Finding Quiet Strength: Emotional Intelligence, Embodied Awareness

Finding Quiet Strength (FQS) is a practical philosophy that connects to both ancient wisdom and modern neuroscience. At some point, most of us need help with the challenges of life. FQS is a practice of being present in a way that develops our emotional intelligence and embodied awareness enabling us to navigate the many ups and downs of being human. This work helps us to develop a deep and gentle self-acceptance. A core element of this work is inspired by F.M. Alexander's principles of inhibition and direction, stopping, thinking and connecting. With practice, we can take a moment to pause and consider how we might be limiting ourselves and begin to notice the interconnection of our mindset with our bodies. Often the patterns of worrying and anxiety that we embody can be below our conscious radar and can start to limit the joy, peace and ease which we find when we feel in charge of ourselves. Finding Quiet Strength integrates Alexander's discoveries with Chi Kung and Tai Chi. These ancient traditions help us recognize the signals of threat that trigger old patterns of defenze and fear and restore us to a sense of being centered and to regain conscious control. FQS works on the relationship between thinking in stillness and thinking in activity to find a sense of wholeness in whatever we do so we can feel at home with ourselves in all situations and our lives can become more joyful. Key Points Finding Quiet Strength practices develop: - Understanding of the interconnectedness of the mind, body and emotions. - Sensory awareness, with an emphasis on an appreciation of the somatic sense of the body in stillness and movement. - A reliable map of the structure of the body. - Through an exploration of balance, the connection between breathing, embodiment and the environment. - An understanding of how to listen to our nervous systems to recognize the signals of threat and safety. - The understanding the signals of threat and safety learn to cue in the safety response to self-regulate.


About the Author
Prof. Judith Kleinman AGSM MSTAT initially trained as a musician before becoming an Alexander teacher. Part of the Alexander team at the Royal College of Music and head of department at the Junior Royal Academy of Music, Judith is also Assistant Head of Training at the London Centre for Alexander Technique and Training (LCATT). She has written several books and regularly writes articles and gives workshops and talks worldwide on Alexander in Education. Judith also teaches Yoga and Tai Chi and lives in London with her partner Peter Buckoke.