Scientific Terminology
TrueAiki.com readers may have noticed that I have chosen to use vocabulary and descriptions from science when, and wherever, possible. I have found that those in science related fields usually appreciate this. Those less familiar with such terms sometimes do not appreciate their usage as much. Nevertheless, I have chosen to use scientific and medical terminology when and where I can for practical reasons.
Scientific terms are universally used and understood. The advantage of using globally used terms is that if one wishes to define a term one can look it up in many different places and get the same accepted definition.
Scientific terms are globally accessible. For many TrueAiki.com readers English is a second language. These readers can look up a scientific term and access a universally accepted definition of that term in their native language.
Scientific explanations are . . . scientific. They are considered factual based upon repeated independent scientific study and peer review.
In cases where general scientific terminology is not available, I try to use standard Medical terminology for the same reasons I use science terminology.
I am doing this in an attempt to make my writing as universally accessible as possible.
Jargon
Jargon is vocabulary that is specific to a particular field or specialized group. Scientific and medical terms began as jargon. However they grew to become universally accepted and defined vocabulary. I try to limit my use of jargon. When I do use jargon it is usually in the context of Japanese Aiki arts. Even then, when I use the terms I do so with the realization that the idea of a universal Japanese Aiki art jargon in a fallacy for two reasons. First, not all arts use the same jargon. And, secondly, even when the same jargon is used it can mean completely different things to different groups. It is for these two reasons that when I do use Jargon I usually define it first. This way individuals can at least know how I am interpreting the words. An ever present danger when communicating is that readers can assume they know what I am referring to when in fact, they do not. This is particularly true where jargon is used.
With that being stated let me introduce some medical terms which I will use in upcoming blogs:
Flexion
Bending parts at a joint so that the angle between them decreases and the parts come closer together (bending the knee)
Extension
Straightening parts at a joint so that the angle between them increases and the parts move farther apart (Straightening the knee)
Pronation
Turning the hand so that the palm is downward or facing posteriorly.
Supination
Turning the hand so that the palm is upward or facing anteriorly. (“Like holding a bowl of soup.” – William M. RN)
[I’m going to use “pronation” and “supination” for the legs as well.]
Caveat Regarding Results
Finally, even though I try to use universal terms, I value results (empirical evidence) above all else.
Even when teaching one’s self universal terms, one uses one’s own terms, imagery, etc. to learn them. Recognizing this, my forty plus years of teaching (its my job) has taught me that students that learn teach themselves in their own way. Every individual communicates with themselves in their own individually unique way. One knows when that communication is efficacious when that communication results in a reliably reproducible desired outcome. So, where Aiki is concerned, one must be able to reliably reproduce the attributes related to Aiki.
Words, imagery, etc. that work for one’s self won’t necessarily work for another. This is to be expected. Our body, brains and experiences are all unique. Only when we label shared experience can we begin to approximate understanding symbolically.
When it comes to teaching, I first and foremost try to give individuals experiences rather than models or words. The experience can then be represented with a model or word. Often times after a student finds success (begins to reliably reproduce a desired outcome), the student describes what they do and think to elicit the outcome completely differently than I would. I don’t care. I care about results. If I will be working with that student further, I even try to remember how that student communicate with themselves. It gives me a short cut to communicate with them in a manner that gets results. Over time, I try to relate each individual’s experience back to a universal scientific model and universal scientific vocabulary for the reasons already outlined.
Having a universal vocabulary and scientifically valid models in no guarantee of success. The same is true for jargon. I can’t count the times I’ve seen individuals say the “right words,” describe a “proper model,” and do the wrong thing. As I said, results, being able to demonstrate Aiki attributes freely, are the bottom line.
Universally accepted and defined vocabulary provides a toe hold for communication to begin. That coupled with actual experience. (Experience is way, Way, WAY more important than models or vocabulary (vocabulary is just another model btw.)) works well to bring success.
That’s why I use scientific and medical terms. They are globally understood and defined.
However, personal experience is KING! Personal experience is the starting point. That is why I strongly encourage people to find an individual, or individuals, that can give an experience of Aiki as described here. They should be able to reliably demonstrate unusual stability. For example, one should be able to push on such a person’s “weak line” just as hard as their “strong line” without any difference in result. One should be able to apply force to such an individual only to have that force negated while perceiving no oppositional force. And such an individual should be able to produce an unusually high amount of force (probably beyond one’s experience) with an abnormally low amount of effort.
If one wishes to learn how to reliably produce the traits of Aiki, find an individual that can do all of the above, and can, and does, figure out a way for YOU to experience what it is to do Aiki. A teacher must try find a way of giving their student a desired experience of doing things “right” that is “stupid proof.” Then that experience can be labeled to effect. When this is done, it shouldn’t take long for one to begin to experience effortless enhanced stability, power production, and force neutralization. Even with success it takes time to develop such an ability to an impressive level.
Experience is King. Skilled teachers are invaluable. Valid models and functional communication is important. Training partners are a gift. And from beginning to end, from life until death, in order to learn one must teach one’s self.
Work to become your own best teacher
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