The Alexander technique teaches improved posture and movement, which is believed to help reduce and prevent problems caused by unhelpful habits.
- “how you move, sit and stand affects how well you function”
- “the relationship of the head, neck and spine is fundamental to your ability to function optimally”
- “becoming more mindful of the way you go about your daily activities is necessary to make changes and gain benefit”
- “the mind and body work together intimately as one, each constantly influencing the other”
This annotated bibliography puts in more or less chronological order Robin Alexander’s publications to date on spoken language and dialogue in learning, teaching and education. It starts with observational and discourse studies undertaken in the UK during the 1980s and early 1990s. Then follows the Culture and Pedagogy international study out of which Alexander’s approach to dialogic teaching partly developed. Towards Dialogic Teaching presents this approach in detail, and Essays on Pedagogy extends the dialogic principle into wider aspects of education while reasserting the importance of an international perspective. Next come miscellaneous papers; evaluation reports from dialogic teaching development projects in UK schools during the early 2000s; the 2010 final report of the Cambridge Primary Review, which like Essays on Pedagogy gives dialogue prominence not only in pedagogy but also among education’s guiding aims; and the 2012 paper for the Department for Education (DfE) that persuaded the UK government to take spoken language more seriously in its framework for the 2014 revised national curriculum for England. The bibliography’s later entries relate to the 2014-17 randomised control trial sponsored by the Education Endowment Foundation (EEF) that demonstrated the efficacy of Alexander’s approach to dialogic teaching, and to a major paper re-positioning dialogue and argumentation for the era of ‘post-truth’ politics.
Now, building on all this work and on recent research in what is now a fast-expanding field, Robin Alexander’s dialogic teaching framework has been completely revised for his new book A Dialogic Teaching Companion, to be published by Routledge early in 2020. The book also includes a suggested professional development programme for implementing dialogic teaching, and it explores recent developments that have expanded and enriched the evidence and debate about classroom talk in relation to oracy, literacy, argumentation, student voice and philosophy for children as well as dialogic teaching itself.
As a person, viewed by historians, Alexander had a dark side. When he did not get his way, he would stomp around or disappear into his tent and pout or sulk for days. Sometimes, his behavior was much worse. He had a terrible temper, a dangerous one. From time to time, Alexander would arbitarily murder close advisors and even friends. Towards the end of his 13 years of power, he slaughtered thousands of people whose only crime was being in his way.
Because of the relative peace during the Hellenistic Age, travel and trade increased. Antipater of the city of Sidon, created a poem around 140 BC that listed seven wonders of the world. Antipater picked these buildings and statues for there art and architecture. The list became a set of tourist attractions for people of the ancient world.