TEACHING SHAOLIN HUNG MEI
TEACHING PHILOSOPHIES
Four key components comprise the basis of the teaching philosophy of Shaolin Hung Mei Kung Fu:
- Kinesiology approach
- Northern versus Southern
- Self-defense, health and/or promotion of culture
- The individual component
Kinesiology Approach
The science of Kinesiology (the study of movement) includes many ways of interpreting and analyzing movement. One method teaches that all movements conform and mimic a “perfect” model. Another indicates that there is an optimal method for each individual. At SHMKF, we find the balance between these two concepts. The typical, new student has not yet developed the specific sense of body synergy required by our practice. To be able to properly and effectively execute techniques, he needs to create a foundation of understanding. As a result, the student is instructed to be consistent with established ideals for the movements: eye contact; foot placement; shoulder, knee hip and shoulder orientation; and so on. In an effort to help the student gain the underlying, required “feeling”, the Teachers are very detailed in their instruction, and have created specific exercises to develop difficult, isolated, yet critical components of the movements.
Once a student has demonstrated a real sense of body awareness, the technical exactness of the movement is no longer as important as total integration within the individual. Each of us has different body geometries, levels of flexibility, strength, speed, characters, and mindsets - we all “feel” movement differently. Once the student has reached this level, he needs to be free to adapt the execution to conform to his personal set of skills.
Northern vs. Southern
Shaolin Hung Mei Kung Fu contains a great variety of techniques. In broad terms, we are composed of approximately 65% Northern and 35% Southern Shaolin (see History of Shaolin Hung Mei Kung Fu). Having such extensive content is an effective teaching tool as different individuals possess different skills - different techniques can be applied more effectively by some than by others. Yet all students learn the same fundamentals. Learning the full set of fundamentals including Tai Zŭ Yīng Zhuă (太祖鷹爪 - Southern), 12 Shān Dōng Tán Tuĭ (山東譚腿 - Northern), 12 Tán Tuĭ Shuāng Dă (譚腿雙打), and Yŏng Quán Shí Zì Quán (永泉十字拳 - Southern) can take anywhere from one to two years. Through these techniques, students develop a greater sense of body awareness, and the Teachers have the opportunity to better understand the individual students.
Once students reach this stage, they are channeled down either a path of Southern or Northern practice depending upon which is more suitable. For example, one story teaches us that the people in the north had long legs relative to their torsos and were very skilled at leg technique (Bei Tui or Northern Leg). The people in the South had long torsos relative to their leg lengths and possessed the skill of assuming granite like stances and executing close range, upper body technique (Nan Quan or Southern Fist).
If a student remains with the practice long enough, he or she will cross over and learn the complimentary movements. These techniques may or may not become part of the student’s core competency, but learning them will create a greater balance in the overall practice.
Self Defense, Health, and/or the Promotion of Culture
There are three basic reasons for the practice of Kung Fu — self-defense, health, and the promotion of culture. Different students train for one or a combination of these three. The Teachers need to be aware of the individual student’s focus and instruct based upon that knowledge. Although the content will be the same, the concentration may be different. For example, the student who is mostly concerned with health may spend much of his time training Tao Lu or “sets” while the student who desires to gain defense skills, while also training Tao Lu, will highlight his practice of such exercises as Shaolin Wŭ Háng (少林五行), Shaolin Xiăo Lín Zhuan (少林小林轉) and so on.
The Individual Component
Every student is different — age, character, mindset, physical abilities, goals, and so on. Such factors need to be carefully considered during the teaching/learning process. Newer students tend to emulate more senior students, whether they are ready to or not. While a student’s having goals in his practice will help maintain enthusiasm, he should not be focused on what may happen in the future. Rather, the student should remain mindful of the present training and avoid distractions. The Teachers help beginning students understand that it is the process of learning that is important and, while being aware of a goal, that they should not become attached to the goal. Becoming attached to a goal can easily lead to frustrations and tensions if the objective is not readily achieved and these stresses create barriers to continued learning. Optimal learning requires that the student remain calm and open to receiving information allowing the knowledge to permeate his personal fabric.
Each student will learn at his own pace. It is the Teacher’s responsibility to observe the student and come to know each well enough to establish a rate of learning that will help maintain enthusiasm without sacrificing quality. Each student is simply asked to do his best and train with dedication and diligence. Learning will happen at the appropriate time.
