The notion is to get beyond thinking about the shape our bodies take at the end of a movement, which we now call ‘technique,’ but to get at how those principles can function strategically towards an end goal.
The first movement in the Kihongata series is a step into what is called ‘Kamai’ (probably not spelling that correctly) and what many take as a ‘ready position,’ but we have to examine this deeply in order to get at the essence of it without getting too hung up on it.
I would NOT guard my head with only one hand up at chest level and one hand in chamber, so what is going on here?
First, when practicing solo we tend to do things against our own imagination which assumes our own approximate height and weight, so the chest level movement against a larger opponent might adjust to a higher level or even a wider level, within reason as there is a point beyond which the movement loses its’ applicability.
The solo form or the training form is an ideal to teach the principles, not necessarily something to expect. Rather like Tsuburi Training in Kendo.
The movement itself is not just a movement of the arms, but of the whole body in a specific way that encompasses each ‘zone’ as part of the whole.
Stepping out into a crescent shape with the feet while moving the left arm to meet the right in the center, then completing with right arm out in what we call a Chudan Uke. The body itself DOES perform a slight weight drop then rises up into the ‘final’ shape of the first position.
What is the opponent doing? Perhaps an attempted grab or shove? Perhaps an attempted sucker punch? A general idea leads to insight regarding the strategy, but it is not dependent on one specific act of the opponent other than the opponent is moving on you from the front somehow.
Taking this into account we move to implementation:
Closest Weapon/Closest Target coupled with Aggressive Forward Pressure and Clearing.
Attacking the Posture by rotating via leverage or attack on the arm while assuming a flank on the outside by the very rotation implemented.
Couple this with the footwork, stances are NOT static positions, they have a purpose. With aggressive forward motion we, at the same time, lock-up the leg of the opponent as a point of leverage in the overall attack.
Chamber hand is part of the overall movement as well, taking place and near Clinch or Clinch range, it is generally a grab and pull coupled with the motion of the opposite hand - the application of Yin and Yang as complimentary forces.
The success of the first motion is not guaranteed but also not ruled out which is why the Kata continues, the main point is to steal the initiative/steal the opponent’s mind and put them on the defensive, at the very least, but to END the altercation first and foremost.
There are other aspects in the motion that include striking the arm of the opponent with the offhand as it meets the right hand in the middle, which then catches and rotated the opponent, plus a small kick implied in the step for Sanchin Dachi before catching, trapping, and locking... The kick would be the set-up to get the necessary leg, otherwise a legitimate attack as feinting is not an option.
This movement can be examined in even greater depth from various angles that can fill volumes upon volumes of books and that is just one movement.
The movements themselves are only few, and the principles employed are even fewer, as we waddle things down we can see that Martial Arts are really only a few principles applied in varying ways with differing goals.
Take away for me here is;
1) Aggressively Close Distance.
2) Closest Weapon/Closest Target. All Zones.
3) Get to Flank.
4) Disrupt with pain to gain leverage or rotation points.
5) Attack posture.
The main point. Get the other person to defend.
More to come, possibly on this, maybe on the next movement, maybe both with some corrections for myself.
Thursday, February 28, 2019
Monday, February 25, 2019
Introduction - Lessons from the Kihon Kata.
Approaching this subject I have chosen to view Hookiyu 1 and 2, Gekesai 1,2, and 3, Gekiha 1 and 2, Kakuha 1 and 2 all as part of the same set of strategic principles with an emphasis toward variation within those principles.
Basically they are all the same Kata, they are not meant to be separate, but progressions. Originally created as a means of Physical Education for Okinawan School Kids, they are simple in what they have to present as far as lessons, yet not completely devoid of what makes Karate effective as a means of self-defense.
Toguchi Sensei built upon the groundwork started by Miyagi Chojun Sensei by creating additional Kata in progression, which is the beauty of the approach he passed on to those of us that study these, yet they were meant as an introduction to principles, not as a means themselves.
Kris Wilder Sensei once explained to me that these Kata were like the first steps in writing basic alphabet and grammar while the Koryugata were more along the lines of cursive. Perhaps that is true, but maybe a more apt view would be as learning the rules of mathematics, then applying the rudimentary skills, then moving on to algebra with a good base in fundamentals.
The take away I have from this, while I continue my deep dive, is that there are really only a few base movements in Karate, a few base principles, these principles are worked differently or varied depending on the problem presented.
It is not merely X does Y so you should respond with Z, it is in Z itself taking different forms within a sentence structure in order to formulate a word.
The basic movement of Jodan Uke is not fundamentally different from a Hammerfist strike, the context changes certain things, but the fundamentals of the movement remain the same.
Open hand versus Closed Fist is not a matter of Advanced versus Intermediate either, the principles remain the same, the only difference is the context, which will require one or the other, nothing more.
Ultimately there are sweeping principles, swinging principles, clearing principles, striking principles, projecting principles, sensing principles, positioning and timing principles, and control/neutralizing principles.
This list may change, but this is what I have found for myself in this deep dive and I feel these do not fundamentally differ from Kata to Kata, they are the same things applied in different ways.
These first Kata show us aggressive advancement into near clinch range in order to flank and neutralize, sometimes with simple projections.
The feet are involved as weapons throughout as well as the upper body, including the head and torso. The main point being continuous aggressive movement attacking from all levels systematically utilizing sweeping, striking, sensing, locking, clearing, Timing, positioning, ect.
All are present in their most rudimentary form.
Each aspect can be isolated and trained, indeed, months, even years can be spent working each aspect of strategic principles to proficiency, but months and years are not necessary for effective application right away so long as one does not get caught up in the ‘preservation of Tradition’ mindset and work from a strictly technique or form oriented approach.
Each in this series of Kata are meant to cover differing variations of the same problems, albeit the variations are meant to maintain the upper hand based on the many ways an opponent/assailant will react, though not exhaustive.
Another key point would be mindset, quite likely the key most principle, aggressively getting ahead of the curve and stealing the initiative in order to put the opponent/assailant on the defensive.
This is a brief introduction and I will go in more depth later. I will cover each principle I have mentioned with further explanation based on what Kata presents us.
A key to remember is that the Kata are the culmination of lessons that should be learned, they are a tool to give us some direction, but are not the means or even the end and as new lessons are learned perhaps new Kata should be created to illustrate what may not have been previously taken into account.
More to follow.
Basically they are all the same Kata, they are not meant to be separate, but progressions. Originally created as a means of Physical Education for Okinawan School Kids, they are simple in what they have to present as far as lessons, yet not completely devoid of what makes Karate effective as a means of self-defense.
Toguchi Sensei built upon the groundwork started by Miyagi Chojun Sensei by creating additional Kata in progression, which is the beauty of the approach he passed on to those of us that study these, yet they were meant as an introduction to principles, not as a means themselves.
Kris Wilder Sensei once explained to me that these Kata were like the first steps in writing basic alphabet and grammar while the Koryugata were more along the lines of cursive. Perhaps that is true, but maybe a more apt view would be as learning the rules of mathematics, then applying the rudimentary skills, then moving on to algebra with a good base in fundamentals.
The take away I have from this, while I continue my deep dive, is that there are really only a few base movements in Karate, a few base principles, these principles are worked differently or varied depending on the problem presented.
It is not merely X does Y so you should respond with Z, it is in Z itself taking different forms within a sentence structure in order to formulate a word.
The basic movement of Jodan Uke is not fundamentally different from a Hammerfist strike, the context changes certain things, but the fundamentals of the movement remain the same.
Open hand versus Closed Fist is not a matter of Advanced versus Intermediate either, the principles remain the same, the only difference is the context, which will require one or the other, nothing more.
Ultimately there are sweeping principles, swinging principles, clearing principles, striking principles, projecting principles, sensing principles, positioning and timing principles, and control/neutralizing principles.
This list may change, but this is what I have found for myself in this deep dive and I feel these do not fundamentally differ from Kata to Kata, they are the same things applied in different ways.
These first Kata show us aggressive advancement into near clinch range in order to flank and neutralize, sometimes with simple projections.
The feet are involved as weapons throughout as well as the upper body, including the head and torso. The main point being continuous aggressive movement attacking from all levels systematically utilizing sweeping, striking, sensing, locking, clearing, Timing, positioning, ect.
All are present in their most rudimentary form.
Each aspect can be isolated and trained, indeed, months, even years can be spent working each aspect of strategic principles to proficiency, but months and years are not necessary for effective application right away so long as one does not get caught up in the ‘preservation of Tradition’ mindset and work from a strictly technique or form oriented approach.
Each in this series of Kata are meant to cover differing variations of the same problems, albeit the variations are meant to maintain the upper hand based on the many ways an opponent/assailant will react, though not exhaustive.
Another key point would be mindset, quite likely the key most principle, aggressively getting ahead of the curve and stealing the initiative in order to put the opponent/assailant on the defensive.
This is a brief introduction and I will go in more depth later. I will cover each principle I have mentioned with further explanation based on what Kata presents us.
A key to remember is that the Kata are the culmination of lessons that should be learned, they are a tool to give us some direction, but are not the means or even the end and as new lessons are learned perhaps new Kata should be created to illustrate what may not have been previously taken into account.
More to follow.
Sunday, February 24, 2019
Musings on Principles Based Deep Dive.
Deep diving into the notion of Principles Based Training has really brought some new angles to light and raised some really great questions.
These questions may not be appreciated by everyone, but ultimately that cannot be helped and, regarding reactions, may give rise to more questions within each that reacts, questions like 'why do I feel this way about what he just said?' or 'Why is this causing such a reaction within myself?'
To start... We tend to focus on the end result, or shape, of each principle and label that as the primary thing, like Jodan Uke, rather than taking what the whole body is doing into account, or even what our opponent is doing.
'Jodan Uke' is a label given to classify something that was not previously isolated and classified, isolation of an end shape may be the ideal shape we wish to achieve, but it is not important in the grand scheme of things.
Does it work? How? If not, then why? In what context did it work and in what context did it not work? What is the 'it' to which I am referring? Is it the end shape or the total movement as it is happening?
In conflict there are no 'end shapes' other than the end goal, which is to end the conflict and/or escape the situation altogether.
If something works to that end then it is correct, if it does not, then it is not correct. Whether it LOOKS the way it is supposed to look is not the point.
Are standards imposed from the outside important? Maybe to a certain extent, but more as guideposts, not as the immutable rule, mainly because everyone is different and the lessons learned for each person, even from the same principles, will be different.
Preservation of a system for the sake of preservation is not really doing the system justice, and maybe we need to stop thinking in terms of systems in the first place because such a thing implies 'programming' or 'programmable' responses, which are counter-productive to effective application.
Going along with the answers being within, there is nothing to teach, but lessons to learn, and this begins with learning the lessons, not with how someone else learned the lessons.
What would the role of a Teacher be in this instance? As a guide, to pose the questions and get the student to think, to question, to understand what it is the moment has to Teach them about particular principles being worked.
I tend to agree with Patrick McCarthy Sensei and many others in that Kata are a culmination of principles, first learn the principles, learn what those principles mean to YOU, then check out the Kata, but don't get hung up on it.
What do Kata include? The lessons can be isolated insofar as one focuses on principles rather than 'snapshots' or 'end shapes,' because these really miss the point. Mabuni Kenwa Sensei even stated that there are no 'static positions in Karate,' so this idea MUST be thrown out because it was never an original part of it.
Karate is NOT a system, it may contain schools with different approaches, some having different Kata representing different lessons learned, and this is fine, but these are not the main focus, nor, even, necessarily of any real importance beyond being tools to lead towards one's inner way and manifesting THAT into the world.
What good is preserving a System or Tradition if it is not used to Educate (to draw out) what is within?
Belts are an artificial method of measuring progress and, more often than not, just a commercialized device to gain more revenue for the school or the Organization.
Tests, as they are practiced in Karate today, require the memorization of rote forms, single and two person, great if you are just training to test, not so good if you are training for practicality, functionality, and even personal health, it is not really a good approach.
BJJ, Judo, and similar arts have a system that basically requires students to perform principles in matches against resisting opponents, albeit there is some memorization of 'techniques,' the shape of the technique has little to do with the successful application of the technique, at least when it comes to looking EXACTLY like the technique.
Something different needs to give in Karate overall. Performance and function need to determine good form, form should be functional and effectiveness coupled with experience and understanding should be the measure upon which we recognize an individual's growth... Perhaps belts should be thrown out altogether, at least for adults, the kids like them.
This is just the tip of the iceberg as far as my deep diving into this stuff, more to come, next article I will focus more on my discoveries in the principles of Kata, starting with Hookiyu Dai Ichi and Dai Ni (Toguchi lineage).
Good day.
These questions may not be appreciated by everyone, but ultimately that cannot be helped and, regarding reactions, may give rise to more questions within each that reacts, questions like 'why do I feel this way about what he just said?' or 'Why is this causing such a reaction within myself?'
To start... We tend to focus on the end result, or shape, of each principle and label that as the primary thing, like Jodan Uke, rather than taking what the whole body is doing into account, or even what our opponent is doing.
'Jodan Uke' is a label given to classify something that was not previously isolated and classified, isolation of an end shape may be the ideal shape we wish to achieve, but it is not important in the grand scheme of things.
Does it work? How? If not, then why? In what context did it work and in what context did it not work? What is the 'it' to which I am referring? Is it the end shape or the total movement as it is happening?
In conflict there are no 'end shapes' other than the end goal, which is to end the conflict and/or escape the situation altogether.
If something works to that end then it is correct, if it does not, then it is not correct. Whether it LOOKS the way it is supposed to look is not the point.
Are standards imposed from the outside important? Maybe to a certain extent, but more as guideposts, not as the immutable rule, mainly because everyone is different and the lessons learned for each person, even from the same principles, will be different.
Preservation of a system for the sake of preservation is not really doing the system justice, and maybe we need to stop thinking in terms of systems in the first place because such a thing implies 'programming' or 'programmable' responses, which are counter-productive to effective application.
Going along with the answers being within, there is nothing to teach, but lessons to learn, and this begins with learning the lessons, not with how someone else learned the lessons.
What would the role of a Teacher be in this instance? As a guide, to pose the questions and get the student to think, to question, to understand what it is the moment has to Teach them about particular principles being worked.
I tend to agree with Patrick McCarthy Sensei and many others in that Kata are a culmination of principles, first learn the principles, learn what those principles mean to YOU, then check out the Kata, but don't get hung up on it.
What do Kata include? The lessons can be isolated insofar as one focuses on principles rather than 'snapshots' or 'end shapes,' because these really miss the point. Mabuni Kenwa Sensei even stated that there are no 'static positions in Karate,' so this idea MUST be thrown out because it was never an original part of it.
Karate is NOT a system, it may contain schools with different approaches, some having different Kata representing different lessons learned, and this is fine, but these are not the main focus, nor, even, necessarily of any real importance beyond being tools to lead towards one's inner way and manifesting THAT into the world.
What good is preserving a System or Tradition if it is not used to Educate (to draw out) what is within?
Belts are an artificial method of measuring progress and, more often than not, just a commercialized device to gain more revenue for the school or the Organization.
Tests, as they are practiced in Karate today, require the memorization of rote forms, single and two person, great if you are just training to test, not so good if you are training for practicality, functionality, and even personal health, it is not really a good approach.
BJJ, Judo, and similar arts have a system that basically requires students to perform principles in matches against resisting opponents, albeit there is some memorization of 'techniques,' the shape of the technique has little to do with the successful application of the technique, at least when it comes to looking EXACTLY like the technique.
Something different needs to give in Karate overall. Performance and function need to determine good form, form should be functional and effectiveness coupled with experience and understanding should be the measure upon which we recognize an individual's growth... Perhaps belts should be thrown out altogether, at least for adults, the kids like them.
This is just the tip of the iceberg as far as my deep diving into this stuff, more to come, next article I will focus more on my discoveries in the principles of Kata, starting with Hookiyu Dai Ichi and Dai Ni (Toguchi lineage).
Good day.
Saturday, February 9, 2019
The Answer is Within.
I was watching the movie Willow, one of my favorite movies, and in the beginning Willow had hopes of becoming the Apprentice of a character known as the High Aldwin, a Sorcerer.
The question he asked each of his ‘hopefuls’ was ‘in which finger holds the power to control the whole world?’
Each picked a finger and he shook his head no, until it came to Willow, who hesitated, and then picked a finger, to his dismay he had no apprentice.
Prior to this he gave a hint to the answer telling each to trust their own instincts. The answer was in the finger of each hopeful.
This got me thinking; applies to Martial Arts as a whole. There are no styles and the real answer is within oneself.
Put your trust in Kata, technique, style, and Teacher and you have missed the point. The answer is inside yourself.
Shihan Roseberry once asked, ‘who is your favorite actor?’ Each would answer in turn and owe push-ups.
The answer was yourself. None of us got it at the time.
The question he asked each of his ‘hopefuls’ was ‘in which finger holds the power to control the whole world?’
Each picked a finger and he shook his head no, until it came to Willow, who hesitated, and then picked a finger, to his dismay he had no apprentice.
Prior to this he gave a hint to the answer telling each to trust their own instincts. The answer was in the finger of each hopeful.
This got me thinking; applies to Martial Arts as a whole. There are no styles and the real answer is within oneself.
Put your trust in Kata, technique, style, and Teacher and you have missed the point. The answer is inside yourself.
Shihan Roseberry once asked, ‘who is your favorite actor?’ Each would answer in turn and owe push-ups.
The answer was yourself. None of us got it at the time.
Friday, February 8, 2019
What Is Already Present.
There is a point where one really has to look at what they are doing, what they have been taught, and really ask themselves why?
When we break things down to their base principles three hundred things become two, maybe three things and that is really all one needs in order to be safe, to defend and get away, even to take it to a level of putting someone down if necessary.
It is not complicated and, deep down inside, we all know this as we are the product of many generations whom have effectively applied this in order to stay alive long enough to pass on their genes.
None of this is new, it is already there within, maybe a jumbled unfortunates mess and atrophy if we have not been forced into situations that require these things (and many haven’t), but they are there nonetheless.
Striking. Grappling. Throwing/Takedowns.
Awareness. Assessment. Engagement.
My own take is that we train to hone skills already present on a barely conscious level and these are not just physical skills.
Most approaches are as though they are ingraining something not yet ingrained, rather than waking something up they are building something up.
Perhaps both approaches may be valid? Maybe. What I am most concerned with is cutting through to the core that can be readily used.
Training three hundred responses to one thing might be fun, but is it useful? For me it would be more useful to bring out what is already there, to get to know the principles, and not really care what the assailant does other than getting the assailant down and getting away.
For this I only need to know maybe two or three things and maybe I do not even really need to know them on a conscious level because thinking is often too slow and stands to get you maimed or murdered out there.
In contrast I am also a Kata guy; I find great value in analyzing those principles, maybe I find the exercise to be a lot of fun, but fun is how humans internalize things. Very similar to how baby animals play fight.
They do not learn a specific way of doing things, no techniques, they just learn to flow and the principles tend to come naturally.
These two things seem mutually exclusive unless you START with free play, move to examine the principles of Kata, then go back to free play and really start to see some amazing things happen.
Break it down and focus on specific things, I do not just do rote Kata for the sake of performing a pattern to perfection as I am not a tournament player.
Focus on locking principles one week, focus on striking another, muchimidi another, practice against a wall, around tables and chairs, with stuff strewn all about the floor, sucker punched or attacked from behind, ambushed rounding a corner, practice escape and running.
All very important stuff, shift back to Kata with new eyes, then shift back to play.
Some might prefer a more technical or technique based approach, which is fine, some might prefer something else.
I once heard a story of an Okinawan Karate Sensei that would teach simply by saying ‘do this’ in whatever language it was and then demonstrate, straight to the point.
Drills and routines serve as tools to hone our understanding of principles, which are nothing more than physics in action.
Some train to fight, some train to compete, but when you remove both from the equation what is left? A predator is not looking for a fight, they are looking for an opportunity. We are not Samurai, we are not Kung Fu Killers, most of us are just people looking to survive and navigate a world that can be very treacherous, although not always.
So while I do train Traditional Drills and Kata, interspersed with some other things I pick up and notice to fill in the holes, I do not train to preserve a Tradition. I train to put things to use and, I feel, this is how the Old Dogs would have wanted it.
Shihan Roseberry preserves his Teacher’s Teachings and built upon them, even creating new Kata based on what he had come to understand.
His Teacher, Seikichi Toguchi, had done the same prior to him. Roseberry Shihan’s last great lesson that I took away from his last International Convention, besides spirit and endurance through extreme fatigue, was ‘If it makes your Karate better then use it.’
Words to live by. It is and always has been MY Karate. Dascenzo Sensei, Roseberry Shihan, Todd Sensei, Iller Sensei, and Wilder Sensei only guided me to what was already present.
Gassho.
Monday, February 4, 2019
Distinctions.
The last article generated some great feedback, but not regarding the main point of the article itself. No, it was regarding my use of the words Teacher and Instructor.
An individual suggested that, to argue a difference between two words that mean, essentially, the same thing makes no sense.
For me that is like saying there is no difference between what it means to be a ‘Dad’ as opposed to what it means to be a ‘Father,’ or what it means to be a ‘Mom’ as opposed to what it means to being a ‘Mother.’
For me it makes perfect sense and getting caught up on semantics is missing the point entirely. The point is that one is all about themselves; making a name, a reputation, everything they do is about self promotion, and a little bit of self promotion is okay, but if it is not coming from a standpoint of putting the student first and getting out of your own way then all the student is there for is to serve as a promotional tool for oneself and their business.
The second part of this is operating from a standpoint of responsibility where one thinks of what would best help the student to grow; knowing that what they have could possibly be something that the student depends on for survival.
It is not about the person at the top at that point, it is about the student and their families, their livelihood, it is also about their attitude, their spirit, drawing out what is within (the word Education comes from the root Educari, to draw out).
There is so much more to being a good Teacher than even that, but ultimately it boils down to a calling in which self gain is not a focus. Can one earn money and be a good Teacher? Sure. Run a business? Absolutely, and it would likely promote itself aside from advertising costs. Word of mouth is a great thing.
For me the word ‘Instruct’ implies placing something within, it is also a bit too clinical for me, rather like Father and Mother, cold and formal.
Many people can Instruct, not everyone can Educate, so if there was a word I would seek to replace from the last article it would likely be Teacher to Educator, although that feels too formal as well. When the individual took offense to the light in which I painted the term Instructor it seemed they took it as almost a personal affront, possibly even on behalf of others that use the term to describe their profession.
I cannot speak for them, but the argument is ultimately purely semantic and pointless as it had nothing to do with the underlying message.
Why is there such an offense? Why place so much importance on words and descriptions? Sometimes they can be useful, other times people confuse the Forrest for the trees.
Titles do not mean much to me. So when they suggested I should change my title I was confused. I am not an Instructor, I do not even like to be called Sensei, often just Dave, David, or Hey You is fine so long as I am helping.
If the attitude of the person is one of service and speaks for itself from a place of responsibility and sincerity then what is the issue? Call yourself whatever you want. Do you identify more with a word or do you identify more with the actual thing? Are you Instructing or sharing? Training or playing? Again, words can be useful, but ultimately titles are not so important.
Humans like to have things illustrated for them, that is human nature, but even then we can only approach things from our own personal angle, complete with bias and judgments, even this post and the last one.
So long as people are thinking more critically then I really don’t care, I did what I set out to do and those seeds will grow.
I am not changing the article. I am leaving it as is. If something struck a nerve and you do not want to face the root cause for that within yourself then so be it. Blame me if you like, I don’t know you, but I do hope you have a great day and continue to be successful.
If something I say is not to your liking, sorry, it is not my job to please you, simply don’t read what I write... Others do.
An individual suggested that, to argue a difference between two words that mean, essentially, the same thing makes no sense.
For me that is like saying there is no difference between what it means to be a ‘Dad’ as opposed to what it means to be a ‘Father,’ or what it means to be a ‘Mom’ as opposed to what it means to being a ‘Mother.’
For me it makes perfect sense and getting caught up on semantics is missing the point entirely. The point is that one is all about themselves; making a name, a reputation, everything they do is about self promotion, and a little bit of self promotion is okay, but if it is not coming from a standpoint of putting the student first and getting out of your own way then all the student is there for is to serve as a promotional tool for oneself and their business.
The second part of this is operating from a standpoint of responsibility where one thinks of what would best help the student to grow; knowing that what they have could possibly be something that the student depends on for survival.
It is not about the person at the top at that point, it is about the student and their families, their livelihood, it is also about their attitude, their spirit, drawing out what is within (the word Education comes from the root Educari, to draw out).
There is so much more to being a good Teacher than even that, but ultimately it boils down to a calling in which self gain is not a focus. Can one earn money and be a good Teacher? Sure. Run a business? Absolutely, and it would likely promote itself aside from advertising costs. Word of mouth is a great thing.
For me the word ‘Instruct’ implies placing something within, it is also a bit too clinical for me, rather like Father and Mother, cold and formal.
Many people can Instruct, not everyone can Educate, so if there was a word I would seek to replace from the last article it would likely be Teacher to Educator, although that feels too formal as well. When the individual took offense to the light in which I painted the term Instructor it seemed they took it as almost a personal affront, possibly even on behalf of others that use the term to describe their profession.
I cannot speak for them, but the argument is ultimately purely semantic and pointless as it had nothing to do with the underlying message.
Why is there such an offense? Why place so much importance on words and descriptions? Sometimes they can be useful, other times people confuse the Forrest for the trees.
Titles do not mean much to me. So when they suggested I should change my title I was confused. I am not an Instructor, I do not even like to be called Sensei, often just Dave, David, or Hey You is fine so long as I am helping.
If the attitude of the person is one of service and speaks for itself from a place of responsibility and sincerity then what is the issue? Call yourself whatever you want. Do you identify more with a word or do you identify more with the actual thing? Are you Instructing or sharing? Training or playing? Again, words can be useful, but ultimately titles are not so important.
Humans like to have things illustrated for them, that is human nature, but even then we can only approach things from our own personal angle, complete with bias and judgments, even this post and the last one.
So long as people are thinking more critically then I really don’t care, I did what I set out to do and those seeds will grow.
I am not changing the article. I am leaving it as is. If something struck a nerve and you do not want to face the root cause for that within yourself then so be it. Blame me if you like, I don’t know you, but I do hope you have a great day and continue to be successful.
If something I say is not to your liking, sorry, it is not my job to please you, simply don’t read what I write... Others do.
Sunday, February 3, 2019
The Difference between an Instructor and a Teacher.
There was a story I read once in a book called 'Steal My Art' written by Tai Chi Teacher T.T. Liang in which he talks about a student who constantly pushed to receive an Instructor's Certificate.
T.T. Liang gave him the Certificate and wished him luck, but he did this just to make the guy go away, not because the guy actually knew anything as he was more interested in making a name for himself than he was in learning what T.T. Liang had to teach.
This is a sad state of affairs in the Martial Arts and Self Defense Community throughout the world today, although in my view it is nothing new.
You get the guy that trains a couple months in one thing, moves on to another thing, trains maybe a month, then decides they know enough to formulate their own system, not because they actually have any understanding of what they have studied, but because they want what they perceive as recognition, they are drawn to the power and position that go with it... Or at least what they perceive as power and position... They want to stroke their own ego.
The more I train, the more I realize I need more training. The more I discover, the more I realize I don't know anything at all.
Maybe I have no business teaching, but people do ask, and my Teacher had always told me to pass on what I know, not because I wanted to, but because I had the responsibility to do so; being a Teacher is so much more than standing around telling people what to do while counting.
I distinguish between a Teacher and an Instructor, or a Coach. I am not an Instructor or a Coach. I am not going to be standing on the sidelines coaching my Students on how to take another point, those days are gone and, while there is some benefit there, there is far more benefit in being an actual Teacher.
A Teacher is not someone that chooses to be in that position, a Teacher is recognized naturally and sought out, or not, and a Teacher has enough sense to know what they do not know along with enough humility to help their student seek out those answers they do not know elsewhere.
This is not a good business model, indeed, it was never meant to be.
Making money is fine, but helping a person discover and manifest their own inner power and truly transform themselves, those around them, and their lives is far greater a calling. Sometimes the two can go hand-in-hand, and it is a good thing to Teach a business mindset because that is the world we live in, but when it comes to Teaching, even Teaching this mindset, there is a line. You have Clients and you have Students, sometimes a Client may become a Student, but that is their choice.
My Teacher was never a big fan of the business side of things, he would always lament on how much more than a business this was, for him it was a calling, because we kept calling and kept coming around, despite how much effort he expended in trying to make us go away.
I cleaned a wall, then cleaned it again, cleaned the Dojo in order to Train, and I was expected to be at each of the classes, so I would do my Homework at the Dojo; for a long time I basically lived there, besides sleeping, although sometimes we even slept there.
My Teacher's Teacher, John Roseberry Shihan, had refused to Teach him for a while, and when he finally did he would devise some really extreme workouts to completely exhaust my Teacher, both mind and body, in order to make him go away, but my Teacher kept coming back.
Because of my Teacher's persistence, and the persistence of two other Students, John Roseberry Shihan created an International Organization that has outlived him, that continues to carry on his legacy and produce Teachers rather than Instructors, many have only ever heard of it by word of mouth, and that is the way he would have wanted it.
As Teachers we have a responsibility to set our egos aside, sometimes Students stay, sometimes Students go, but my Teacher always said it is not the Teacher who leaves the Student, but the Student who leaves the Teacher, like a bird leaving the nest.
They may continue in the path of Budo, they may end up taking those lessons and manifesting them in other ways, but they will always remember the core of what they are doing, and the core, ultimately, has nothing to do with you or me, as Teachers, it has to do with their manifestation of that inner power... You only showed them the way, you did not give them anything, you did not take anything, you were a stepping stone, nothing more, but that is good enough.
Ego should never enter the picture... If you enter a school and are met by a plethora of self-inflating statements and displays, you can bet you have only encountered a Professional Instructor, not a Teacher.
If they have a cult following surrounding their personality and do not EVER question, then you can bet you have joined a cult, you have NOT found a Teacher... Run.
These are Ego factories that serve to stroke the Ego of the person at the top... Buyer beware.
T.T. Liang gave him the Certificate and wished him luck, but he did this just to make the guy go away, not because the guy actually knew anything as he was more interested in making a name for himself than he was in learning what T.T. Liang had to teach.
This is a sad state of affairs in the Martial Arts and Self Defense Community throughout the world today, although in my view it is nothing new.
You get the guy that trains a couple months in one thing, moves on to another thing, trains maybe a month, then decides they know enough to formulate their own system, not because they actually have any understanding of what they have studied, but because they want what they perceive as recognition, they are drawn to the power and position that go with it... Or at least what they perceive as power and position... They want to stroke their own ego.
The more I train, the more I realize I need more training. The more I discover, the more I realize I don't know anything at all.
Maybe I have no business teaching, but people do ask, and my Teacher had always told me to pass on what I know, not because I wanted to, but because I had the responsibility to do so; being a Teacher is so much more than standing around telling people what to do while counting.
I distinguish between a Teacher and an Instructor, or a Coach. I am not an Instructor or a Coach. I am not going to be standing on the sidelines coaching my Students on how to take another point, those days are gone and, while there is some benefit there, there is far more benefit in being an actual Teacher.
A Teacher is not someone that chooses to be in that position, a Teacher is recognized naturally and sought out, or not, and a Teacher has enough sense to know what they do not know along with enough humility to help their student seek out those answers they do not know elsewhere.
This is not a good business model, indeed, it was never meant to be.
Making money is fine, but helping a person discover and manifest their own inner power and truly transform themselves, those around them, and their lives is far greater a calling. Sometimes the two can go hand-in-hand, and it is a good thing to Teach a business mindset because that is the world we live in, but when it comes to Teaching, even Teaching this mindset, there is a line. You have Clients and you have Students, sometimes a Client may become a Student, but that is their choice.
My Teacher was never a big fan of the business side of things, he would always lament on how much more than a business this was, for him it was a calling, because we kept calling and kept coming around, despite how much effort he expended in trying to make us go away.
I cleaned a wall, then cleaned it again, cleaned the Dojo in order to Train, and I was expected to be at each of the classes, so I would do my Homework at the Dojo; for a long time I basically lived there, besides sleeping, although sometimes we even slept there.
My Teacher's Teacher, John Roseberry Shihan, had refused to Teach him for a while, and when he finally did he would devise some really extreme workouts to completely exhaust my Teacher, both mind and body, in order to make him go away, but my Teacher kept coming back.
Because of my Teacher's persistence, and the persistence of two other Students, John Roseberry Shihan created an International Organization that has outlived him, that continues to carry on his legacy and produce Teachers rather than Instructors, many have only ever heard of it by word of mouth, and that is the way he would have wanted it.
As Teachers we have a responsibility to set our egos aside, sometimes Students stay, sometimes Students go, but my Teacher always said it is not the Teacher who leaves the Student, but the Student who leaves the Teacher, like a bird leaving the nest.
They may continue in the path of Budo, they may end up taking those lessons and manifesting them in other ways, but they will always remember the core of what they are doing, and the core, ultimately, has nothing to do with you or me, as Teachers, it has to do with their manifestation of that inner power... You only showed them the way, you did not give them anything, you did not take anything, you were a stepping stone, nothing more, but that is good enough.
Ego should never enter the picture... If you enter a school and are met by a plethora of self-inflating statements and displays, you can bet you have only encountered a Professional Instructor, not a Teacher.
If they have a cult following surrounding their personality and do not EVER question, then you can bet you have joined a cult, you have NOT found a Teacher... Run.
These are Ego factories that serve to stroke the Ego of the person at the top... Buyer beware.
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