonthsIfound[linefrom4to2]thatwhenrecitingIcouldnotby directmeanspreventthesuckinginofbreathorthedepressingofthelarynx,butthatIcouldto someextentpreventthepullingbackofthehead. Thevalueofrealexperimentationisthatitrevealstoyouthehithertohiddenelementswhich havepreventedtheexperimentfrombeingsuccessful. Experimentsfailitisintheirnaturetodothat.Forexample,Edison'sdiscoveryofthelight bulbconstituted,say,9,999instancesoffailure.When,finally,hedidsucceedandthelightcame onwiththe10,000thtrytherewasnolongeranyneedtoexperiment!SuccessbringsustoStage5 oftheenneagramandthatisnolongerinthenatureofexperimentation. Ourfailuresdeliveroursuccessesthediscoveries(theinnerlinefromStage4toStage2) whichinturngenerateideasfornewexperiments(movingfromStage2backtoStage4outsidethe circle).note8 Theinnerlines,then,describetheintuitiveprocessthatwilldriveourmorelogical progressionaroundtheoutercircleoftheenneagram. Thisisasubtleraspectoftheenneagram:itshowshowprogressionaroundthewheelofchange occursthroughamarriageofthelogicalandtheintuitive.Theoutercircleorlogical processesrepresentschangeasitoccurswithintheconstraintsoftime. Alexander'sdescriptionofhisprogressuncannilydovetailswiththeorderofpointsonthe outercircleoftheenneagram.note9 However,theinnerlinesorintuitiveprocessisthepowerbehindthislogicalprocess. Theintuitiveprocessexistsoutsidetheconstraintsoftimeso,forexample,thevisionofa futurethatdoesnotyetexistbecomesthecauseforitsownresult. LinefromStageTwotoStageEight Upuntilthismomentinthewheelofchangeourresearchhasbeenconfused,happeninginstarts andstopsandisoftendiscouragingbeingasitissonecessarilyfulloffailure.However, persistencepaysoffandadaycomeswhenwesuddenlyhavea'vision'ofwhatispossible,a 'profoundinsight'intowhatweareactuallyworkingwith. ThismomentofdiscoveryissymbolisedbythelinewhichrunsacrossfromStage2toStage8. Anyonewhohasundergonetherapyorhashadaspiritualexperiencecanappreciatethepowerof these'insights.'Thepiecesofapuzzlefalltogetherandwefinallyrealisemanythingsabout ourselvesthatwepreviouslydidnotunderstandinthatmomentthepowerofourhabitisinstantly diminished.

Listentoaperson'slanguageregardingtheirbehaviourandyouwillhearthattheir understandingofthemselves(Stage2)isinextricablylinkedupwithhowtheywanttobe(Stage8). Infact,itisimpossibletoconceiveofa'badself'withoutthevisionofthe'goodself,'and thisistheprimaryexplanationofthelinkbetweenStage2andStage8. YetconceivingofavisionforyourselfisnottobeatStage8itmerelygivesyouanimpetus togetthere.Imightthinkout(Stage2)whatkindofbehavioursIwanttohave(Stage8)but therearemanysteps(movingaroundtheoutsidecircleoftheenneagramthroughStages4,5and7) totakebeforeIwillbeactuallybelikethat,ifever. Astheenneagramshows,thesignificanceofthismoment(theinnerlinefromStage2toStage8) isthatthis'insight'movesyouacrosstotheleftsideofthewheelofchangeintothesecond greatperiodofworkonyourSelfthatoftransformation. TheevolutionofAlexander'sworkonhimselfwasgroundedinthisapproach.Thetimedidcome forhimtoattemptatransformationbutonlyafterhehadlaboriouslyidentifiedwhathewas doing.FMA:"Youcan'tdowhatyoudon'tknow,ifyoukeepondoingwhatyoudoknow." Preventioncreatesavoid,anemptinesswhichcanbefilledbyanewrichness,bynew possibilities,anditisatthismomentthatourrealtransformationbegins:thesecondandmuch hardermovearoundtheleftsideofthewheelofchange. SECONDPERIOD:TRANSFORMATION Alexander'sshiftfromthepreparatoryrightsidetothetransformationalleftsideofthe enneagramwasaparadigmalshiftbetweentwouniversesofconception.Inthebeginninghewasaman witha"faultyvoicemechanism",intheend,avisionarywithamessageforallhumanitytoheed. Sowhateverhappenedinbetween? Alexander'sstoryneatlyillustratesthedividebetweenthetwosidesoftheenneagramfirstly, hediscoversthepreventativedirectionsthensecondly,hedetermineshowtocarrythemthoughinto practice. Inthisheclearlymovesbetweentwoparadigmsofperception.Initiallyheexistsina Cartesian,Newtonianworldwheremindandbodyareseparateentities,wherecauseandeffectare consideredinseparation.Hetalksintermsofthefaultwithhis"voicemechanism,"asthoughit issomehowseparatefromhimselfaparttobefixedsoallwillworkwellagain: FromthisIwasledtoconjecturethatifpullingbackmyhead,depressingmylarynxandsucking inbreathdidindeedbringaboutastrainonmyvoice,itmustconstituteamisuseoftheparts concerned.[myitalics] InthesecondhalfofthestoryhisperceptionshiftsintoanEinsteinianviewoftheworld whereeverythingisrelativetoeverythingelse: Itisimportanttorememberthattheuseofaspecificpartinanyactivityisclosely associatedwiththeuseofotherpartsoftheorganism,andthattheinfluenceexertedbythe variouspartsoneuponanotheriscontinuouslychanginginaccordancewiththemannerofuseof thoseparts. ThefirstperiodofachangeprocessisrepresentedonthewheelofchangebyInPoints9&3 andStages1,2and4,thesecondperiodbyInPoint6andStages5,7and8.Inthefirstperiod ofchangetheoverridingfocusisonthebehaviourthatisharmfulinAlexander'scase,hishoarse voice.Ourinitialperceptionisnarrow,nevergraspingtherealtruthofthesituation.Our understandingisintermsofnegativesallAlexanderinitiallywantedtodowastostoplosinghis voicesohecouldgetonwithhiscareer.Thinkofyourown'problems'itisusuallyintermsof thenegative:"IwishIdidn'tdrinksomuch,gamblelikethis,eatsomuchetc."Asworkproceeds, anunderstandingevolvesofanentirelydifferentnotionwhichmovesusthroughtheinnerlines fromStage2toStage8andthenintoStage5towherewearriveandbeginthissecond transformationalmovearoundthewheelofchange.

Whatbringsaboutthischangeisanawakeningtotheenormityandprofundityofthechangebeing calledfor.Anyonewhoreachesthissecondperiodandcompletesitandveryfewofuseverdo willexperienceafundamentalchangeinthewholesituationoftheirlives.Alexanderwasno exceptiontothis.Frombeinganeverydayactorworkinginthecolonieshetransformedhimselfinto avisionarygenius,ifatadeccentric,gainingfameatthecentreoftheBritishEmpire. GettingAcrosstheWheeltoStageFive TheInnerLinefromStageTwothroughtoStageFive Oneofthechiefobstaclestoworkonourselves,duringthissecondperiod,islaziness.Perhaps wehavelearntafewthings,redirectedsomeofourbehavioursmorepositivelyand,well,generally thingsaregoingbetterandthedesperatenatureofoursituationwhichoriginallypromptedusto startworkonourselveshasnowbeenalleviatedandourdrivetocontinueisconsequently weakened.WestartslippingbacktoStage2againthisisveryeasytodo. InAlexander'scaseitwasquiteclearthatasheresumedhisrecitingcareerduringtheten yearsofhisexperiments,hedidnotneedtocontinuehisexperimentsforthesakeofhisacting career.Unlikeus,thedifferencewithAlexanderisthathedidn'tstopatStage4hecarriedon beyondthatpoint. Veryearlyonnote10Alexander'sinformsusthat: AfurtherresultwhichIalsonotedwasthatwiththepreventionofthemisusesofthesepartsI tendedtobecomelesshoarsewhilereciting,andthatasIgraduallygainedexperienceinthis prevention,myliabilitytohoarsenesstendedtodecrease.Whatismore,when,afterthese experiences,mythroatwasagainexaminedbymymedicalfriends,aconsiderableimprovementwas foundinthegeneralconditionofmylarynxandvocalcords. UnlikeAlexander,afteracertaintimewe'stop'theworkonourselves,cutdownorceasethe visitstoourtherapistorourattendanceofmeetingsfallsoffasthegraduallyimproved circumstancesofourlivesdistractsus.BecauseofthisthereisnolongeranyinputatInPoint 3,whichremainsessentialforthefarmoredifficultdevelopmentsymbolisedbythemovethrough InPoint6fromStage5toStage7.So,beforeweknowwhathashappened,wefindweareuptoour oldtricksagain. ButinAlexander'scase,thatdidnothappen.Why? Againtheenneagramanswersthisquestionbyshowingusthenecessitythat,togettoStage5 fromStage4,wemustalsofollowthedirectionoftheinnerlinesfromStage4upto2,acrossto 8andarrivingat5.Alexanderclearlyexplainstouswhy,evenafterhehadeffectively neutralisedhishoarseness,hewasabletocontinuehiswholeinvestigation(seediagrambelow): Ibegantosee[Stage1]thatmyfindingsuptillnow[Stage4]impliedthepossibility[Stage 2]ofopeningupanentirelynewfieldofenquiry[Stage8],andIwasobsessedwiththedesire exploreit[Stage5].[italicsmine] ItisclearthatAlexanderhada 'profoundinsight'thatmovedhimway beyondhisoriginalstartingpointand inspiredhimtocontinue.Thekeyhereis thecausalrelationshipthatinspiration hastoworkonourSelf.Inworkingon ourSelfoneofourprimaryobstaclesis lazinessofeitheranactivenature (beingdistractedbymeaningless activities)orpassive(wejustcan'tbe botheredthinkingaboutallthis "stuff").InBuddhismlazinessissaidto becounteredbyfaith,aspiration, enthusiasmandflexibility.Inspiration

ofthekindAlexanderwroteaboutaboveisasourceforallofthese. Faithisgeneratedbytheempiricalrealisationthattheprocessweareinvolvedinisyielding insights"Hey",wethink,"thisisworking!"Outofourexcitementarisestheaspirationto enthusiasticallyexertourselvestoapplyourinsightinanopenminded,flexiblemannereach successbecomingafurthercauseforinspiration. Alexander'sexpression"...obsessedwiththedesiretoexploreit"illustratesclearlytheprime motivatingforcethatinspirationsuppliesandwhythereisalinerunningfromStage8toStage5. Youcan'thaveaclearideaofthedirectionyoumusttake[Stage5]withoutavisionofthe possibilitiesthis'vision'holdsforyouthisisthemeaningofthelinerunningdownfromStage 8toStage5itismotivatingyoutomaintainyourconsciousnessoftheworknecessaryatStage5. FMA:"Theexperiencemakesthemeatitfeedsupon." StageFive:Direction ArrivingatStage5withadirectiontopursuedoesnotequatewithbeingableto'give directions'inanAlexandriansensethatisaStage4activity.AtStage5'direction'hasan entirelydifferentmeaningnotjustfreeingourneckandlengtheningbutappreciatingandcounter actingthemanyfactorsthatinfluenceustodootherwisesothatour'direction'includesthe strategieswearedevelopingtoharmonisealltheseconflictingdemands.Forexample,thetension inmyneckmaybeanexpressionofabeliefIhavethatIamtooshortifIusemyaversionto thisselfconceptiontomotivatemyeffortstofreemyneck("I'mnotgoingtostaylikethisI willusetheTechniquetomakemyselftaller")Iwillbeusingmyoldhabittochangemyhabitand itdoesn'tworkthatway.note11 Sothismomentisn'tsmallitisprofound.Alexanderhimselftalksinepictermswhenhehas reachedthispointinhisowninvestigation: Isawthatthesearchforthisknowledgewouldopenoutanentirelynewfieldofexplorationand onethatpromisedmorethananythatIhadyetheardof,andIbegantoreconsidermyown difficultiesinlightofthisnewfact.[italicsmine] AtStage5,thenatureofthechangeprocessisthatwearenolongerseekingananswertoour problemaswehaveitweare"in[the]light".It'sjustthatweseemincapableofactinguponit! OneofAlexander'sfavouritequoteswasthatofSt.PaulinalettertotheCorinthians"Thegood thatIwoulddo,Idonot.ThatwhichIwouldnotdo,Ido."Theimportantpointisthatbythis timeAlexanderwasinnodoubtthatthese'directions'hehaddevelopedwereabsolutelynecessary tomakeachangeanevolutionarychangeinhisthinkingprocessesnoless,somethingthatall humanitycouldbenefitfromyethecouldnotfindawaytomaintainthembeyondthestimulusto speak. OnedayinthekitchenwithMarjorieBarstow,afterknockingmyhandonacupboard,Iremarked uponmyoverwhelmingdifficultyinmaintainingherconceptof'delicacyofmovement'inallmy dailyactivities.Ishan'tforgetherreplyforitstayswithmetoday:"Ohyes,"shesaid "delicacyisawholenewwayofliving."UpuntilthattimeIhadneverconsideredthatfreeingmy necksuccessfullyinanongoingsensewouldinvolveatransformationofsuchontologicalmagnitude. Todayitisabundantlyclear. Sotheinspiration,theunderstandingthatyes!thisistheanswer,thisiswhatImustdo doesnotofitselftranslateintoitsactualisation.WestillmustmovefromStage5throughIn Point6toarriveatStage7and,intheprocess,allmannerofunforeseenobstaclespresent themselves.InAlexander'scasehewroteofthismoment: Isetouttoputthisideaintopractice,butIwasatoncebroughtupshortbyaseriesof startlingandunexpectedexperiences....OverandoveragainIhadtheexperiencethatimmediately thestimulustospeakcametome,Iinvariablyrespondedbydoingsomethingaccordingtoold habitualuseassociatedwiththeactofspeaking. Similarlywemaybeinanabusiverelationship.Wemayhavetriedtoimprovetherelationship bydiscussingthings,takingadifferentattitudeorapproachuntilfinallyweslowlyrealisethat

itistimetogetoutnoquestionaboutit.Butwedon'tgetout.Westayon,andonandon, thingsgettingworsebutstillwedon'tleavewearestuckatStage5.Why? Becausetoleaveisunknowntouswehavenoexperienceofthatsoitisimpossibleforusto generatethereassurancethatwefeelweneedbeforeweact.Wekeepwondering:"WherewillIlive? HowwillIeat?CanIsurvive?"andsoremaininabadsituationbecauseofthisfearofthe unknown. ThisiswhereGodhelps.Or,astheysayin12stepprograms'yourhigherpower'.Thiscanbe anythingacceptedinfaith:anobjectofdevotionthatoffersusareassuranceandcomfortthatis otherwiseimpossibletogenerate.Sothethirdandfinalenergythemostdelicateofallenters ourbeingatthispointtomotivatethemovementfromStage5throughtoStage7.Callit'faith', Alexandercalledit'inhibition'. InPointSixInhibition(Faith) Thinkofthiswhendothosechoresgetdonethatrequireaneffortagainstourhabitual tendencies?Likewritinganarticleorthedreadedspringcleaning?Itgetsdonewhenapressure externaltousforcesourhand:theubiquitousdeadline;cleaningthehouseforourmotherin law'sfirstvisit;someeventorpersonwhoseveryexistencegivescausetoouractions. Onaprofounderscale,theenneagramillustratesthissimplefactofhumanexistence.Ifyou refertothesymbolyouwillseethatthisnextpointontheenneagramInPoint6isthethird andfinalapexoftheenergytrianglethismeansthatbeforewecanmovefromStage5throughto Stage7weneedanotherintakeofenergy.Thisisillustratedbysuchphrasesas"Imustsummonup thestrength..."or"...findthecourageto..."Ineachinstancethereisasensethatan'effort' isnecessaryandtheenneagramshowsusthattheenergytomotivatethis'effort'comesinatIn Point6akindofenergythatinfusesourbeingtoproducetheprofoundontologyofunderstanding thatoccursatStage7.Butofwhatsubstanceisthisenergymadeof? If,asthe12stepprogramteaches,thisistheperiodwhenwesaytoourselves:"Letgoandlet God"suchanactrequiresfaiththatthereisaGodorBuddhasorShivawhateverobjectof devotionyouadopttogiveusthegraceweneedtomakethisdangerousandthreateningchange.Are theseobjectsthenthesourceofthisenergy?Theenergyseemstocomefrombeingreleasedfrom doingwhateveritwasdoingbeforewe'inhibited'henceourenergyseemstocomefromgenerating this'nothingness',somethingthatshouldappealtoallBuddhistsattheveryleast.Itseemsin nothingwefindeverythingevenGod. Forthosethatreactnegativelytosuchwordsasdevotionorfaith,itmightbeexpressedin simplertermsofbeliefinthegoodnessorrightnessofthehumanspirit.HisHoliness,theDalai Lama,expressesthisviewmostelegantly: Iconsiderhumanaffection,orcompassion,tobetheuniversalreligion.Whetherabelieverora nonbeliever,everyoneneedshumanaffectionandcompassion,becausecompassiongivesusinner strength,hope,andmentalpeace.Thus,itisindispensableforeveryone.note12 Whatevertheintellectualunderpinningthereisan"innerstrength"thatneedstoenterus,by wayofourfaithinsomething,tosupplyuswiththeimpetusnecessarytoundertakethemomentous changeweareabouttoundertake.Soletuscallitsimply'faith'. Butwhat,afterall,isfaith?Whatarewetrusting?Thequestiondefeatstheverynotionthat givesrisetoitfor,ifImustquestionfaith,thenbydefinitionIdon'thaveit.Faithisself reverentialandadmitsnointruderandyet,asapowerfortransformation,hasnoequal.Historyis litteredwiththestoriesofextraordinaryachievementsbyordinarypeoplefilledwithfaith. J.G.Bennettinhisbooknote13aboutthiskindofenneagramasopposedtothepopularised enneagramofpersonalitytypesstatesthatInPoint6isthehardestpointontheenneagramto understand.Certainlymyexperienceconfirmsthis. TheLinefromStageFivetoStageSeven WhatwasAlexander'snotionofthisfaith?Hecalledittrust: ThismeantthatImustbepreparedtocarryonwithanyprocedureIhadreasonedoutasbestfor

mypurpose,[i.e.themovefromStages5to7]eventhoughthatproceduremightfeelwrong.In otherwords,mytrustinmyreasoningprocessestobringmesafelytomy'end'mustbeagenuine trust,notahalftrustneedingtheassuranceoffeelingrightaswell.[Alexander'sitalics] Theflipsidetoallthisisthat,whilefaithentersinatInPoint6,somethingelseisgoing onalongtheinnerlinebetweenStage5andStage7thismovementisaboutloss,itisabout allowingavoidtoopenupinourlifebylosingourattachmenttowaysofbeingthathavebecome, becauseoftheirfamiliarity,comfortable.Forthoseofyouwhohavegambledorsufferedfrom substanceabuse,thismomentcanmeangivingupawholecircleoffriendswhoareassociatedwith thedestructivebehaviours.Oritmaymeancomingtotermswithfeelingsofinadequacyor nervousnessbeingwillingtodropthebehavioursthatdisguisetheseuncomfortableemotions.From anAlexanderperspective,pupilsoftenexpressthemselvesasfeeling"tootall,toocommanding"as thoughfromthisplacetheywillnotbelovedbyothers.Afterallwhydoweneedfaith?Itis becausewefeelwearelosingsomethingourcurrentlife,muchasitmighttortureus,isalsoall weknow.Andsowehangon. YetitcanbecomeevenmoretortuoustoremainstuckatStage5inthechangeprocesswe understandwhat'sgoingonandwhatmustbedone,sothelongerweleavemakingthenecessary change,themoreinclinedwewillbetoforceourselvesbackwardsintodenialandignorance.Wecan easilygobackwardsandundoallthegoodworkwehavedoneevenatthislaterstageofthe process.Still,itishardtoconcealtruthoncewehaverecognisedititgoestoexplainingwhy somanyreligionsurgeusnevertoabandonrefugeintheirdoctrinesandpractises,nevertoturn ourbackontheirteachings.Todosoisfarworsethanifwehadneverbegun. SowhilethemoveitselffromStage5toStage7isaboutlettinggo,itisourfaithortrust thatsuppliesuswiththestrengthofgracetotakethisfrighteningstep.Andwhenfinallywedo trulycrossoverintothevoiditis,toourvastsurprise,notavoidatall,butaworldfilled withloveandlightness,anemptyspacefilledwithlight... StageSeven:NewExperiences Peopletalkabout'debauchedkinaesthesia'and'faultysensoryperception'but,ifoursenses areasbadaseveryoneseemstoclaimtheyarewhywouldwepersistwithAlexanderlessons?Why doesanyone?Becauseitfeelssogoodisn'tthatourprimarymotivationtokeepreturningfor more?Throughthehandsofaskillfulteacherwecanoccasionallyexperienceourselvesaswetruly are,notasweimagineourselvestobe.note14 Stage7isaboutbothlossandfreedom.Thelosscanbegreat,butinitsplaceweexperience freedomagloriousfeelingofwellbeingandopennesstotheworld.SometimesIthinkAlexander teachersexcludefeelings,evendismissthem,yetwithoutfeelingswecannotmakedistinctions betweengoodorbadwithoutfeelings,Alexandercouldnothavepossiblydeterminedeasefrom stiffness.Stage7isaboutgainingareassuringexperienceoffreedomandthisfreedombecomesa sourceofhumanhappinessandcreativity.note15 ButdidAlexanderhavesuchareassuringexperiences?Washeshownthewaythroughexperience? NoatleastnotattheorderofmagnitudeIamdiscussinghereandthere'stherubforus. Alexanderwassophenomenallysuccessfulpreciselybecausehedidn'tbegintheworkwiththekind of'experiences'thatwebeginwith.ItwasforusthatAlexanderskillfullyevolvedatechnique fordeliveringthese'experiences'ofthechangewhichweareattemptingtofinallyimplementon ourown.Thisisa'doubleedged'giftasthese'wonderfulexperiences'becomeaddictivewestart torelyuponourteachertodeliverthem.LookatallthefussthatgoesoninAlexandertraining schoolsabout"gettingmyturnfromtheteacher".Itisdisheartening. Suchdependencealsoleadstoaformofemotional'Alexanderabuse'wheretheteachersetshim orherSelfupastheallknowingoneandthepupilisdemeaned,toldtohavefeelingsthatare 'unreliable'.ThisisagrossdistortionofAlexander'sactualviewpoint.Alexandernevertoldus nottonoticeourfeelings,nordidheeverintendustoteachthatourfeelingsareinherently wrongifthatwerereallythecase,uponwhatbasisdowedistinguisheasefromtension?Ifyou

readhimcarefullyyouwillcomeacrosstheword'appreciation'"faultysensoryappreciation".It isour'interpretation'(atStage2)thatisatfault,notthedirectexperiencewearehaving(at Stage1).Thepersonwhofeels,afteragoodAlexanderlesson,thattheyare'leaningforward'as theystandis,infact,'forward'forward,thatis,fromwheretheyhabituallystand,whichis back.Theirfeelingsarenotwrongitishowtheyinterpretthemthatisatfault. Anotherproblemthatthisglorificationoftheexperiencethrowsupisthattheworkcaneasily ceasetobetrulyeducationalinsteaditbecomesoverwhelminglytherapeutic,withavastmajority ofthelessonundertakenpassivelybythepupilinasemisupineposition.Thereisnothing inherentlywronginthisindeed,Ithinkitcanbeseeninapositivelightbutitwillrarely, ifever,leadtothetrulytransformationalchangethatStage7isabout.Infact,everyday Alexanderworkrarelyreachessuchlevelsofprofundity.However,weallhaveenoughknowledgeof timeswhensuchamazingtransformationshaveoccurredthatourfaithintheworkremainssolid. Thisisinspirationatwork. SotheexperienceswegainatStage7aretheresultofaprofoundlettinggo,facilitatedby ourtrustintheprocess(InPoint9),ourteacher(InPoint3)and,moreoftenthannot,ourfaith inahigherpower(InPoint6).If,however,wetrytoholdontoourexperience,andourideaof it,weimmediatelyrobitofitsessencefreedom.Thisnotonlyhappensatthelevelof movementswebecome'Alexandroid'likeitisalsoreflectedatthelevelofourthoughtwecan quicklyandeasilydescendintodogmaandrighteousness.Howcantryingtoholdontoanideaof ourexperienceresultinthisnegativeoutcome? To'hold'needsanobjectandsosetsupinourmindaduality.Butinthismomentoffreedom whatwehaveactuallyachievedistheabsenceofwhatwehadwhichisachievingnothing.Howcan youholdontonothing?Youcan'tyoucanonlyholdonto'something'and,onceyou'vedonethat, 'nothing'isgoneandwithit,yourfreedom.MarjorieBarstow:"You'dbettertalkabouta 'preventing',becauseifyoutalkabouta'keeping',youwillstiffen."note16 So,assoonaswe'know'atStage7wecannotbethereanymoreitcontradictstheessenceof Stage7.FMA:"Youallwanttoknowifyou'reright.Whenyougetfurtheronyouwillberight,but youwon'tknowitandwon'twanttoknowifyou'reright"and"Whenthetimecomestotrustyour feeling,youwon'twanttouseit."OrMarjorieBarstow:"Soyouarelearninglessandlessabout yourselfandmoreandmoreofwhatispossible".I'vealwayspuzzledovertheseaphorismsandthis istheclosestI'vecometounderstandingthem. JustasbeingatStage5ismorethanjust'givingdirections'soisbeingatStage7morethan thefeelingaftera"goodlesson".Itisaprofoundmomentwherewecometoexperienceofourtrue essence.WhichleadstoafinalvexingquestiondoestheAlexanderworkimplyamorality? LinefromStageSeventoStageOne. ThefreedomexperiencedatStage7does,Ifeel,revealtousalittleofthetruenaturewe haveincommonwitheachother.EveryonereportsasimilarityofexperienceatStage7.Whatwe gainatStage7isa"littlebitofnothing"thatis,preventingourselvesfromdoingthething thatisharmfultousso,asMarjorieBarstowputsit:"Allyou'llgetistheabsenceofwhatyou had."note17This"littlebitofnothing"isusuallyexperiencedassomethinggentle,affectionate, evenlovingwhoeverfeltlikehurtingsomeoneatthesameinstanttheyexperiencedthehappy freedomofanexceptionalAlexanderlesson?note18Inthisstatecanemotionssuchasanger, jealousyandpridecoexist?ThisblissfulconditionwealloccasionallyexperienceatStage7may servetoconfirmthattheessenceofourhumanspiritis,attheveryleastbenign,andatmost benevolent. So,onthisbasis,itispossibletoarguethatatStage7awholenewworkcommenceson ourselvesonedirectedtowardshavinganinterestandcompassionforothers.Itisasifa universeofnewpossibilitiesappearsthatneverexistedbefore.FMA:"Thereissomuchtobeseen whenonereachesthepointofbeingabletosee,andtheexperiencemakesthemeatitfeedsupon." ThislastquoteofAlexander'sgoestoexplainingthelinefromStage7throughtoStage1.

Anotherjourneybegins,anewseeingbringingwithitawholeneworderofchallengesand questions.Thelaststepinthe12stepprogramconcernshelpingothersanditisoftenmythought thatoursecondturnaroundthewheelofthechangeconcernscompassionandtheselflesslovingof others.ThefruitsofAlexander'slifeiscertainlyatestimonytothisideahisworkhasbestowed agreatgifttohumanityandhas,andwillcontinuetodoso,relieveduntoldnumbersofpeople fromsuffering.Indeed,evenanimalsarebeginningtobenefitfromAlexander'spioneering work.note19 StageEight:Integration Thisisthetimeofcompletion.Itisalsothetimeofleadership.Apersonthathasreached thislevelofintegrationinachangeprocessservesasaleadertoothersAlexanderbeingthe caseinpoint.Theybecomealivingillustrationofthepossibilitiesavailabletootherswhohave notbeenabletosucceedinthesameway.Theyarethe'oldtimers'whospeakupat12step meetingsandaremoredeeplyinvolvedin12steppingreachingouttootherswhoarestillinneed. Theyaretherinpoches,thehighprieststhatinspireustoworkonourselves. ThedifferencesbetweenStage7andStage8aretwofold.Firstly,atStage8thenewbehaviour hascometofeelnormalandnaturalwhile,secondly,itisnolongerastruggletomaintainthis newconditionthereisalmostnochancenowof'slippingback'.Aswesawinourdiscussionof gettingtoStage7,oneofthestumblingblockstoimplementingchangeis,paradoxically,the changeitself.Ourhabitualtendencyistowardsthefamiliar.FMA:"Changeinvolvescarryingoutan activityagainstthehabitoflife."However,wedoeventuallycometoatimewhenthechangecomes tofeelfamiliar. Thinkoflearningalanguage.Afterthelongperiodofgainingavocabularyandlearningto communicate,thereisstillaphasewherewefindourselvesrevertingtoournaturallanguagewhen tiredorupset.Wecanspeakeasily,andtoothersitseemstohavenoeffortattached,buttous itisstillaneffort,stillnotanaturalthing.Westillthinkanddreaminouroldlanguage.We maystillfindourselvesmovingbackandforthbetweenthetwosometimestranslatingfromone languageandbackintotheother. However,ifwepersist,whileespecially'preventing'ourselvesrevertingbacktoourmother tongue,astrangethinghappenswebegintothinkinthenewlanguageallthetime,evendreamin thenewlanguage.Itbecomesapartus,onethatweareunlikelyevertoundo.Infact,thischange canbecomesocomplete,thatwemayevenforgethowtosaythingsinwhatwasonceourmother tongue.Andalsoatthisstageitiseasytoteachothers. FromStage8ourlegacymovesintoInPoint9,becomingapartofhumanity'sinheritanceand foreverchangingthelivesofthepeoplewhofollowus.Alexander'sworkhasnowbecomepartof thatinheritance.Allgreatteachersleavebehindthematrailofinfluencethatextendsfarbeyond theirownlimitedlifespans.CouldBillWilsonandhisfriendshaveeverknownwhatan extraordinaryeffecttheir12Stepprogrammewouldhaveintheworldoftoday?Nowthereare12 stepprogrammescalledNarcoticsAnonymous,GamblersAnonymous,EatersAnonymous,Sex&Love AddictsAnonymous,FundamentalistsAnonymousandsoforth. InthesamewayitisnaturaltoexpectAlexander'sworktoflowerintomanydifferentplants eachonebeingseededbythelifeofthatprevioustoitinanunbrokenchainreachingbacka centurytothoseinnocentexperimentsconductedbyadesperateyoungAustralianactorwhousedhis cravingforfametofuelanirondeterminationtoovercomehisadversecircumstances. AboutTheWriter JeremyChanceistheEditorandPublisherofDIRECTION,aninternationalJournalonthe AlexanderTechnique.HetrainedattheSchoolofAlexanderStudiesinLondon,qualifyingin1980 andlaterundertookextensivepostgraduateworkwithMarjorieBarstowfrom1986to1992. P.O.Box276,Bondi,NSW2026Australia

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Endnotes (1)SeeTheHarmoniousCirclebyJamesWebb,ThamesandHudson:London(1980)forelucidationon theoriginsoftheenneagramand,specifically,howitcametobepartofGurdjieff'steaching.go backtotext (2)SeeP.D.Ouspensky'sInSearchoftheMiraculous,firstpublishedinNewYorkin1949fora fullerdiscussionofthefunctionsofthelawofthreeandthelawofseven.gobacktotext (3)SeeEnneagramStudiesbyJ.G.Bennett,publishedbySamuelWeiser:USA(1983)forastudyof ninedifferentenneagrams,includingthosementionedinthetext.Thereisalsoavaluable introductionwhereBennettdiscussessomeofthegeneralaspectsoftheenneagramthatisthebasis ofthisarticle.Foradiscussionofthechangeprocessinovercominganaddictionsee"TheAnatomy ofAddiction"bythiswriterinDIRECTIONJournal,Vol1No9,pp.343345gobacktotext (4)ThisarticleisbasedupontheworkshopIgaveattheCongressmostofwhatappearsinthis articlewasprobablysaidduringtheworkshopbut,asIdidn'tprepareapapertogiveit,Ioffer thisasmyafterthefactrecollection.gobacktotext (5)Theworkshopwasbaseduponthechapter"EvolutionofaTechnique"fromAlexander'sbookThe UseoftheSelf,publishedbyVictorGollancz:London(1985).Unlessnotedotherwise,allindented quotesinthisarticlecomefromthischapterandthereaderisencouragedtoreaditinits entiretyforanunderstandingofthecontextofallthequotesgiven.Furtherquotesinthis articlefromthischapterwillnotbereferenced.gobacktotext (6)SeeInSearchoftheMiraculous,op.cit.gobacktotext (7)Alexander,F.M,"NotesofInstruction",TheAlexanderTechnique:theessentialwritingsof F.MatthiasAlexander,editedbyEdwardMaisel,ThamesandHudson:London(1974)Allfurtherquotes precededbythenotation"FMA:"comefromthissourceandwillnotindividuallyreferenced.goback totext (8)TheastutereadermaywellpickupwhatseemstobeacontradictioninthatIargued previouslythattomovefromStage2directlytoStage4wasawrongeffort,yethereIamarguing theopposite!However,closeexaminationwillrevealthatthisisn'tthecaseastherearetwo rootstoStage4oneisdirectlyalonganinnerlinefromStage1toStage4,thesecondalongan outerlinearoundthecirclefromStages1throughtoStage2andthen,relyingonInPoint3, throughtoStage4.BymovingaroundtheoutercircleyouarealsogettingtoStage4butbyfirst goingthroughStages1and2whiledependingupontheenergyatInPut3tofinallygettoStage 4thisisacorrectmethod.SwitchingfromtheoutercircleatStage2togoagainstthearrow downtheinnerlinetoStage4isawaytogetthereandiswidelydonebutitdoesn'twork,there isampleevidenceofthat.However,launchingintoadiscussionofthat,andofthedistinctions betweenthetwocorrectmovesisbeyondthescopeofthisarticle(asadiscussionofthiscould easilyfillanotherarticlebyitself)somyreadersarelefttoponderforthemselvesthe significanceofthesethreealternativeroutes.gobacktotext (9)AsIhavetaughttheEnneagrammanypeoplehavepuzzledoverthefactthat,onthe enneagram,directionprecedesinhibitionwhereasinpractiseitseemsthereverseistrue.Butthis isnottrueintheprocessofdiscoveryforhowcanyouinhibitathingthatisnotrecognised?

Firstyoumustbeabletoidentifythethingyouintendtoprevent.However,canthe"preventative directions"existwithouttherecognitionofthatwhichthey"prevent"?'Forwardandup'is,in actuality,onlythe'prevention'of'backanddown'soyoumust,asAlexanderdid,firstidentify 'backanddown'.Thisallmeansthatthediscoveryofanappropriate'direction'mustprecedethat ofany'inhibition'whichareadingofAlexander'sstorydoesverifytobethecase.gobackto text (10)Thisquoteoccursonpage8ofAlexander's29pagechapteron"TheEvolutionofa Technique",op.cit.gobacktotext (11)ThisisbasedonanaphorismofMarjorieBarstow:"Youaretryingtouseyouroldhabitto changethehabitanditdoesn'tworkthatway"notedbythewriterduringthesummerof'86in Australia.gobacktotext (12)TheDalaiLama,DimensionsofSpirituality,WisdomPublications:Boston(1995)gobackto text (13)EnneagramStudies,Bennett,J.G.,op.cit.gobacktotext (14)ThisisbasedoncommentsmadebyTommyThompsoninanunpublishedtalk:"Workingwith EmotionalReleases"inLondon,October,1989.Hewrites:"Mostpeople,whenyoutakethem somewhere,whichisdifferentfromwheretheywere,theysaysomethingthatequatesitwitha feeling.Theonlythingtheyareexperiencingforabriefmomentintime,istheabsenceofwhere theyhavebeen.Butnosoonerthanthatbriefmomentpasses,dotheydescribeafeelingtoit,and nosoonerthantheyhavedonethat,dotheyputthemselvestowheretheyfeelthemselvestobe."go backtotext (15)BasedonateachingbyHisHoliness,theDalaiLamawherehewrites:"Freedomisthereal sourceofhumanhappinessandcreativity",WordsofWisdom,MargaretGeePublishing:Sydney(1992) p.23gobacktotext (16)"MarjorieBarstow'sAphorisms",DIRECTIONJournal,Vol2No4,pp.1618.gobacktotext (17)Ibid.gobacktotext (18)OfcoursemanypeoplewillarguethatsomeAlexanderexperiencesarenotpleasantatall theycanreleasegreatwavesofrepressedangerortears.Ofcoursethisistrue.However,itis notnecessarytogointoalengthydiscussionofthisasitdoesn'tchangemypointthat,atother times,wehaveallexperiencedsomeformofhappyrelease.ItisonlythoseexperiencesthatIam discussingatthispoint.gobacktotext (19)See"WorkingwithMrSpooks"bySallyTottleinDIRECTIONJournal,Vol2No1,p.13where theauthorrecountsherexperienceofgivingAlexanderhandsonworktohorses.gobacktotext