Teaching and Learning

Western culture in its infinite naivete, has all but abolished the fundamental character traits of civilized institutions.  Respect, patience, humility, and gratitude constitute foundational attributes which enable proper teaching and learning to occur.  In the absence of these traits, no teacher can lead a student, and no student will be led.

In the absence of these character traits, teachers teach because they possess some power or domination over students, who are students precisely because they are dominated.  The classroom, dojo, or gym thereby becomes a wrestling match of egos and wills where teachers unwilling to punish students cannot possibly succeed.  In this kind of culture, true teachers and visionaries simply vacate, as no obstinately defiant student is worth attempting to teach.

The classical martial arts present a different view of a teacher.  A teacher knows.  A student does not.
And a teacher only becomes a teacher by first being an exceptional student.  In this way there is no stratification on the basis of domination, but on the basis of what is known and mastered by each.  It is possible for a teacher to be a student in one area, yet still possess superior knowledge in another.  This author was once enrolled in a dojo which practiced mostly pushups and crunches while this author had trained in all bodyweight calisthenics across a vast set of progressions over approximately 3 years in addition to weight training and knew many superior ways of building full body strength and muscle.  This author was a student of the sensei's stance, fighting, and technique knowledge, and the sensei was a student of this author's calisthenics experience.  As a result, the sensei incorporated many formerly unknown techniques into his training which benefited the training of all students of the dojo.  Meanwhile, this author incorporated the philosophy and technique of the dojo to improve general movement and outlook.

An example of a bad learner was when this author trained in "practical self defense" with a self appointed expert who knew less than this author about nonviolent self defense techniques.  Instead of learning from this author, or at least admitting disinterest, the instructor ignored the validity of the alternative techniques and criticized them on the basis that they were nonviolent.  He then suggested that nonviolent redirection is for victims.

A more explicit example was when this author formerly free sparred once per week with a close friend.  In exchange for learning self defense and conflict assessment from this teacher of combat, this author taught proper form for bodyweight movements in addition to teaching basic kettlebell lifting and the concepts of mindfulness or presence, and amused mastery as exclusive traits of victors.  Both this author and his friend functioned as both learner and teacher.  As iron whets iron, strong people sharpen one another, but only when the principles of respect, patience, humility, and gratitude prevail.

Some telltale signs of students include superficial understanding of a deep subject matter, strong beliefs based on little evidence, impulsiveness, lack of empathy for others' positions, and a general inability to tie knowledge together coherently, such as failing to see the connection between calisthenics and self defense, or political conditions and opposition to another US war.  Signs of a teacher include superior performance with minimal explanation, the quiet appreciation and understanding of another's position, nonjudgmental correction of weak techniques for the primary benefit of the student, and preferring to avoid conflict rather than argue, thereby allowing the superiority of one's way to become evident through demonstration.

The reader is encouraged to meditate on becoming a better learner before teaching anything.  The role of teacher emerges without effort only after a long time being a learner.  Lastly, the reader should consider how to discriminate whether they are in the presence of a teacher or a student.  Here's a hint: a true teacher does not need to force their views on anyone, ever.  They lead by example in all things.  By striving to be a student of life, the reader will become a teacher of wisdom in time.