Grab My Wrist

Questions for My Teacher's Teacher

My teacher’s teacher is coming to our dojo in April. My teacher, Dave Goldberg Sensei, is a student of Robert Nadeau Shihan. Nadeau Shihan will be leading a seminar at Aikido of San Diego, April 9-11, 2010.

Nadeau Shihan, 7th Dan, trained in Japan with O Sensei in the 1960s. He has been teaching Aikido since 1965. He runs two dojo: Aikido of Mountain View, and City Aikido in San Francisco. His students have included several of my favorite Aikido authors: George Leonard, Wendy Palmer, and Richard Strozzi-Heckler Sensei. He is a founder and division head (Division 3) of the California Aikido Association. It is an honor to have him come to work with us.

I had the privilege of training with Nadeau Shihan last year, before I’d even tested for 6th kyu, and very much enjoy and “get” his approach to teaching. I’m really looking forward to training with him again, now that I have a tiny bit more experience and perspective.

This year, Friday evening will be a question and answer session. We’ve been invited to submit questions. I thought it might be interesting to share my questions here. If you want the answers, come to the seminar. Not that all, or any, of these will be asked, of course. Lots of people will be asking questions. This is just my unfiltered list - the things I wonder about.*

Your Experience of Aikido

Q: What brought you to Aikido?

Q: Is there something in your background that made you particularly receptive to, or inquisitive about, what has been available for you in Aikido?

Q: Did you find support and validation in Aikido for who you were already, or did Aikido change you?

Q: Is there something you wish you’d discovered or realized earlier in your Aikido training that would’ve helped you grow or learn? Or something you actually did discover or realize, that fundamentally changed your approach or understanding?

Or perhaps is there something you hope your students can grasp (or let go of), that would help them? Is there something you see your students struggling with, that you wish they could just *get* more easily?

Q: Are there activities you find to be complementary to your Aikido practice? (Meditation, gardening, …) Would you recommend them to others, or does everyone have to find their own way?

Q: In your experience of the larger “I” knowing who you are (such as why you love “junk,” or love movement), were those sudden realizations, that you immediately saw (“Aha!) to be true? Or did you go through a lot of seeking and questioning before you discovered what was so for you?

Q: Do you continue to make discoveries about yourself through your practice of Aikido? How has that changed over time?

Aiki

Q: What kind of change of consciousness, or development of consciousness, is possible through Aikido? What might that look like, in people’s lives? In a community? In the world?

Q: How does Aikido work? How much is mechanics, psychology, emotion, spiritual, energetic? Or do those characterizations even make sense in the context of Aikido?

The Art of Aikido

Q: If Aikido is a way of helping to bring peace and happiness to the world, what is the process by which you see that happening?

Q: How has Aikido changed since you first came to it? Has it expanded and strengthened? Or lost focus, gone off the tracks, or become diluted?

Q: What are your hopes for the future of Aikido, and how might that future come about?

Teaching, Sensei, and Students

Q: Do you see a correlation between the reasons people come to Aikido, and their likelihood to stay with the practice? Or maybe, does it matter why people walk through the door of the dojo, or just that they do?

Q: What do you see as the best way to teach Aikido? Does the teacher convey knowledge directly, simply demonstrate, or support the student somehow in making discoveries on their own?

Q: What do you see as a Sensei’s place in a student’s life? Instructor of practical skills? Role model? Spiritual guide? Counselor? Parental figure? Friend?

Q: What do you hope your students (or students of Aikido in general) will get from practicing Aikido?

Q: What do you hope your students (or students of Aikido in general) might contribute to Aikido?

Your Experience of O Sensei

Q: How would you characterize your relationship with O Sensei?

Q: Did O Sensei make requests of you (and of others, if you know), like “Go back to the U.S. and teach this”? Was he teaching his students to teach, necessarily?

Q: You have said that O Sensei had a process by which he could quickly jump into a bigger / higher level of himself. Could you tell us about the nature of that process? (Was it a physical practice? Meditation or prayer?)

Q: Do you think that Aikido today is (or is becoming) what O Sensei envisioned for it? Is it growing and spreading as he’d hoped? Affecting humanity as he’d intended? Better / worse / different?

Q: If you could spend an evening talking with O Sensei now, what would ask him? Or tell him?

In thinking about these questions, it struck me that the world might be a much different place for many, many people, had a certain young Robert Nadeau not somehow connected with Aikido. Just another example of how one pebble can make waves affecting an entire ocean.

*It occurred to me the day after posting these questions (and sending them off to Sensei) that I’d be interested in hearing others’ answers to them as well. If you teach Aikido, or have just practiced for a long time (however you define that), please feel free to copy some or all of my questions, and answer them on your own blog or Web site. I’d appreciate a mention, and please let me know where I can go to read your answers. Thanks!

Downs & Ups of Exam Prep

My exam for 5th kyu is Saturday morning - tomorrow. When I first started working with my mentor a month ago we began with a sort of diagnostic run-through of the exam. I knew all the technique names, and basically what they were. There was plenty of room for correction and refinement, but I wasn’t completely lost. I felt like I was on a pretty good trajectory for being ready by exam day.

Then in mid-January I did a seminar, which was great fun, and a tremendous experience. I loved it, but it was exhausting, and dumped a whole lot of new information into my little 6th-kyu brain.

The next couple of weeks were difficult all around, and left my confidence a bit battered. I couldn’t seem to do anything right in class. Friends on Facebook were commenting that my Aikido posts had been negative lately.

I accumulated a dozen or so small injuries and ailments - a jammed thumb, a knee that didn’t like to bend, sore shoulders and neck muscles, a stomped foot, assorted bruises and tight muscles, etc. I found myself stiff and guarded. Lingering symptoms from a cold in December returned, and my breathing was getting clogged up during class. One night I must have been dehydrated, and whited out (and sat right back down) when I stood up quickly from seiza.

Last Wednesday I had the worst bout of vertigo since starting Aikido. The world was spinning. I felt seasick and was tipping over and falling into things. Feeling grounded isn’t even a possibility in that state.

Vertigo also causes a cognitive hit, from all that brain CPU being used just to navigate in the world, I guess. It’s like the brain fog that rolls in when one has a cold. When I worked with my mentor last Friday, terminology I had down solid a month ago was lost in the fog. Techniques I’ve done well enough a hundred times were incomprehensible. I felt overwhelmed by how much I had left to learn.

There were other little things. Work seemed to be a morass of interruptions, distractions, and conflicting priorities. I couldn’t seem to get caught up on chores at home. One night a car easily going 100 mph very nearly rear-ended me on the freeway. The universe was not being kind.

Then on Sunday I participated in one of Sensei’s “In Focus” workshops, this time on ukemi. These workshops push us a bit. They are always revealing, and usually fun. While some of the exercises in this one were indeed fun, on the whole the experience was, for me, profoundly discouraging. The toes on my stomped foot were numb. I’d rolled funny on one shoulder, so my whole arm hurt and my fingers were tingling. I was told, and could see in the video, what I was doing wrong, but couldn’t feel it. It felt right, but wasn’t. Without accurate perceptions how can one make corrections? I’d had a similar experience, where I could not grasp *how* to learn something else in the past, and in that case I just give up entirely. So running into this particular personal brick wall was hard. Giving up Aikido is not an option, but I couldn’t see my way around the wall. A very perceptive fellow student gave me a bit of a pep talk (or a kick in the butt), but it was still a difficult day.

Less than a week to my test, and it felt like my Aikido, barely held together with duct tape and baling twine on a good day, was falling apart. Sunday night my status on Facebook said “Linda Eskin is looking for the lesson, hard.”

By Monday morning I decided I had to dig myself out of my rut. I remembered to take my allergy meds so I could breathe. I drank plenty of water, and walked at lunch. I stocked up on Gatorade and bananas to keep dehydration and muscle spasms at bay. I skipped going to the dojo to stay home to rest and heal, and to really study. I watched videos of each technique, reviewed my old descriptions of each, and wrote out new ones. When anything wasn’t clear, I noted that, so I could ask about it.

On Tuesday I visualized the whole test over and over. As I fed Rainy and the donkeys I heard the words Sensei will say, let myself be aware of the little crowd of parents there to watch their kids’ tests, felt what the cool blue mat will feel like, smelled how the mid-morning air will smell when it comes in across the little stream out behind the dojo, and heard the birds singing in the reeds. I saw and felt each technique in picture-perfect detail. I ran through it again as I got ready for work. Once more while I walked at lunch. And again as I drove to the dojo.

Tuesday night I did both classes. We reviewed all the techniques I was having trouble with, and did some great work on jiyuwaza. After class I got to practice with my mentor and with my fellow 5th Kyu candidate. We both did the whole test, plus jiyuwaza with each other. We got video of everything, and posted it so we could review it during the week. I felt so much better! Not quite ready, but confident that I could be ready by Saturday. Back on track!

Wednesday was another day off from classes. I iced and rested the ouchy parts, studied and visualized the techniques, and went out to dinner with my dear husband, Michael. Ended the day feeling more settled.

Yesterday morning, Thursday, I put together a playlist of positive, high-energy music that I love, and listened to that while driving. In the middle of a long day of meetings at work I managed to get outdoors once, sit quietly, and do the whole test again. The weapons class in the evening was very calming and reassuring. I may not be any better at weapons than at anything else, but I find them easier to comprehend. So weapons classes generally leave me feeling like I might have a bit of a clue about this stuff. I stayed late to watch some of the advanced class, write some notes and be sure I had all my questions down to ask my mentor on Friday. The class was doing some really interesting work on feeling shared energy and going with it. I’m very glad I stayed. I left feeling quietly excited, happy, and very grateful to be able to train with Sensei and my dojo mates.

Tonight is a 90-minute class with Sensei, and then a full run-through of the exam with my mentor. I’m really looking forward to both.  All I have to do tomorrow is show up, relax, breathe, and have fun.

When Goals Go Bad

A couple of months ago, roughly, I set a goal for myself of training as if I were going to be testing for 5th kyu on February 6th, the next day tests are held at our dojo. As I said in a post about it then, my goal was not to test that day, or even to be ready to test that day, just to train so that I could be as prepared as possible.

What I was hoping to avoid was what I did before my 6th kyu test. In that case I was bopping along happily training in whatever came along in class (which is great), but not paying any particular attention to what techniques that would be required on the test. When my name appeared on the Dreaded Dojo Whiteboard (where Sensei writes the candidates names), I found I had a lot of learning to do. So I was hoping to at least be less blindsided if my name were to appear this time around.

If you’ve read my last few posts you know that I’ve been uneasy about something recently. I couldn’t put my finger on it, though. It felt like some mashup of grief, disappointment, pressure, and feeling very inadequate. But I couldn’t put my finger on a reason. There were no circumstances to support feeling like that, or none that I could see.

What was really out of character was Thursday night, in weapons class. I was freaked out at not feeling like I had one of the techniques down clearly. I didn’t know it, and felt like I should’ve known it. Sensei was walking around the mat watching and correcting people, as senseis do when they are teaching, you know, normally. I was really concerned that he might see that I didn’t know what the heck I was doing. Mind you, I fully realize the absurdity of that thinking, on a lot of levels. Just the same… I could hardly make myself breathe, I was so wound up.

I blogged about that on Friday morning (“Stupid Ego”), and one of my friends commented “hmmm just wondering but would it have anything to do with you having set a deadline for your next test? Perhaps not realizing it but feeling the pressure to get up to the next level by a certain time period might be part of the issue.” My first reaction to that was basically “no, no, that’s not it, I wasn’t really trying to test then, blah, blah…” But the more I thought about it, the more I see she nailed it. I was saying I wasn’t really trying to test this time around, but really… I was kinda hoping I’d would.

(For those readers who aren’t familiar with martial arts, you test when your teacher decides you are ready. You don’t ask to be considered. You, of all people, are the least qualified to make any determination about your own readiness. You just train. If your teacher says you’re ready to test, you test.)

How it works at our dojo is that before you can be considered to test for 5th kyu you have to have done at least 40 training days (not hours or classes) since your 6th kyu test. I  have been really pushing to get there, and just hit 40 just a couple of weeks ago. Suddenly at 40+ there’s the possibility of being considered for testing. At least a month before your test you need to find a senior student who is willing to mentor you. I’ve talked to a few, and have had a few in mind, just in case, because if your name appears on The Whiteboard you’d best get busy finding a mentor, fast, especially if you have a preference for who you work with. Because the next test date is February 6th, and everyone needs to have a mentor at least a month ahead of time, if you’re not called to test by the first few days of January, you’re not testing this time around. So there’s a pretty narrow window time there.

Anyway… I’ve been assuming (probably wrongly, but there goes my little mind & ego, running off together) that Sensei has been watching to see if I’m within shooting distance of testing in February. And I’ve been putting a lot of pressure on myself to not screw up, and really feeling it when I do (inevitably) do just that.

My friend’s comment finally rang true when I put the dates together and discovered that the unidentifiable knot in my gut started about the time I hit 40 days, when testing became a possibility. Once I realized that I really did have some attachment to, or at least attention on, being called on to test, I was able to let that go a little, and the knot started to unwind. I had a wonderful time in Friday night’s class, just training.

Enthusiastically getting to the point where something is a possibilty, and actually doing it, are two very different things. Like signing up to go skydiving is a different experience from jumping out of the plane. I’ve spent a few months training as though I intended to be ready to test in February. I signed up for the skydiving trip. Do I have an opinion about whether I could actually be ready to test? Sure. I have a lot of opinions about that, some of them in direct contradiction. And, quite correctly, they count for nothing.

I find I’m consciously having to let go, and let go, and let go of any attachment I have to the whole testing thing. What there is to do is to train, relax, learn about Aikido, and have fun, so that’s what I’m going to do.

Big sigh… There, that feels so much better…

An Aikido Dream

I usually don’t dream weird dreams. I usually dream about work, or about something I have to do the next day. Boring. But last night I had a really strange dream. I’ll tell you about it first, and then what I think it represented.

The dream started with me arriving, as if by transporter, or warp in the space-time continuum, in a room. It was obvious there was no way of going back where I’d come from. There was a doorway or hall, and women were coming in or walking through in small, quiet groups. I was pleading with them to tell me where I was, who they were, where I should go, what I should do. They could see I was lost, and seemed sympathetic, but couldn’t understand what I was asking, and I couldn’t understand them. They took me to another room where I met with an older woman who seemed to be their spiritual leader or counselor. She could see I was very upset by this time, but she too could not give me any answers. Through body language and touch she let me know that I was safe there, and that she understood, if not my story, at least what I was feeling, and that I was OK.

At first glance I figured I must be watching too much Star Trek, and didn’t give it a lot of thought. But as I started going over the details in my mind I came to a different interpretation. The rooms were simple and plain, white and wood, with no decoration. The women were soft-spoken, and clearly part of a tight community where they knew and understood each other without a lot of talking. They were all dressed alike, in loose-fitting cotton garments in subdued tans and beiges. I was in a new world, with a new language, and it was clear I was going to be spending the rest of my life there. I felt utterly lost. I couldn’t understand what was going on, or what was being said, and was sad and frightened about that. I didn’t know what to do, what was expected of me, or how to find out. Their leader, who clearly had the confidence of the others, was kind and sympathetic, but could not give me any answers, only reassurance and support. I knew they were good people, that I was safe, and that they were willing to accept me into their community.

Given my frustration in class yesterday over feeling completely incompetent, along with the past week’s sense of feeling closed off or guarded, I’m thinking the dream was showing me a picture of Aikido. It’s a new world, a new language, a new community. Most answers can’t be gotten by simply asking. My usual ways of learning don’t work. It’s understood that I’m lost. But I’m safe, among friends, with a caring, perceptive leader, and in time will feel at home.

The weirdest thing about the dream might have been explaining to Sensei tonight before class that in it he was a wise old woman. :-)

Stupid Ego

I like to imagine that I am a rational person. I would like to believe that I don’t care so much what other people think. It’s nice to pretend that I have enough sense to know that a beginner is not expected to do things perfectly all the time. Or ever.

So why was I wound tighter than a sharp E string last night in class, when I felt like I didn’t know how to do a technique correctly? I reminded myself to breathe, drop my shoulders, settle, breathe, drop my shoulders… It had no effect on the fear of humiliation turning my stomach into a knotted wet rag.

Watching myself from a sort of disembodied perspective it was pretty funny. Like “You idiot. Knock it off. You’re a freakin’ 6th kyu. Get over yourself.” But even when you know you’re being ridiculous it’s not always easy to shift to a more effective way of being.

It’s easy being a total newbie. It’s OK to know nothing at first. There’s no pressure. Maybe I’ve reached a point where I expect that I should know something by now. After a whole, what… less than a year?

And so here I am, being impatient with myself for being impatient with myself. Stupid ego.

Your Teacher is Always Right

Since my last post was about looking for the lesson in everything your teacher does, I’ll expand on that a bit with a realization I came to recently about being a student.

I’m a user experience analyst by day, writer, former technical communicator, and amateur horse trainer for fun. In each of those contexts I hear the same kinds of statements: “They’re just lazy.” “They’re too dumb to understand.” “They’re being difficult on purpose.”

When you are a writer, user experience designer, teacher, or horse trainer, and your reader, user, student, or horse isn’t “getting it” (let’s just call that whole group “students”), it’s always useful to assume that the problem lies with you.

It’s not that every failure of a student is your fault, but coming from that assumption is where you find your power to influence the interaction. This is a point I’ve been making for years. You aren’t using language they understand. You are asking more than they can do at the moment. You haven’t sufficiently grabbed their attention. You haven’t engaged them sufficiently in learning.

If, in your mind, your student “really is too dumb to understand” there’s nothing you can do about that but whine and justify your failure. But if it’s that you are presenting the subject in a way they aren’t able to grasp, then you have the power to change that. By adjusting your communication style so that this student (however dumb they may “really” be) can understand, you can reach them. If users aren’t reading your 400-page manual, maybe it’s because it’s deadly dull, and hard to browse through quickly. Change that, and maybe they’ll turn to the manual instead of calling Support. If your horse is “being a pain” maybe you’ve made learning difficult and frustrating for them. Figure out how to make it easy and rewarding, and watch their “attitude problem” disappear.

These are things I’ve been saying for ages. It’s your responsibility to reach them. If you aren’t reaching them, it’s your fault.

Recently, as a new Aikido student, I’ve seen online several instances of students (often total newbies like myself) who have decided that their teacher isn’t quite all there when it comes to teaching, managing the dojo, or executing techniques. Or sometimes there are just subtle variations in things different teachers or sempai say or demonstrate, which lead a student to doubt that person.

In watching these discussions, and my own reaction to receiving conflicting information, I’ve discovered an equally powerful complement to the above position: Your teacher is always right.

Yes, of course there are teachers who should not be teaching. And if you really have one, leave, and find a better teacher. But in general, when you are the student, the most useful position to adopt is that your teacher knows what the heck they are talking about. As above, it’s not that your teacher is always right, but by assuming that they are you stand to benefit the most from their teaching.

If something doesn’t seem logical or effective to you, you could say to yourself “This doesn’t make any sense.” If your teacher presents a technique that’s different from how you’ve seen it done somewhere else, you could decide that your teacher doesn’t have a clue. So there you are, with a clueless teacher who’s teaching things that don’t make sense. End of story on them - and on your learning.

The more useful position, that your teacher is always right, leaves you asking the questions like “I don’t understand this -what am I missing?” or “This is different from what I’m used to seeing - how is this way better?”

Instead of shutting down, mentally, you are engaged in ongoing exploration and questioning, looking for opportunities to expand your learning.

Look for the Lesson

In any interaction with Sensei I assume there is a lesson - that Sensei knows exactly what he’s doing, and there’s a point to it.

In a recent class we were doing an exercise, each walking straight toward Sensei and turning tenkan to avoid his bokken swings, sideways at our midsections. I did OK the first time through, and got back in the end of the line.

The next time I was up I was ready. Was it going to be right or left? Watching for any sign… a shift of weight, tightening of an arm, or settling of a hip. I knew what was coming, and was ready for it. I tried to be equally ready to tenkan out of the way to whichever side, depending on the direction of the swing. When it was my turn I moved toward Sensei trying not to favor either way. Trying to not anticipate one or the other, left or right…

And he tsuki’ed directly into me.

I’m sure he had to pull the thrust to keep me from impaling myself, even though I folded in the middle and backed off. And the class and I had a good laugh. Dammit. I didn’t see that coming.

I can’t say whether he really meant it as a lesson, or if he was bored with going to the left and right, or was just having a little fun. But I took it as a lesson - although it didn’t quite sink in until a couple of days later, when I sort of got the joke and started laughing as I was feeding the horse and donkeys. I had been ready for something I “knew” was coming. I was planning what I was going to do, based on my expectation of what I was sure would happen. I was not open, perceiving, and responding to what was actually happening. Now I get it!

As far as I’m concerned, the exercise was a direct, intentional lesson in what can happen when I think instead of feel. Sensei knew exactly what was going on in my head, and pointed out the potential consequences in an immediate and visceral (or eviscerating?) way that I was sure to remember.

Did he really mean it that way? Maybe not. I don’t actually believe that teachers always do everything so deliberately. It’s just that it’s most useful for my own training to assume that they do, and always be looking for the lesson.

It wouldn’t surprise me a bit if he did do it very much on purpose.

I’m grateful for having “gotten the point,” in any case.