Showing posts with label teaching. Show all posts
Showing posts with label teaching. Show all posts

Thursday, 9 July 2015

Findings (part two)


EXTRACTS FROM EUGEN HERRIGEL “ZEN IN THE ART OF ARCHERY”


1.       … Anyone who subscribes to this art today, therefore, will gain from its historical development the undeniable advantage of not being tempted to obscure his understanding of the “Great Doctrine” by practical aims – even though he hides them from himself – and to make it perhaps altogether impossible. For access to the art – and the masters of all times are agreed in this – is only granted to those who are “pure” in heart, untroubled by subsidiary aims … the exercises are mystical [internal] exercises, and accordingly can in no circumstances mean accomplishing anything outwardly [with the fist], but only inwardly with oneself … Wrapped in impenetrable darkness, Zen [Wu Shu] must seem the strangest riddle which the spiritual life of the East has ever devised: insoluble and yet irresistibly attractive … remember that [Wu Shu] is not meant to strengthen the muscles … Relax! Relax! … not a technical trick, but liberating breath-control with new and far-reaching possibilities … despite all equivocation and sober reserve, the results obtained by the new breathing are far too definite to be denied …

2.       … Since the remotest times its symbol has been the yielding and yet unconquerable water, so that Lao-tzu could say with profound truth that right living is like water, which “of all things the most yielding can overwhelm that which is of all things most hard” … the physical loosening must now be continual in a mental and spiritual loosening, so as to make the mind not only agile but free: agile because of its freedom, and free because of its original agility; and this original agility is essentially different from everything that is usually understood by mental agility. Thus, between these two states of bodily relaxedness on the one hand and spiritual freedom on the other there is a difference of level which cannot be overcome by breath-control alone, but only by withdrawing from all attachment whatsoever, by becoming utterly egoless: so that the soul, sunk within itself, stands in the plenitude of its nameless origin …

3.       … Even if the pupil does not at this stage grasp the true significance of his [movements], he at least understands why [Wu Shu] cannot be a sport, a gymnastic exercise. He understands why the technically learnable part of it must be practised to the point of repletion. If everything depends on the artist’s becoming purposeless and effacing himself in the event, then its outward realization must occur automatically, in no further need of the controlling or reflecting intelligence. It is this mastery of the art that the method of instruction seeks to inculcate. Practice, repetition, and repetition of the repeated with ever increasing intensity are its distinctive features for long stretches of the way. At least this is true of all the traditional arts. Demonstration, example; intuition, imitation – that is the fundamental relationship of instructor to pupil … 


Wednesday, 1 July 2015

Teaching, learning and growth


EXTRACTS FROM EUGEN HERRIGEL “ZEN IN THE ART OF ARCHERY” 


1.       … The Japanese pupil brings with him three things:
good education,
                passionate love for his chosen art, and
                                uncritical veneration of his teacher …

2.       … Shunning long-winded instructions and explanations, the latter contents himself with perfunctory commands and does not reckon on any questions from the pupil. Impassively he looks on at the blundering efforts, not even hoping for independence or initiative, and waits patiently for growth and ripeness. Both have time: the teacher does not harass, and the pupil does not overtax himself …

3.       … Far from wishing to waken the artist in the pupil prematurely, the teacher considers it his first task to make him a skilled artisan with sovereign control of his craft … He sticks to this traditional custom because he knows from experience that the preparations for working put him simultaneously in the right frame of mind for creating. The meditative repose in which he performs them give him that vital loosening and equability of all his powers …

4.       … There is one scarcely avoidable danger that lies ahead of the pupil on his road to mastery. Not the danger of wasting himself in idle self-gratification – for the East has no aptitude for this cult of the ego – but rather the danger of getting stuck in his achievement, which is confirmed by his success and magnified by his renown … Thus the teacher lets his pupil voyage onward through himself. But the pupil, with growing receptiveness, lets the teacher bring to view something of which he has often heard but whose reality is only now beginning to become tangible on the basis of his own experiences …

5.       … It is immaterial what name the teacher gives it, whether indeed he names it at all. The pupil understands him even when he keeps silent … “Just as one uses a burning candle to light others with”, so the teacher transfers the spirit of the right art from heart to heart, that it may be illumined … the pupil remembers that more important that all outward works, however attractive, is the inward work which he has to accomplish if he is to fulfil his vocation as an artist …

6.       … For mastery proves its validity as a form of life only when it dwells in the boundless Truth and, sustained by it, becomes the art of the origin. 
The Master no longer seeks, but finds …

7.       … Wherever his way may take him, the pupil, though he may lose sight of his teacher, can never forget him. With a gratitude as great as the uncritical veneration of the beginner, as strong as the saving faith of the artist, he now takes his Master’s place, ready for any sacrifice. Countless examples down to the recent past testify that this gratitude far exceeds the measure of what is customary among mankind …