Whether the teacher is down to earth for real or in apparent attitude, or truly egocentric (involving a use of skills to impress, etc.), we would agree that the problem of the pedestal is a stubborn one, Ten Tigers. I liked your post.
Part of the difficulty comes from the nature of the arts, such skill which is sometimes beyond understanding. There is also a strong feeling of hierarchy, probably more extreme than people, particularly Western, are accustomed to in day-to-day life. It’s a social thing, often approaching a religious or quaisi-religious situation. There can be an overt religious connection involved. Even without that being stressed, the teacher becomes as a portal, or the finest available example of what is taught and/or experienced. An overwhelming, magnificent being who can do no wrong, or at least nothing of import. Actually, the portal analogy is not so very far off, and it not bad in itself, except when it clouds the reality of the humanity of the teacher.
In situations where the student might have been inappropriately put down time and time again, generally physically, for the Purpose of cementing subordination to the teacher, the issue of disrespect, as you have discussed, would tend to be strongest in my view. This would apply not only to the student who has been mistreated, but in some of his peers. The resentment may or may not go on to a mature appraisal, but that is something else.
It’s really difficult to deal with the worship problem, partially because of different levels of understanding amongst the students too. A beginner might see more than the advanced on some points. Also, what you bring to the school in terms of physical and mental ability and other sensitivities, how one compensates for what a body can’t do, all sorts of things lead to differences in interpretation which sometimes are not and cannot be truly evaluated on a middle ground. Teachers know this. So, what is to be done. Well, in simple terms,
In simple terms, the teacher can tell the truth.
That a lot goes into being a human being. That the martial arts develops what you have within you, all of it, if that is what you want and what you live for. That some people have special abilities (i.e., strength or speed beyond your peers), and must realize that great responsibility is a focus in training. This applies to everyone, including the teacher.
The teacher does not accept flattery, and tells the student to go train more and find what is within and to develop it carefully.
The teacher imparts that he has trained his mind body and spirit and has found his own balance to the best of his ability, but everyone needs find their own. You come to this common place to develop this. It happens in different ways cause we have different things to give.
The teacher should make clear that he is the boss cause that is safe and right, but that the true altar is in one’s own heart. Bring flowers to it, train it in compassion and toughness, respect it, be honest with it, and express it in the school without worship or coarse condescension. When lighting incense at school, wish for the good of those there, of the art, or just think nothing and light with silence. If there is a religious framework, use it for the same purposes.
Say all of it, and practice it.
I would posit, that for a teacher to merely pay lip service to the above might lead to an increase in the adoration we have spoken of, as well as the possible disappointment experienced further down the line by the student, who might feel confused as well that he has failed somehow.
Cody
