Context - High/Low

As Sensei we fall into the false sense of authenticity when we try to emulate the Asian Sensei by being more stoic and non-communicative in instruction.  It occurs on occasion not be be disrespectful to those Sensei but in our attempts to honor them by following there example. In this case we forget that this mode of teaching is derived, as my previous posts on Zen attempt to show, from a belief system where the context of communications is different than the one we have and use as Americans - in general.

This once again promotes the often quoted Tatsuo Sensei of Okinawa Isshinryu that it is important to learn and understand the customs of the people of Okinawa.

Context in Asian dojo, in the past, tends to be high-context when it comes to interactions - teaching, instructing or mentoring. Those Japanese Sensei utilize this context simply because it is a way of life for all Japanese. They use a lot more nonverbal elements in communications. This also falls toward the assumptions humans make which are also influenced by context, not just words. Voice intonation, facial expressions, gestures, eyes, etc. will carry more information that any words they may use.

We are low-context oriented which relies a lot on rules, i.e. dojo rules, and we are task oriented. Our messages are carried more by the words we say with minor supplementation of body language. Our verbal communications are direct where we tend to spell things out. This comes from our societies administrative controls that begin as a child and continue through the school systems and into the business world. We see our communications as an exchange of data, idea's and our opinions.

Our learning is thinking; finding the specifics and then taking it to a general with less importance to the general vs. specifics. Our focus is on the details. We rely heavily on individualism and the Asian Sensei toward group for learning and problem solving.

All humans will oscillate from high to low to high and sometimes somewhere in between with a preference or dominant context mode. It becomes important for a good Sensei to observe and determine a practitioners sense mode and context level to provide optimal instruction that will be better absorbed and then applied. 

As I continue my research and studies I am finding the reasons why traditional Asian systems for martial instruction require age when certifying certain teaching levels and credentials. They recognize the benefit and value that age brings to a Sensei. I have often expressed the need to reach at least a San-dan level before taking on a dojo's responsibilities but am learning that it may better benefit the systems as a whole if Sensei were not opening dojo until at least that level and an age of at least 35 years of age. There is no better Sensei than one with the experience of age. I am fifty-seven and actually feel that I am just getting to a stage where my teachings are adequate.