image: Freepik
FM Alexander defined ‘the self’ as an individual comprising an indivisible mind, body and spirit. The spiritual aspect of ‘the self’ is sometimes overlooked but, like the mind and body it can be consciously developed and its potential realised.
Heart Rhythm Meditation (HRM) practices are readily apprehended by AT teachers because they are grounded in the physical self and begin with a focus on the physical heart.
AT teachers are already skilled at directing the body’s internal energy flow and we know it extends beyond the body and influences those we are working with. HRM takes this ability further in consciously synching the body’s two main energy systems, the breath and the heartbeat, creating a sustainable, coherent and more powerful energy stream flowing from the body. Research into HRM (see below) has shown it to improve vagal tone, heart coherence and overall wellbeing.
The heart transmits the most powerful electrical energy field in the human body, 60 times greater than the brain. Activating its significant resources creates a powerful tool for personal development and for interacting with those around us in a deeper way . It’s like awakening a wise and faithful friend you didn’t know you had.
And, the science speaks!
Science surrounding the topic of the energetic heart field is longstanding and substantial. The HeartMath Institute (HMI) has been carrying out studies since 1991 and has extensive information on their website.
This is particularly relevant for AT teachers because it has been demonstrated by HMI that when the powerful heart fields around two humans merge, the more coherent of the two energy fields has the more powerful influence. (see study A Boy and his Dog). Therefore when an AT teacher is in contact with another, the level of coherence transmitted via the teacher’s heart will influence the client’s energetic system, vagal tone etc.
This recent study demonstrates some of the persistent and beneficial changes resulting from a regular HRM practice i.e. the measurements were taken whilst the participants were not meditating.
The first three themes of these findings—the positive effects on stress and wellbeing; an expanded sense of self; and an increased awareness of the interconnectedness of body, heart, and emotions—were essentially expressed in some way by all the participants who engaged in the HRM practice.
Qualitative interviews revealed participants experienced reduced stress, an expanded sense of self, and greater emotional awareness.
Heart Rhythm Meditation can help AT teachers to experience an a new level of connectivity to themselves and their inner and outer worlds. The benefits include a deeper connection with ‘the self’, improved wellbeing, reduced stress, an expanded sense of self and greater emotional awareness.
The ultimate aim of practicing HRM is to have a greater influence on the world, than the world has on us. Together with AT practice, it has immeasurable potentialities to improve the conditions in the wider world.
It has broadened my horizon and made me discover a previously unknown sphere which I find very enriching.
BK 2024