About Me

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Either an author who fences, or a fencer who tends to write a lot. I found a passion for writing first, then I found fencing. I also found that the pen and the sword work very well together. The pen may be mightier than the sword but together they are much greater.
Showing posts with label school. Show all posts
Showing posts with label school. Show all posts

Friday, January 13, 2023

Is Your School a Cult?

 Greetings,

The following is a discussion of cults, as the title suggests, it is intended both to be useful as an identifying mechanism for highlighting elements, or even groups, where there are similarities to cults. There is also the intent to show that there are both positive and negative attributes which need to be noted, the positive which should be embraced, the negative which should be removed. There is a lot which has been said in the media about cults, most of it is misleading, it is hoped that the reader will peruse the following with open eyes.

Definition

 

“In modern English, a cult is a social group that is defined by its unusual religious, spiritual, or philosophical beliefs, or by its common interest in a particular personality, object, or goal. This sense of the term is controversial, having divergent definitions both in popular culture and academia, and has also been an ongoing source of contention among scholars across several fields of study.”[1]

 

The definition given above comes from the Wikipedia, on the page entitled “Cult” and as noted there is contention about the definition. There is different emphasis on what a cult is depending on who is talking about it. Some have a specific religious focus, some have a more general focus, historically the focus has been more religious, so that is where most of the definitions tend to lie. For the purposes of this investigation, the definition above is sufficient as it covers more interest groups.

Types

Now we need to have a look at some types of cults to realise that not all cults are the Branch Davidian, People’s Temple, Aum examples. These are destructive cults and made headlines due to their destructive effects upon people’s lives, primarily the deaths of many people. Another that can be added to that list is Charles Manson’s family. These are not the only cults out there. We don’t hear about the quiet ones, with their different views of the world, who go along with everyone else, or sequester themselves away quietly, or the approximately 3,000 cults which are currently operating in Australia,[2] and that was ten years ago. The restriction of cults simply to the religious version limits our understanding of them.

According to the definition, any group which has a common interest in a particular object or goal can be classified as a cult. Fencing clubs have a common interest in the goal of learning how to fence, according to that definition, they can be classified as cults, and it is exactly why this discussion is being made. We unfortunately believe that cults are all like the ones seen in the media, but they are not.

Historically, cults have been around for millennia, they can be traced back at least as far as the Ancient Greeks and the cults of Gods who were not in the mainstream. Again, this is primarily religious veneration for a holy representative. Later in the ancient era we have the Imperial Cults, the cult of the emperor, a state-sanctioned cult, one that was supported by the empire because it venerated and deified the status of the leader. We see the same sort of thing if we examine the Kim dynasty in Korea, or the veneration of Mao Zedong in China; not so unoriginal. Not destructive for the people and state, but positive.

Identification

There are four recognised, identifying features of a cult, which can be seen in cults around the world, and in all the ones that we hear about. These four features are the four structural features to find first.

 

1.     Charismatic Leader

This individual is likely the originator of the idea that created the group. They are the individual who leads the group to their goal. Being charismatic, they can talk the group around into doing things for them, because it is good for the group. They convince members of the group that their way is the best way, and all the real power resides with them, they make the final decisions.[3]

2.     Belief

There is a belief system of some kind which the group follows believing that it will lead them to a better place. In a religious group this is obvious, even in a political group this can be their political agenda. For others it is what they believe in, where they are all striving to be in the end their goal.

3.     System of Control

There are ways that the group can control its members to bring them further and further into the fold. There are further study sessions required, more practice at a particular thing. The group requires more and more time, and the view of the group is adopted over previous views. The new worldview is used to cut people off from the past. More activity required to remain a member, less and less of the old life remains.

4.     System of Influence

Mechanisms in place in the group where an older member takes a newer member under their wing to show them how things are, and how to behave. They change the reality, show them that there is no achievement beyond what is found within the group. There are no other explanations beside what can be found within the group. The belief system of the group is the individual’s belief system there are no other answers.

 

These are the four recognised identifying markers of a cult. You may read some of these and find them familiar, you may find them eerily familiar in their description. If this is the case, you may have found yourself within an organisation which could be called a cult.

Through these mechanisms there are expectations of sacrifice and donation. The individual is expected to sacrifice time they would have spent doing other things to do it with the group, they will have to donate in some form or another, whether it is time, expertise, or actual money. This is also a characteristic, which falls under one of the systems of control, highlighted above.

The organisations that a person should truly watch out for oppose critical thinking, penalise members for leaving and having periods away for any reason, and deliberately separate them from their original communities. These actions are so the cult is the only answer. There is a list of other violations which may be present in such organisations, if you find these, leave.

The Good, the Bad, and the Ugly

There is a long list of attributes of cults, and they need to be examined honestly without any sort of bias to colour a person’s impression. Without this all a person will see is, how cults abuse their members and keep them contained within them, how they recruit new members, how they are a threat to society. There are good elements which can be found in this sort of group organisation, but there are also the bad and the ugly.

The Ugly

First the ugly, there is the clear chance for an extreme abuse of power by a leader of such an organisation. If they have the power to control such a group and get them to do what they want them to do, then there is very little limit to what they can convince them to do, especially with the correct belief system to follow. Here we highlight evidence from every destructive cult there has ever been. Their ends have been the result of an abuse of power, and extreme delusions of grandeur.

The same abuses can be committed by the people who the leader puts in charge with their “will” due to the power bestowed upon them. They can act with the “will of the leader” and perform acts which may not actually be what the leader wants, but in his name, the same has been seen throughout history where many have acted with God’s blessing.

The Bad

If this is the ugly, what can the bad be? The bad are those things which will cause the group to fail, or to fail in achievement of their goal. In such a situation, power is not the problem, the problem is a lack of critical thinking. A dynamic group which is working toward a goal does not need mindless obedience, it needs individuals who can think for themselves. It needs individuals who can look at a problem and think creatively to solve the problem.

Likewise, the death-knell of the dynamism of such a group is sounded at the appearance of groupthink, where everyone agrees with everything, with no reason to do so. People should have their own opinions about things, they should disagree, argue, but also present alternatives to what has been presented. Groupthink has been the cause of some of history’s greatest disasters and moving past it has been the cause of some of its greatest achievements.

The Good

What can be found within the concept of a cult which is good, and useful? What can we use from the concept of a cult to make us stronger? For some, especially with the ugly and bad highlighted, it would seem that there is little left, especially with the highlighted identifiable attributes of a cult which have been presented. There is something to be found, you just have to look at things from the correct perspective.

Look inside to how the cult works, see how they turn their members toward a single project and focus them on it, this can be used to advantage. Think about a school which could focus its members on the training and education of its students, to the exclusion of everything else, wouldn’t this school be powerful, would they not gain a great advantage? The structure of the cult can be advantageous, if not some of the other overtones, or religious zealotry. The same is used in some small businesses.

Conclusion

You need to look within the structure, pull the emotion away, remove what the cult does, and see how they do what they do. They are effective at attracting a group of individuals they want. They are effective at convincing the individuals they want to remain with the group. They are effective at convincing that staying with the group will be to the advantage of the individuals they have attracted. If a school could harness these skills, they could gain the students and grow to become effective and powerful.

Part of this process is understanding how cults do what they do, how they gain and keep their members. It requires honest research, research to educate yourself on what’s going on really. Do some research on cults and their methods, it is well worth the effort to identify their techniques and methods.

If you suspect that your school is a cult, think whether this is a good thing or a bad thing. If it is a bad thing, then you should be making directions toward exiting. Ask yourself whether the school is giving as much as it is taking, whether it is destructive or not. These are the real questions that need to be answered. These are the questions that decide whether it matters if it is a cult or not.

This has been the briefest discussion on this subject, one that I hope provokes some thought in some people. Go do some research about cults. Do it with open eyes. Find out some real information. Go past the media and look deeper. There is information out there.

 

Cheers,

 

Henry.



[1] Wikipedia “Cult” Wikipedia, Wikimedia Foundation Inc., 2021, https://en.wikipedia.org/wiki/Cult, 17 January 2021

[2] McKenny, L. “Economic climate a breeding ground for cults.” The Sydney Morning Herald, 2 November 2011, https://www.smh.com.au/national/economic-climate-a-breeding-ground-for-cults-20111101-1mu6i.html, 29 August 2022

[3] Meyer, H. “What makes a cult a cult?” Tennessean, 2016, https://www.tennessean.com/story/news/religion/2016/09/15/what-makes-cult-cult/90377532/. 17 January 2021.
All four of the identifying elements come from Meyer, but are paraphrased, and somewhat changed to suit the current circumstances.

Thursday, May 13, 2021

Of (School/Guild) Ranks

 Greetings,

Some schools have a formal ranking structure, some don't. All schools have ranking structures whether they realise it or not. This post talks about both formal ranking structures and also less formal ranking structures which result from the relationships that inevitably occur. It compares and contrasts these relationships and demonstrates how one gives people a step-by-step method of attaining a particular position, whereas the other is more fluid. Neither structure is better than the other, they simply just are. One may suit some better than others, it is just the way things are.

I will be examining a structure used by the London Masters of Defence which formally operated in England in at least the sixteenth-century, and possibly further. This structure has been adopted by various schools of Historical European Martial Arts (HEMA) around the world as it provides a structure by which a student can observe their increase in learning and skill. Others have modified this structure to add steps within it, or previous steps to it to ease students into it. I will address the ranks in general terms, examining the meaning of the ranks, some of the meaning of the words and how this affects the ranks themselves.

Formal Ranks

The London Masters of Defence had four ranks: Scholar, Free Scholar, Provost and Master. Some schools in our current era have sandwiched in a rank between Free Scholar and Provost, others have added ranks before Free Scholar, but the essential structure has remained the same. Then, of course there is the contention, which I have mentioned previously about the word "Master". You can find my discussion on that topic here. In the discussion of these ranks, I will be examining what these words mean, and some of the implications of their meaning based on their position in the learning process.

Scholar

The Scholar is the lowest rank on the tree, and is the one where the individual, like the indicated "scholar" is learning about the Art of Defence. At this stage, the individual is likely being taught by another, being given information, and direction for their study. At this rank, the individual learns the proper form and theory of the Art which they have chosen to practice. The fundamentals should be present at their weapon in any individual who wishes to examine for this rank, should there be an examination for such. 

The individual really is at the "monkey see, monkey do" stage of development. Those who teach a student at this rank need to be especially careful as what they teach can decide the difference between the student progressing with an understanding of the true foundations of the Art, or floundering in ignorance. It is not only the practical aspects of the Art which are taught, but also respect for the Art, and respect for their fellow individuals who are progressing along the same path. The actions of the teacher will be reflected in the student, especially if actions of a negative fashion are not caught early. It is at this stage that the seeds of the swordsman or duellist are established.

Free Scholar

In some schools this rank is an entry-level, or beginning stage. By the nature of the two words put together, this should not be the case. The Scholar who was under the tutelage of some individual, making the decisions for them, deciding what they should learn, should be now freed. Free to do what though? Free to make decisions as to where they want to go. Free to learn what they want to learn. Free to study the texts that they want to study. The teacher now becomes a person who guides the Free Scholar in particular directions in their study and attempts to keep them focused on the task at hand. The Free Scholar should even be encouraged to take their first (supervised) steps in teaching, especially if their goal is to go further.

Provost

In every case where I have written about the Provost I have at some stage referred to them as an assistant teacher. They are there to pick up the slack where the Master cannot handle the numbers or needs another teacher to handle another aspect. In other cases, it is at this rank that an individual is given permission by the Master to open their own school. It means that the Provost must have skills as a teacher an not just be skilled with their weapons. They must also be well-read and have presented evidence of such reading to demonstrate their reading. Their must be some foundation upon which a school could be based. The Provost must demonstrate clear knowledge of the principles and theories of the Art of Defence and be able to demonstrate these. Becoming a Provost is no easy task, nor is it an easy path to follow, especially if the same individual aspires to the rank of Master.

Master

What is a Master? If nothing else a Master is a skilled teacher. The Master is well-read in the Art of Defence and has internalised the knowledge they have discovered over their time teaching and practicing. The Master demonstrates clear skill, not only in regard to the practical aspects of the sword, but also concerning the teaching of students, and the theories and concepts which surround the Art of Defence. The Master has the skills to teach and open a school, should they wish, and produce students of a respectable calibre. The rank of Master is one not easily attained and may take a lifetime's worth of work. Most continue to work, discovering new information that the Art presents as their life progresses. 

These formal ranks are not the only ones that can exist in schools and not the only ones that do exist in schools. Indeed, informal ranks can, and do, exist side-by-side the formal ranks. The Japanese call it the senpai - kohai relationship, the more experienced to the lesser experienced student. Each person is a student in the path of swordsmanship, it is just a matter of experience in particular aspects.

Informal Ranks

There are also informal ranks which result when one begins to learn from another. Here there is the teacher and the student. Often, this relationship and these ranks are disregarded. Anyone who teaches is a teacher, and anyone who learns is a student. This is regardless of what other rank they might hold. In this way, where the lowly Scholar discovers some interesting aspect, even the Master can be the student again (and this is a good thing as you should always be learning). These are the two essential ranks that all schools, or teaching situations of any kind have.

Teacher

The teacher is a person who teaches. They are the person who imparts knowledge to another person. In most formal situations the teacher will have more knowledge than the student on the particular subject that is being taught. This is really a role that a person plays rather than a kind of rank, though it is often assumed to be, hence it was placed under the heading of such. Teachers can be found in all sorts of places. In the case of those who have formal positions in schools there are some more specific things that need to be said.

I have previously discussed the difference between a teacher and an instructor, you can find that discussion here. There is a preference for a teacher because there is a two-way flow of information. Questions can be asked, and answered. A teacher should always be willing to answer any question a student may have, regardless of how "stupid" it might seem. There are no "stupid" questions. If the teacher does not know the answer, not only should they admit it, they should go and find the answer and come back to the student with it, and not expect the student to go find it. The teacher should always be expanding their knowledge. Even better would be if both teacher and student went and investigated  the question so they could compare their findings, then both get to share their learning experience when they make their comparison.

The teacher should always have a regard for the health and future of the student, this not only includes their safety, but also how the student will be perceived. Lessons on etiquette and other social concerns should be part of standard training practices. In the same way the teacher should be aware that the student will learn everything from them, even things you do not expect.

Student

The student is the one who learns (this means that a really good teacher is also a student). They are the one who receives knowledge from another person. In a formal situation, the student will likely have less knowledge than the teacher on the particular subject that is being taught. Again, this is a role that is being played rather than a rank. The role of the student and teacher can be swapped in certain circumstances where the student has knowledge about their movement or their perspective. The student has their role to play.

The student has a role to play to be a good student. The prime job is to learn what the teacher is teaching. This means being attentive in class. Listening to what the teacher has to say, and even if you disagree with it, taking it in to see where it has value. All information has some sort of value to it. The student should not be disruptive as it distracts other students. They should also follow drills as they are laid out, there is a reason that the drill is presented in this fashion. If you do not understand what that is, ask. They should also ask questions in a respectful manner and at an appropriate time. The role of the student is as important as that of the teacher as without them there would be no teacher, but likewise the reverse is true. A student can leave a class, but a teacher can also do the same.

Why is it important?

It is important to acknowledge that the ranks exist whether we realise that they are present or not. Some have formal ranks, some do not. In any case, there is always the presence of the informal ranks, the teacher and the student. The formal ranks are easier to define, so they were. Then some information about the each rank and what it means was presented. This information was designed to elucidate what it means to be at these ranks, and some of what is required to attain them as well. Regardless of how a particular school, guild or other structure uses the terms and ranks it is useful to address each one of them and understand what they mean. These are my interpretations of their meanings.

For the informal ranks there was some information about how to get the best out of the situation and what the role of each person was. There can be good teachers and bad teachers, but there can also be good students and bad students. Both can make for a good or poor learning environment. Both must do their part.

Who is important? Each student and each teacher is as important as the other as they exist in a symbiotic relationship. The one does not exist without the other. Sure there will be teachers who are not so good, likewise there will be students who are not so good. We will experience both in our path and through our travels. The vital thing for our personal growth is that we strive, as individuals, to be good students and teachers, to ensure that we are doing the best we can to make the best learning environment that we can. This is not only for our benefit, but for the benefit of others.

Cheers,

Henry.

Friday, May 13, 2016

Are You Using or Teaching a System?

Greetings,
Every now and then we must look back at what we are teaching and what it is based upon. In some cases this may not be as pretty a picture as what we may like it to be but it still must be done. The question remains especially for us looking into the fields of Historical European Martial Arts (HEMA) are we really practicing what we set out to? Are we really teaching what we are studying? Are we teaching a system or merely tips and tricks?

A system is has a foundation based on the principles of fence. This means that the actions make sense according to the rules of Time and Distance. It means that what we are teaching, when performed purely according to these rules will work. This system does not have to be based in any one "School" or based on the works of any one "Master". Indeed, what I teach is based upon the works of several theorists from at least two different "Schools". What needs to be present are the principles upon which the actions are based upon and these need to be based on the principles of fence.

A system has essential mechanics. These are foundation mechanics which every student knows and every student must learn to progress through to the next stage. The progression of the students must be based upon the training method which is set in place. Each one of the lessons should build upon some part of the lessons which came before it. Every student should progress through these lessons in some form or another. At the end of these lessons, indeed part way through some of these lessons there should be a system of evaluation of progression. You should be able to evaluate the students and see where they are in their progression to see what they have learnt and what they need to re-learn. This does not ...

The rest of this article can be found in Un-Blogged: A Fencer's Ramblings by Henry Walker, which is available in paperback from:

Amazon: https://www.amazon.com/Blogged-Ramblings-Henry-Leigh-Walker/dp/098764470X
Booktopia: https://www.booktopia.com.au/un-blogged-henry-leigh-walker/book/9780987644701.html
Among other places...

It is also available in electronic format (pdf) from: https://buy.stripe.com/fZecP419c7CB9VKeUV

... or direct from the author.

Monday, October 8, 2012

The Way Forward...

Greetings,

This will be a bit of an ad hoc post rather than anything planned. So going along with the title of the overall blog this will be a bit of my ramblings. The focus of this one as is indicated is looking at the view forward overall.

In my view I see two ways forward, following the manuals and recreating them as they are, and taking what we can from the manuals applying these techniques and developing our own ways. In some ways this is like the emergence of eastern martial arts in the 70's and 80's. What needs to be realised by all is that both approaches have their benefits and issues.

The first is an historical recreation of skills expressed by previous masters which keeps the examination of period masters alive and the history associated. In many ways this provides some of the fuel for the second approach. These investigations provide examinations of period masters and thus reproductions of techniques developed.

The second approach uses manuals but in a different manner taking core principles and techniques in order to enhance new approaches. This is more focussed towards the western martial arts approach and thus a much more practical one. The investigations are focussed toward how the techniques apply as applied to an opponent before them.

What is important in this is that both approaches need to be encouraged as each one fuels the other. The first approach finds period manuals and investigates them to see how the techniques work, the second uses the techniques and encourages further investigation. In both approaches the investigation needs to be a broad overlook, not narrowing into a singular school or approach. The only way for all to benefit is for all to share with one another and thus benefit all.

Cheers,

Henry.