Seiza (正座 or 正坐, literally “proper sitting”) is the Japanese term for one of the traditional formal ways of sitting in Japan.
Zanshin is a concept found in Zen, Budo (Japanese martial arts), particularly Kendo, and in many Japanese arts, such as Ikebana (flower arrangement), chado (the tea ceremony) and sumi-e (ink painting).
Mushin is the essence of Zen and Japanese martial arts. Mushin literally means the “mind without mind”, and it is commonly called “the state of no-mindedness”.
Fudoshin is the ‘immovable mind’, that is, the mind that has met all challenges of life, and has attained a state of complete composure and fearlessness. This state of equanimity is essential in the practice of Zazen and Budo.
Satori. As opposed to what many people think, Buddhist Enlightenment is not a special state of mind. It is simply a return to the original, natural condition of the human mind.
On Learning, Acquire VS Emptying Yourself
You want to be baffle, and challenged as a Westerner? All you got to do it’s try to learn the Eastern Ways!
Culturally we are programmed differently, each specific country has its ways, particular to the idiosyncrasy of the place, we generally in the West have similar methods, with subtle variances due to the prevalent character in the country you may live, and now with Globalization, pretty much Teaching its being standardized all over, not only in the West, but on the East as well.
However I know for a fact, that True Teaching in the East will never change, and if it ever does, great loss will be the result.
On the West our culture relays on acquisition, you gain knowledge by studying, and reading books, a common problem in the West it’s the student the more aware he is, the more questions he have, nothing wrong with that, but usually he expects an answer from the Teacher, and it should be a rational answer which should satisfy his mind.
On the East the student is taught to listen, rather than to make questions, in general a student attitude it’s more passive, but only in appearance, the fact is he/she has to be more attentive, and try not to lose details, and mimic even if he has not fully understood what he is taught, now do not think the Teacher doesn’t know that, however he knows that by repetition, the student finally will get it, and not only intellectually but in practice, something sometimes lost on our education, where it’s common to graduate from school with a lot of theoretical knowledge, just to be confronted at work by the often heard phrase: ‘Well, someone must have taught you that way at school, but around here you do things our way!’
When a student at an Eastern Way Dojo the first thing I learned was to be quiet and do not raise my hand and make stupid questions, if I didn’t want to provoke the teacher’s anger. Now in our culture questioning constantly it’s an easy way to get answers, and save us the problem of figuring things by ourselves.
The Problem With Asking
Many times now day, I am confronted by what I consider silly questions, in our permissive society it’s alright to do silly questions, since there is not a thing as a silly question, to the one who doesn’t know, according to our lore, but my past experience makes me know it’s a cultural custom, and not a good one, but instead of answering what the student believe he is trying to figure out, I rather give an answer that address the whole problem, rather than the details, in other words try to go ahead and give the student what he really needs to know, rather what he thinks he should learn. If you think this is arrogance, or wrong on my part, my question to you is: Well who is the Teacher here, if you know the answer why do you ask? But if you don’t, please pay attention to what I am saying, or you will lose, because what I am saying it’s more important than your question. Why bother to go to the one who has the answers, and try to impose on him the answers you want to hear? Some students make the habit of arguing with the Teacher, and we may consider that good. Well as I said it’s a cultural habit not necessarily a good one, like having an opinion on matters we don’t really know that well.
We even have a well known ugly saying for that: Everybody has an opinion as everybody has an …….!
In a way, culturally we are predispose to make a question without giving it too much thought, and ask questions constantly, when if only you will pay attention properly, or studying the subject at home, really would not be necessary, making a lot of question at class it’s no real substitute for serious reading, and practice.
I never got really good at Math, and now I realize why? First the subject never interested me, second if I didn’t understood, never made an effort to consult my book, or a fellow student who did, and third, I never really practiced to master all those equations, what I did not learnt on the spot listening to the Teacher, didn’t care to make up for, consequently never got good grades on Math, I was a math slacker!
A Western Teacher Experience on the Value of Struggle
In 1979, when Jim Stigler was still a graduate student at the University of Michigan, he went to Japan to research teaching methods and found himself sitting in the back row of a crowded fourth-grade math class.
“The teacher was trying to teach the class how to draw three-dimensional cubes on paper,” Stigler explains, “and one kid was just totally having trouble with it. His cube looked all cockeyed, so the teacher said to him, ‘Why don’t you go put yours on the board?’ So right there I thought, ‘That’s interesting! He took the one who can’t do it and told him to go and put it on the board.’ “
Stigler knew that in American classrooms, it was usually the best kid in the class who was invited to the board. And so he watched with interest as the Japanese student dutifully came to the board and started drawing, but still couldn’t complete the cube. Every few minutes, the teacher would ask the rest of the class whether the kid had gotten it right, and the class would look up from their work, and shake their heads no. And as the period progressed, Stigler noticed that he — Stigler — was getting more and more anxious.
“I realized that I was sitting there starting to perspire,” he says, “because I was really empathizing with this kid. I thought, ‘This kid is going to break into tears!’ “
But the kid didn’t break into tears. Stigler says the child continued to draw his cube with equanimity. “And at the end of the class, he did make his cube look right! And the teacher said to the class, ‘How does that look, class?’ And they all looked up and said, ‘He did it!’ And they broke into applause.” The kid smiled a huge smile and sat down, clearly proud of himself.
Stigler is now a professor of psychology at UCLA who studies teaching and learning around the world, and he says it was this small experience that first got him thinking about how differently East and West approach the experience of intellectual struggle.
“I think that from very early ages we [in America] see struggle as an indicator that you’re just not very smart,” Stigler says. “It’s a sign of low ability — people who are smart don’t struggle, they just naturally get it, that’s our folk theory. Whereas in Asian cultures they tend to see struggle more as an opportunity.”
In Eastern cultures, Stigler says, it’s just assumed that struggle is a predictable part of the learning process. Everyone is expected to struggle in the process of learning, and so struggling becomes a chance to show that you, the student, have what it takes emotionally to resolve the problem by persisting through that struggle.
“They’ve taught them that suffering can be a good thing,” Stigler says. “I mean it sounds bad, but I think that’s what they’ve taught them.”
Granting that there is a lot of cultural diversity within East and West and it’s possible to point to counterexamples in each, Stigler still sums up the difference this way: For the most part in American culture, intellectual struggle in schoolchildren is seen as an indicator of weakness, while in Eastern cultures it is not only tolerated but is often used to measure emotional strength.
It’s a small difference in approach that Stigler believes has some very big implications.