misdirection, misdirect, misdirected, undirected

Here we arrive at the point where we are once more confronted with misdirected energies concentrated into narrow channels through abnormal tendencies; hence the over-compensation which inevitably follows.

Man's Supreme Inheritance (Mouritz, 1996), page 38

The dancing at this school was considered a form of free expression, and the children were encouraged to make their own movements, undirected.

Man's Supreme Inheritance (Mouritz, 1996), page 78

Perhaps I should add here that I convinced this pupil by practical demonstrations that the energy directed to his arm was wasted and misdirected; that, if this energy were correctly directed to the proper co-ordinations concerned with the mechanism of breathing and speaking, the process would represent the difference between correct and incorrect attempts in the direction of ultimate satisfactory breath and speech control.

Man's Supreme Inheritance (Mouritz, 1996), page 136-137

In such a case, the activities of the psycho-physical mechanisms involved in his attempts will be the result of unsatisfactory direction and control, resulting in a misdirected use of the psycho-physical mechanisms, and hence his inability to keep them operating on the satisfactory means whereby he will be able to gain his desired "end."

Constructive Conscious Control of the Individual (STAT Books, 1997) page 37

As a matter of fact, the defective use of the mechanisms which is responsible for such conditions cannot be adequately described as "mind-wandering," seeing that it is the manifestation of a harmful and misdirected action and reaction, not only in connection with those processes commonly spoken of as "mind," but throughout the whole psycho-physical organism.

Constructive Conscious Control of the Individual (STAT Books, 1997) page 38

Any attempt, then, made by the child that is imperfectly co-ordinated to use its unreliable sensory appreciation as a guide in its efforts to do something in obedience to directions in order to correct a defect, is bound to result in some form of misdirected activity, accompanied by an increase of the original defect or imperfection, and by the undue development of the fear reþexes.

Constructive Conscious Control of the Individual (STAT Books, 1997) page 94

The technique, therefore, in which we are interested has been developed throughout from the premiss that, if something is wrong with us, it is because we have been guided by unreliable sensory appreciation, leading to incorrect sensory experiences and resulting in misdirected activities.
These misdirected activities manifest themselves in the use of the psycho-physical mechanism in connection with all the general activities of life, and in many varying ways according to our individual idiosyncrasies. They are inþuenced by and associated with our incorrect conceptions, our imperfect sensory appreciation, our unduly excited fear reþexes and uncontrolled emotions and prejudices, and our imperfectly adjusted mechanisms. These psycho-physical derangements in the process of formation are the forerunners of a psycho-physical attitude towards the conduct of life in general which must be considered perverted, and because these misdirected activities are so closely connected with this perverted attitude, they present a problem of great difficulty to both teacher and pupil in any endeavour to convey or acquire knowledge, particularly in regard to the satisfactory use of the psycho-physical mechanisms.

Constructive Conscious Control of the Individual (STAT Books, 1997) page 95

In the matter of conception, the first step is to convince the pupil that his present misdirected activities are the result of incorrect conception and of imperfect sensory appreciation (feeling).

Constructive Conscious Control of the Individual (STAT Books, 1997) page 96

He has probably never thought out how (the "means-whereby") he has performed such acts as "bending his knees," and though he knows in a general way that something is wrong with him (else it is improbable that he would be coming to a teacher at all), he has not associated this "something wrong" with anything that he has been doing himself-that is, with his own misdirected activities.

Constructive Conscious Control of the Individual (STAT Books, 1997) page 99

This is only one example of the difficulty which a pupil's incorrect conceptions and misdirected activities in certain directions will present both to him and his teacher in any endeavour to convey or acquire knowledge in the psycho-physical sphere.

Constructive Conscious Control of the Individual (STAT Books, 1997) page 101

This procedure constitutes the means whereby the teacher makes it possible for the pupil to prevent (inhibition) the misdirected activities which are causing his psycho-physical imperfections. In this work the inhibitory process must take first place, and remain the primary factor in each and every new experience which is to be gained and become established during the cultivation and development of reliable sensory appreciation upon which a satisfactory standard of co-ordination depends.

With this aim in view-that is, the prevention of misdirected activities-the teacher from the outset carefully explains to the pupil that his part in this scheme is very different from that which is usually assigned to pupils under other teaching methods.

Constructive Conscious Control of the Individual (STAT Books, 1997) page 111

The object of his re-education is to eradicate such psycho-physical faults, and so, as soon as he is asked to sit down, he immediately says "No," and gives himself the order not to sit down, thereby inhibiting the misdirected activity hitherto connected with the act, a procedure which prevents indulgence in the old subconscious faults.

Constructive Conscious Control of the Individual (STAT Books, 1997) page 115

The object of his re-education is to eradicate such psycho-physical faults, and so, as soon as he is asked to sit down, he immediately says "No," and gives himself the order not to sit down, thereby inhibiting the misdirected activity hitherto connected with the act, a procedure which prevents indulgence in the old subconscious faults.

Constructive Conscious Control of the Individual (STAT Books, 1997) page 115

When this happens, the teacher must point out to the pupil that he has not quite comprehended what is required of him, and he must again place the whole position before the pupil, and from as many angles as possible, until he is certain that the pupil understands that the primary orders which he is asked to give are preventive orders, and that if he gives these preventive orders (inhibition of the old misdirected activities), and then proceeds to give the new ones, his spine will be kept at its greatest possible length (not shortened), . . .

Constructive Conscious Control of the Individual (STAT Books, 1997) page 126

These ideas are the response to a stimulus (or stimuli) arising from a reasoned, constructive conscious understanding and acceptance by the pupil of the principles concerned with the "means-whereby," and as the procedure concerned with the application of these principles involves the prevention of "end-gaining" acts, the performance of which is associated with misdirected activities, . . .

Constructive Conscious Control of the Individual (STAT Books, 1997) pages 130-131

In each case the stimulus to these misdirected activities is the pupil's idea or conception that he must try to do correctly whatever the teacher requests, and, as we have seen, on the subconscious plane the teacher insists upon this.

Constructive Conscious Control of the Individual (STAT Books, 1997) page 144

This last proceeding being an unreasoned one on his part, all he accomplishes by it is to reinforce all the old misdirected activities subconsciously connected with the act of sitting down, whilst the new reasoned directions concerned with the act go by the board.

Constructive Conscious Control of the Individual (STAT Books, 1997) page 173

Be this as it may, we cannot fail to recognize the important fact that an alarming growth of disunion leading to complications in human activity is herein indicated, and complications are ever associated with misdirected activity.

Constructive Conscious Control of the Individual (STAT Books, 1997) page 186

One cannot forget either the unfamiliar but satisfactory manifestations of the child when he becomes able to inhibitÝ-that is, to say "No" to some stimulus to misdirected activity (which in the case of the last illustration would be to say "No" to his subconscious desire to throw back his head and stiffen his neck)-and then, with an expression born of confidence, to give the orders or directions, which are the result of a reasoned conception of his correct "means-whereby," the whole process tending to prevent the over-excitement of the fear reþexes.

Constructive Conscious Control of the Individual (STAT Books, 1997) page 190

I now had proof of one thing at least, that all my efforts up till now to improve the use of myself in reciting had been misdirected.

The Use of the Self by F. Matthias Alexander (Methuen, 1932) page 19

  Certain points impressed themselves particularly upon me:

  1. that the pulling of my head back and down, when I felt that I was putting it forward and up, was proof that the use of the specific parts concerned was being misdirected, and that this misdirection was associated with untrustworthy feeling;
  2. that this misdirection was instinctive, and, together with the associated untrustworthy feeling, was part and parcel of my habitual use of myself;
  3. that this instinctive misdirection leading to wrong habitual use of myself, including most noticeably the wrong use of my head and neck, came into play as the result of a decision to use my voice; this misdirection, in other words, was my instinctive response (reaction) to the stimulus to use my voice.

When I came to consider the significance of this last point, it occurred to me that if, when the stimulus came to me to use my voice, I could inhibit the misdirection associated with the wrong habitual use of my head and neck, I should be stopping off at its source my unsatisfactory reaction to the idea of reciting, which expressed itself in pulling back the head, depressing the larynx, and sucking in breath. Once this misdirection was inhibited, my next step would be to discover what direction would be necessary to ensure a new and improved use of the head and neck, and, indirectly, of the larynx and breathing and other mechanisms, for I believed that such direction, when put into practice, would ensure a satisfactory instead of an unsatisfactory reaction to the stimulus to use my voice.

The Use of the Self by F. Matthias Alexander (Methuen, 1932) page 24-25

Indeed, the results that have been obtained by adopting the procedure described on pages 33-36 furnish evidence of how harmful reflex activity brought about by misdirection of use can be consciously held in check, even in face of the excitation involved in carrying out the procedure.1

The Use of the Self by F. Matthias Alexander (Methuen, 1932) page 41

For this reason I claim that the primary requirement in dealing with all specific symptoms is to prevent the misdirection which leads to wrong use and functioning, and to establish in its place a new and satisfactory direction as a means of bringing about an improvement in use and functioning throughout the organism.

The Use of the Self by F. Matthias Alexander (Methuen, 1932) page 45

Evidence of misdirection on of use in human activity is to be found on all sides, and our real interest in the golfer's difficulty is that it is a difficulty not confined to golf, but experienced by all who are trying, without success, to correct defects which hamper them in their various activities, or to perform a certain act satisfactorily.
Misdirection of use is to be found in the person who takes up a pen to write and proceeds at once to stiffen the fingers unduly, to make movements of the arm which should be made by the fingers, and even to make facial contortions; . . .

The Use of the Self by F. Matthias Alexander (Methuen, 1932) page 55

It follows that where there is misdirection, this satisfactory use of the mechanisms is not at our command.

The Use of the Self by F. Matthias Alexander (Methuen, 1932) page 56

A teacher who made a diagnosis on these lines would understand that the difficulty could not be met by any such purely specific instruction as telling his pupil to keep his eyes on the ball, for he would recognize that any "will power" exerted by a pupil whose use of himself was misdirected would be exerted in the wrong direction,[1] so that the harder he tried to carry out such an instruction and the more he "willed" himself to succeed, the more his use would be misdirected and the more likely he would be to take his eyes off the ball. From this he would conclude that he must find some way of teaching his pupil to stop the misdirection of his use and as he observed that the misdirection began the moment the pupil tried to gain his end and make a good stroke, obviously his first step would be to get the pupil to stop "trying to make a good stroke." He would explain that any immediate reaction to the stimulus to make a good stroke would always be by means of his wrong habitual use, but that if he prevented this immediate reaction, he would at the same time be preventing the misdirection of his use that went with it and was the obstacle to the gaining of his end.

The Use of the Self by F. Matthias Alexander (Methuen, 1932) page 57

I assured him that my long years of practical experience in dealing with the difficulties and idiosyncrasies of people who stutter had convinced me that stuttering was one of the most interesting specific symptoms of a general cause, namely, misdirection of the use of the psycho-physical mechanisms, and I did not wish to take him as a pupil, unless he was prepared to work with me on the basis of correcting this misdirection of use generally, as the primary step in remedying his defects in speech.

The Use of the Self by F. Matthias Alexander (Methuen, 1932) page 70

For in cases where it is claimed that a stutter has been "cured," there is usually something peculiar or hesitating about the manner of speaking, and those concerned do not seem in the least perturbed that the harmful conditions of undue muscle tension, misdirection of energy and untrustworthiness of sensory appreciation, present in the case when the "cure" was begun, are still in evidence now that what is considered a successful "cure" has been brought about.

The Use of the Self by F. Matthias Alexander (Methuen, 1932) page 76

 . . . for in the course of this training he would be gaining a knowledge which would enable him to judge the manner of use present in the patient, detect any misdirection of use, and where this exists, determine its relation to any symptoms of unsatisfactory functioning present.

The Use of the Self by F. Matthias Alexander (Methuen, 1932) pages 93-94

As a result, the functioning of his sensory processes has become so unsatisfactory that the use of his mechanisms is constantly misdirected in his efforts to "do," and when he "tries" to put right the results of this misdirection, he has no other criterion for self criticism to guide him in these attempts but that of the untrustworthy sensory processes which originally led him into error.

The Use of the Self by F. Matthias Alexander (Methuen, 1932) page 118

 If a technique which can be proved to do this for an individual were to be made the basis of an educational plan, so that the growing generation could acquire a more valid criterion for self-judgment than is now possible with the prevailing condition of sensory misdirection of use, might not this lead in time to the substitution of reasoning reactions for those instinctive reactions which are manifested as prejudice, racial and otherwise, herd instinct, undue ''self-determination'' and rivalry, etc., which, as we all deplore, have so far brought to nought our efforts to realize goodwill to all men and peace upon earth?

The Use of the Self by F. Matthias Alexander (Methuen, 1932) pages 119-120

The pupil who, with the aid of his teacher, learns to employ these procedures as the means of gaining the end he desires, begins a process of change by starting with the inhibition of the misdirection of his habitual employment of the primary control associated with his harmful functioning.

The Universal Constant in Living (Mouritz, 2000), page 39

The instinctive misdirection which led to interference with the employment of the primary control will be changed to a conscious guidance of the use of the self, associated with reliability of sensory appreciation.

The Universal Constant in Living (Mouritz, 2000), page 52

The preventive messages projected serve to stop off the misdirection associated with harmful habitual use of ourselves in the performance of an act, and herein we have an activity which is primary to any other activity concerned with the act, and by means of which the way is cleared for the projecting of the new directive messages which bring about a new and improved use of ourselves.

The Universal Constant in Living (Mouritz, 2000), page 85

It is only when the use of the mechanisms is misdirected, so that there is interference with the employment of the primary control, that the working of the complex mechanisms becomes complicated and gives rise to difficulties, . . .

The Universal Constant in Living (Mouritz, 2000), page 110

If Sir Charles's study had led to this knowledge of the use of himself, he could have found out "the how of the body's doing these things," and should he then have become aware of any misdirection of energy and misuse of parts in his way of ''standing," sitting, or carrying out any other activity, he would have the knowledge of the "how" of restoring rightness of direction and right degree of action.

The Universal Constant in Living (Mouritz, 2000), page 119

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