New Article - Between Canon and Art

[Webmaster]

A new article has been posted in the public essays section:

Between Canon and Art

[Andreas Stahlberg]

Hi

I just wanted to say that I enjoyed the article a great deal! Very worthwhile and full of useful perspectives and insights.

I'm very much in agreement with the emphasis on the value of understanding principles, as opposed to "random" reconstruction of separate plays (something which, ironically, can only be done at a superficial level without an understanding of the principles!).

And yes! I do agree that these arts can indeed be reconstructed into functional fighting systems. Anything else would be defeatist to the point of folly. Why bother, if we don't believe we can ever achieve a functional understanding of the fighting of the treatises?

I've learned more about the governing principles of these arts and gained a far deeper understanding of the context surrounding the execution of a given technique in nigh on ten years of HEMA, compared to fourteen years of EMA. Now, that is not to fault EMA as arts, but my development as a student of EMA. The strength of HEMA is that it forces us to commit, see for ourselves, research (form a hypothesis and test it) and to evaluate.We argue, debate and test. We are driven by an urge to understand and we dare to ask "why". It has made me a better and more aware martial artist - I now take full responsibility for my personal development as a practioner. I don't believe this is encouraged by a system with living, infallible masters in a far away land, a system where you can end a fruitful debate with a simple: "because master X says so!". I mean, master X says so because he understands, but the poor student in a country half way around the globe uses this "says so" without the master's understanding. The student is simply not encouraged to find out why the master "says so". We on the other hand have no choice but to try to understand. That is actually a strength of what we do. Even if the answer lies beyond the student's current level of understanding, he or she should always be encouraged to strive for it.

Sorry for the rant-like post. I really only wanted to say nice goin' JC.

/Andreas

[Chris Holloman]

Nice post. I agree 100%. We must diligently guard ourselves against ever falling into this mentality of just taking someone's "word" for it.

NEVER be at the mercy of the teacher.

Listen, study, evaluate, seek to see the "whole", in context, and then begin to draw your conclusions. A good teacher will want you to do this because their goal is to work themselves out of a job.

I found this article very encouraging and look forward to seeing the discussion it will generate within our community.

Bro. Chris

[Stacy Clifford]

Indeed, excellent post Andreas and well said! In reference to understanding, I think we should all learn as if we plan to teach (even if you don't), and teach as if we are teaching the next teacher. You can only teach well what you first understand.

[John Farthing]

"... you must always remember to pay respect to your teacher, for money does not pay what he gives you. He who wants to be able and learned in
swordsmanship should learn to do and teach..." -Filippo Vadi, c.1482

[Chris Holloman]

"... you must always remember to pay respect to your teacher, for money does not pay what he gives you. He who wants to be able and learned in
swordsmanship should learn to do and teach..." -Filippo Vadi, c.1482

Amen to this.

Now the question is, how do you pay respect?

If the teacher desires that you unquestioningly follow their every word and dare not question or challenge what they have taught, well is that kind of teacher really worthy of your respect? The moments in which I have felt most honored by those I have taught, are the moments when they have said, "Hey, what about this!", or "You said this, but that seems to contradict this...", or my favorite, "You know, I really think you are wrong about this and you should think it through with this in mind."

Honor those who work and teach. Honor them by testing what they teach and challenging their conclusions when you feel they are in error.

Bro. Chris

[Andreas Stahlberg]

Hi again

Thanks for the kind words. This article really touched upon some things which have been on my mind for some time.

As for the teacher bit:
Being a teacher by profession, I personally derive great joy from students who are inquistive and who sometimes question what they are being taught. On occasion, they even make me take a closer look at the "canon" of my subject and accidentally help me get a fresh perspective or rethink something. The relationship between teacher and student is, to my mind, quite reciprocal and they teach me (usually without knowing it) while I teach them. So far, so good. Even when they are fantastically wrong (and they sometimes are!), I take their questions to mean that they are honestly trying to wrap their brains around the topic at hand. In making me explain myself further or defend a held belief, the student gets the chance to see more clearly what I mean and perhaps gain more insight.

My personal belief is that we how live in democracies have a strong tradition of learning through asking questions and being asked questions. I encourage respectful and fruitful dialogue. Conversely (whether I teach history in school or swordsmanship in the salle), I always make sure I challenge my students by asking them questions (however, I never do this in way which makes them look silly or stupid!). My hope is that they will become more aware of what they do, and hopefully also reach greater insights about the subject matter. Ultimately, I want to help my students become independent and to think for themselves. I want to be part in helping the next generation swordsmen and -women take the understanding of these arts beyond my understanding, and skill in application. Passing the baton, so to speak.

Now, there is of course a difference between this type of honest questioning (in order to reach understanding and growth) and questioning simply to undermine and tear down. I've experienced the latter kind in my role as a teacher as well as in my role as a martial arts instructor, and I know how destructive it can be for everyone involved. This is something I try to discourage by making the person acting in an unproductive manner understand that no one is benefitted by such behaviour, least of all he (it is almost always a he).

When is a techer being payed respect? Well, when his or her students build on what they were taught and reach new levels of understanding. A good teacher aims for the students to surpass him or her in the long run. Now, it may be a very difficult goal to achieve sometimes, but it sure does promote a spirit of growth and awareness in the students. They know what they've been given and they will most certainly give credit where credit is due.

/Andreas