Integral Martial Arts: Also a conveyor belt

It is interesting how religion is discussed in Integral terms as a conveyor belt to accommodate and broaden the practitioners' understandings at each and every Stage from Magenta on up through even third tier. In my opinion that is a key feature of religion's purpose as we go forward into the future. Why else would you have it? Contemplating this further and applying it to another area, why couldn't the Martial Arts be a conveyor belt as well? Granted, most arts focus on certain martial Lines of development, like sparring, kata, breaking, chi, etc. whereas religion expressly focuses on the Spiritual Line of development. However on the other hand as I think I pointed out in previous posts well enough, the Martial Arts don't necessarily all leave out the Spiritual Line of development either. I dare say that any practice of any art can be applied to the Spiritual Line, and the Japanese of the 1600's knew that.

Here's a simple example that has happened to me. It has nothing at all to do directly with martial arts or spiritual development, but in the end it was both. At my job years ago, I was given a task. I had to sort several sheets of paper and put them into an envelope, which I then had to address and prepare for mailing. I had to do that 750 times for the entire mailing list. Probably everyone reading this has had to do something like that at least once in their lives, and it's a good bet most everyone hated it. I didn't. I saw it as an opportunity to practice mindfulness. Instead of pouting, I made the repetitive task into a kata, and I got to perform that kata 750 times. In the end I was quite good at it, but the important thing is I gained the benefits of a kata from doing a simple task: I focused on my breathing. I let my thoughts go and observed them. I put my mind in my body and perfected my movements which brought me completely into the Now. It was a meditation. Instead of having a bad day at work, I had a day that could be chalked up into a long line of non-wasted days of meditation training, and the benefits that flow from that. State practice contributed to the "slipperiness" of my Stage, which did God knows what, but certainly seems to have been positive. In turn, broadening Stages through the happy accidents caused by meditation can be seen as a conveyor belt, and it doesn't take a religion to do that.

Depending on your vantage point, Martial Arts looks quite different. Similarly to people who practice religions, most never change their vantage point after reaching a certain Stage, but some do. For every fundamentalist person that swears religion is about accepting the one true way to salvation through [insert religious figure's name], there is a martial artist who swears martial arts is only a way of learning self-defense as taught by [insert Master's name]. That's fine. Changing or eliminating people who don't think a certain way is never the point of Integral adaptations. Instead, the point is to allow those people to reach their full potential right where they are at, and that often requires pointing out what's broken about the way things like religion and Martial Arts are currently viewed, i.e. with no awareness that there are these different Stages and States.

Like the case with religion, Martial Arts needs to be reframed. It needs to accommodate practitioners at all Stages in an organized fashion and with understanding of the attitudes that 1st-Tier waves have against each other. It also needs to look more closely at States and how they can be used not only in combat, but in every day life.

Integral Martial Arts: More Exploration of States

Last night in my class, we spent time playing with the State I referred to as "Mind of Moon" in my last blog post. What was interesting was that we discovered more about the various Stages through which Mind of Moon progresses and how it is experienced differently by different students. Earlier I offered the possibility that Mind of Moon was a gross State, like waking, because it involves interacting with the waking world, and well, because you do it while you are awake! It is not something that is done necessarily during meditation, and certainly not during sleep. Nevertheless, this State has a progression.

I don't know exactly yet how to map these Stages to any kind of Graves, Keegan, or Gebsner-named Stages, but here are the Stages I see with Mind of Moon:

Stage 1 - Gross Vision - The student interprets Mind of Moon simply as peripheral vision. Now, peripheral vision has some scientific and physical constraints. In order to see, light must hit your retinae and activate rods and cones which are photoreceptors connected to the two optic nerves that go to your brain where the pictures are made. A region on your retina where the photoreceptors are most concentrated is called the fovea. You instinctively line up your vision so the light hits the fovea because that produces the most detail in what you are seeing. The other parts of your retina have fewer receptors than the fovea so the parts of your vision outside this spot are less detailed. Thus, biologically, your vision is indeed less detailed in your periphery. You can pick out motion and shape, but that's about it. Reading detail outside of the fovea is difficult, if not impossible as you get farther away from it.

Stage 2 - More Detailed Vision - At this Stage, the student is able to see more detail in the periphery while in Mind of Moon. It's not that there's any defiance of the laws of Biology or Physics. Rather, it is that the student learns how to tolerate the blurry vision in the periphery and read it more accurately. I will use myself as an analogy. Without contact lenses, my vision is probably somewhere around 20/500. In other words, I would have to hold this text about 5 inches from my nose in order to see it clearly enough to read it. So, you may guess that when I walk around without my contact lenses, I see the world as one big blur, and that's mostly true, except that after doing this for 30+ years, I start to understand what certain blurs are, and I can accurately identify blurry objects because I've seen them often. Walking around the room, even if I've never been there before, is not a problem. Pretty much every near-sighted person reading this knows what I am saying.

So it goes with this Stage of Mind of Moon. The fovea is the only place registering clear objects, but the student learns to identify more accurately what the blurry objects on the periphery are. The brain interprets this as seeing in a more detailed fashion.

Stage 3 - The Other Senses - Eventually the student learns that "taking everything in" means more than just looking at all of it. When standing in a room or in a field, what does it smell like? How does the ground feel beneath your feet? How do the little currents of air moving between your fingers feel? What sounds are there around you? Until now, looking at everything was a big mental exercise, but after that becomes second nature the student is able to put the vision stuff on autopilot and branch out with the senses.

Stage 4 - Gaining Interiority - Until this Stage, Mind of Moon is just an exterior thing. All focus is on what's happening outside of the body, and it's really all the student can do to keep track of that with the mind. It's quite taxing in the beginning. However, eventually it does become natural. As soon as the instructor calls out "Kiotske!!", and the students move to attention, BAM! Mind of Moon. There's no thought. It just happens, and from that point all the techniques during that hour or so of class are executed that way. Eventually, the student begins to incorporate internal messages into Mind of Moon. How am I feeling? Do I like this place? What does this place feel like?

Every place we go throughout the day and throughout our lives has a certain feeling or "vibe" to it, as some would say. Most of the time, people ignore this sense, but it is there. You have an emotional opinion of where you are, whether you tap into it or not. It can be very subtle, but it does produce a physical effect. Incorporating this physical gut feeling into the rest of the information you get from Mind of Moon is what happens at this Stage.

Stage 5 - Awareness - Ken Wilber once did a great podcast of "The Five Reasons Why You Are Not Enlightened". In that podcast, and in some of his books, he speaks of flipping the perspective of awareness. Instead of you being aware of X or whatever, you realize that X is within your awareness. You are in a room right now as you read this, most likely... or maybe in a car, but I hope you aren't driving! In either case, you are not aware of the room. The room is within your awareness. The "You" that is being aware is not your body or your mind. It is that thing that encompasses everything that can be encompassed, i.e. everything in your awareness. At this Stage, the student realizes that Mind of Moon is awareness. It is about being aware of that thing that is aware, and how it simply envelops all the things within it, as it.

As part of the curriculum I teach, I have people practice this quite often. It is one of the main exercises I give them outside of class: be in Mind of Moon while you drive your car or walk to school. See everything, your windshield, side and rear-view mirrors, your speedometer, your hands on the wheel. It's not easy! After a few years of practice, the students gain a lot of detail in what they can see, but it takes a while!

Integral Martial Arts: Making sense of States

General Integral Theory acknowledges any number of States, but particularly focuses on the ones that everyone has access to when it gives examples: waking, dreaming, dreamless sleep, witnessing, and non-dual consciousness. Being able to put yourself into these States is not so much a matter of what Stage you are at, but more a matter of how practiced you are at getting into these (and other) States. On the other hand, the way you perceive each of these States and which State your central identity clings to changes very much depending on your Stage. How does this work in Martial Arts?

Thankfully, we do not need to reinvent any wheels here. We just need to organize what's already been found through over a thousand years of Martial Arts exploration and assign some language to it. So let me focus on trying to do that.

First, it is important to note that these States can be thought of as mindsets in Martial Arts terms, and that they correspond to 1st Quadrant (Personal) selves. Wilber's concept also holds true: every self has a body. So waking corresponds to gross physical stuff. Dreaming corresponds to the subtle body. Dreamless sleep and witnessing correspond to the causal self, and finally the non-dual corresponds with Oneness. I put forth that all of these items are discussed in a Martial Arts context in detail already by many sources and here's an attempt to lay it out:

Mu-shin: No-mind

Starting from the top, No-mind seems to be a correlation to dreamless sleep and/or witnessing. In particular, No-mind requires focus on no particular thing, especially not focus on focusing! It is the ultimate letting go, and it is non-directional. During the State of No-mind, things arise as they need to. From a Martial Arts perspective, this is basically the arising of victory. Musashi and Takuan speak of winning battles through No-mind, where there is no separation between you and your opponent. Here's a great quote from Sun Tzu about that:

If you know the enemy and know yourself, you need not fear the result of a hundred battles. If you know yourself but not the enemy, for every victory gained you will also suffer a defeat. If you know neither the enemy nor yourself, you will succumb in every battle.

The way I read this, if you are in No-mind, i.e. causal consciousness, there is no separation between you and other things. You are "Not Two". So, really the idea of any conflict at all is silly, or at best beautiful because it is a perfect expression of something rising out of itself, as itself. What is a winner in that case? There is only One, so it's not really relevant in this State who (or what) wins or loses. On the other hand, the farther you are away from No-mind, the better your chances of losing will be, especially since losing actually exists on that level of separation.

Mind of Water

This is a term used a lot by the Martial Arts practitioners that taught me, and their teachers, and so on. I did not see it used anywhere else until I read Takuan, Musashi, and Sun Tzu. At this point, I'm suggesting (but still exploring the possibility) that Mind of Water corresponds to subtle consciousness, i.e. dreaming. The ancients describe this state as never letting the mind stop at something, because whatever the mind stops at will cause it to be cut down. (I'm paraphrasing Takuan here.) Meaning that the mind should flow around and not focus attention on any particular thing, but when it needs to then it can. At rest in the Mind of Water State, the mind is like water flowing past a riverbank. Thoughts come and then flow onward down the river without stopping by for a visit. Then the next thoughts come down the waterway and move onward just like the last. This feels like a basic relaxed mindset and being at ease but alert.

Satori: Mind of Mirror and Mind of Moon

The best example of Satori comes from a book I read by Dan Millman where his teacher held up a knife and told him he was going to throw the knife at Dan's face and Dan had to catch it. The teacher wasn't serious, thankfully, but was merely proving a point and showing Dan what Satori felt like. Satori is total pinpoint concentration devoted to a single thing. In my training this has been called Mind of Mirror. When you punch through a board or a ribcage, your focus is ultimately devoted to a single point just before the impact. It zooms in at the last split second.

Mind of Moon is the opposite: open awareness. The ancients touch upon this concept when they discuss where the eyes go during a confrontation. Many argue for having the eyes focused on no particular thing, but instead seeing everything all at once and zooming in with Mind of Mirror when the final action is called for in a strike. The eyes will train the mind to go where it needs to, and how to switch between Mind of Moon and Mind of Mirror accordingly. Daniel Goleman in his new book, Focus, alludes to "top down" and "bottom up" attention. Top down attention is basically Mind of Mirror. It is conscious focus and thought directed at a single problem or object. Bottom Up attention is open awareness which allows the unconscious brain to make connections between things it sees but may not have put together consciously.

Both of these States, I think are gross States, because they deal with physical attention, but at the same time they can be portals to other States. For example, Mind of Moon and Mind of Mirror are both the first steps to two different kinds of meditation. Hold one of those States long enough, and you will begin to rise up through Mind of Water and eventually to No-Mind. So I think one thing that Martial Arts points out is the fluidity of States and how they can (and do) flow into one another. It seems to me that you don't just achieve a State and stay there for any length of time, just as you don't stay awake for 24 hours per day routinely.

As always, this is a work in progress so other thoughts or speculation on how States might be dealt with in a Martial Arts context are welcome.

The other thing that makes this a giant mess is how States are perceived differently at different Stages. This post is just a basis, colored by whatever my own Stage is. In future posts, I plan to sort out how other Stages might interpret these same States.

Martial Arts for Personal & Spiritual Development

Vacation is a wonderful time to kick back and contemplate. I just returned from a rather enjoyable session this past week. Activities included hanging out in Miami enjoying the sun and sand, trying to clarify my thoughts of what I'm trying to convey about "Integralizing" Martial Arts, and how those thoughts could be made more useful to those involved with teaching and studying their respective "Ways". The focus of these meditations was a simple question: What evidence is there that people have used (or are using) Martial Arts for spiritual development, and how far back does it go?

History was never my best subject, but I did find some pretty definitive evidence going back centuries. One of the most famous examples was from a series of letters written by a Japanese monk named Takuan Soho to a samurai friend of his where they discussed the spiritual aspects of swordsmanship. Beyond technique, Takuan talked about mindset, and even in his own way he talked about Spirit and Oneness after the Buddhist fashion of the time. That got me thinking a little more about samurai, so I checked out Miyamoto Mushashi's book on his personal Martial Art. As one of the greatest swordsman who ever lived, Musashi believed that his Way was not only about fighting, although fighting was a significant part of it if not the very core manifestation. Musashi's Way was one of getting to know the Self, and using the art and other arts to further the depth of knowledge a person has of his or her own interiority and the outside world together as One.

Having two good examples from the 1600's, I wondered more about modern times and if anyone published thoughts on Martial Arts and spiritual development. There is a fair amount written on that subject. Gichin Funakoshi's book comes to mind, where he tells about his Way and the history behind it. Funakoshi believed that karate was a method for living a lifestyle and improving the self, and not just a way to improve fighting skill. Another book I read last week was by Joe Hyams, who studied with Ed Park and Bruce Lee and had many anecdotes about how karate improved and even saved his life outside of class in normal every day life. This book resonated with me because it was the first one I found that had applicable modern lessons that I myself remember learning in the dojo and applying outside.

With all this material, however, something is missing for me. There's something left to do yet. The basis for using Martial Arts for personal and spiritual development is definitely there! It has a rich history. However, it is not Integral. In order to be Integral, something has to honor or take into account AQAL. Interestingly, Martial Arts does take into account a good bit of AQAL already. Books on spiritual and personal development in the martial arts cover the 1st Quadrant (UL) pretty well. Books on fighting and technique cover the UR Quadrant. Some of Musashi's writings even talk about how one relates to an opponent, which is very much a LL Quadrant phenomenon. There are even books on the business of martial arts and how to distribute them to students more effectively, which covers the LR Quadrant. All these perspectives are represented, and there are many "Lines" you can pursue in the Martial Arts which are all covered by books: grappling, breaking, chi development, kata, etc. What's missing is clarification on States and Stages and organization.

Honestly the literature is a mishmosh. It is like the literature on Psychology and Evolutionary Biology before Ken Wilber organized and made sense of it. There is also little to no talk of Stages and how Martial Arts look differently depending on vantage point. Additionally, there is almost no talk of how States, i.e. meditation, work into the equation and how they change with Stage, e.g. the Wilber-Combs Matrix. I feel this is what is needed here. Even in religious institutions, there is little accounting for Stages. Ken Wilber is writing a book called The Fourth Turning, which talks about how Buddhism which traditionally acknowledges its own evolution is expected to leap again to a format where Stages, States, and other discoveries are more properly incorporated. As with Buddhism, I do not feel this has been done yet with Martial Arts.

So there we have it. I see a clearer mission now of what has to be explained. There are also two other perspectives to deal with: teacher and student. Conveying this to teachers so they can distribute it to their own students is a different task than developing a program for individual students to work through. I am in the process of doing both through my own class in Ridley, PA (for students) and through my writing (for teachers).

Integral Perspective

In the course of my career, I have been a researcher trying to publish new ideas to the scientific community. At this point I probably have a little over 30 publications in various scientific journals, conference proceedings, book chapters, and non-peer reviewed articles in trade magazines, and that does not count thoughts I have blogged or white papers I have written. Through all of this writing I have learned that new ideas are difficult to come by. Even if you apply a seemingly new idea to your area of research, you often find that the idea is not new. Whether you figured it out or not on your own, someone probably did it already!

So goes my expectations for the way I am trying to portray martial arts on this blog. I have not yet found it explained this way, but I'm ready for it to turn up. What have I found so far?

This is going to sound a little comical, but I have found a lot of talk of fighting. Go figure. In certain cases, I have found discussion about classes being offered that take both the "spiritual" and self-defense aspects of martial arts into account. Getting warmer. However even in these cases, I find certain things missing that would classify the teachings by that school or person as "Integral" according to the theory of the class honoring AQAL.

I guess the biggest difference between what I am talking about and what is out there right now on the web is that I am trying to use martial arts as an all-inclusive tool to understanding Life, if one should choose to use it that way. Life includes a lot of things. After all, it's Life! So while I am advocating that people are learning to fight, the understanding of fighting itself differs at each Stage of Consciousness. So does the purpose of fighting, as does it's symbology. However, fighting only covers the "martial" part of "martial art". There is also the "art"part where there are many opportunities to figure things out. To say that I teach martial arts for "spiritual" purposes is also true. However, again, it is partial. My class still includes things that many people don't think of as spiritual. I happen to see all actions as part of the necessary and perfect expression of All That There Is, which therefore makes them automatically spiritual, but when I start talking about driving to work and making dinner afterward as spiritual, people tend to get lost because they usually only associate fancy meditation techniques with the term.

Let me reiterate: the intention of my class is to make the student a better fighter, but also a better meditator. Moreover, it will also make the student a better driver, a better cook, a better parent, and a better coworker among other things. Students in my class probably won't be better fighters than if they had gone to a Gracie dojo to learn, and they won't be better meditators than if they had gone to a Buddhist Temple, but if they wish to specialize in one or the other, I can help them find that somewhere else. Instead, what they get is a rounded awareness of all aspects of life in the 21st century suburban and urban setting, and since all of my students happen to LIVE in a 21st century suburban or urban setting,this is very useful to them.

The beauty of Integral Theory is that you can drop it onto an existing path to self-realization and bring that path into clearer focus. My idea (which I have not seen duplicated in the same way yet, but am giving it time) is to drop Integral Theory onto an existing martial arts class and make that class a path to self-realization and broadening of Consciousness.

It's lonely though, waiting for other classes to come out of the woodwork and start exchanging. If you feel like you would like to, please contact me.

Fitting all that Integral into the Art

Now that I am a little over a month into teaching my newly minted Integral Martial Arts class in Ridley, Pennsylvania, I am learning first hand how overwhelming it can be for the teacher. If you read the literature on Integral Theory, the generally accepted view of when something is considered "Integral" is if it includes consideration and honors all Stages, States, Quadrants, Lines, and Types. The abbreviation for this is AQAL, standing for "All Quadrants All Lines...etc."

What I can tell you is there is a significant difference between gazing at your navel to map out an Integral curriculum that honors AQAL versus figuring out how to TEACH AQAL and actually include AQAL on a day-to-day basis for a 1-hour class. There just isn't enough time. What do they mean by "include and honor" anyway? So let me offer my take on it.

As I mentioned, there isn't enough time to make people consciously pay attention to AQAL overnight. In fact, doing so might confuse the hell out of a student that initially thinks he or she is coming to class to learn how to throw a punch. I mean, you really need to teach them how to throw the punch in the first place! So, my attitude has been that there's no need to convey AQAL overnight. There's time, hopefully, to introduce things little by little as the student can incorporate and integrate it into his or her consciousness. In my class I have paired down the Quadrants into the Good, the Beautiful, and the True, and renamed them the Personal, the Social, and the Physical. (See previous blog posts on this.) These names help them remember things when studying the different perspectives of techniques. First and foremost, it starts with gross motor which lies squarely in the Physical. After integrating that, the student can learn how to breath through it. Breathing starts to bring attention to the Personal, and from there we can start to talk about the gross, subtle, and causal aspects of a punch. However, again, you cannot get into those things unless the student can do the physical parts of the punch without conscious thought.

Just doing those two things are a lot, but there's still a third (and fourth) perspective to take into account, both of which are melded into the Social aspect. This is a little easier to do. Any time an exercise is worked with a partner, it is Social. The students must consider what is happening with their partners, and they can no longer think solely about what is going on inside their own little heads, else they might wind up accidentally hurting someone else during the exercise. Doing this changes the whole thing: how it feels, how it moves. Tall students have to adjust to short students. Stiff students have to adjust to loose students. Slow students have to adjust to fast students. There's always a meeting of minds, and a meeting in the middle somewhere. During partnered exercises, I call attention to these things as the Social. There are other things within this perspective that I can call attention to, such as the dojo itself, but I won't get into that here. In any case, it does not necessarily require complete gross motor control to do a partnered exercise, but it sure helps. Plus, the student can tap into a partner much more easily if brain power can be diverted from keeping good form. Thus, as the students mature, they gain better insight into the Social.

So that leaves the life practice that I'm trying to help each student build outside of class, tailored specifically to the individual. There's very little time to help them with that in class, so often what I find I do is spend a few minutes with a particular student after the class is done, and then on the next class that week I pick a different student and talk. It's slow. It's probably not optimal, and I'm probably going to change things as I get better and get advice here and there, but it's going well so far.

Integral Martial Arts Practice OUTSIDE The Dojo

Next week I will be starting a new adventure teaching an Integral Martial Arts class as the Ridley Sports Club in Ridley, PA. This is my first crack and teaching a truly Integral school. My friend Nathanael Chawkin and Sunstone Yoga gave me an idea for using wrist bands in addition to belts as a means of tracking student progress. Belts will be a traditional market for tracking progress within class while the wrist bands track progress OUTSIDE of class. This is a work in progress and will be evolving as things get clearer for me.

This is a draft of a sheet given to students about the OUTSIDE of Class work:

Integral Martial Arts – OUTSIDE The Classroom

Martial arts can be a powerful vehicle for self-development. This class uses the study of a number of different martial disciplines for personal transformation and growth. The class honors the traditional values of fitness, discipline, and self-defense while weaving in deeper insights from meditation, breathing, and other elements. Students will be taught techniques from a number of Eastern and Western styles and guided through their own construction of a life practice both inside and outside of class. Based on Integral Theory, a profound system for understanding the universe, students’ progress will be marked in class with a more traditional belt system. For marking progress outside of class, a wrist band system based on a color scheme for Ken Wilber’s Stages of Consciousness is used. Specifically, the wrist band system marks a student’s level of understanding of the practice of Martial Arts: what Martial Arts means to that student, and why they are practiced.

Stages of Understanding Martial Arts
Purple
Student practices martial arts because he or she idolizes a central figure in the class (living or not), and sees being a part of the group as necessary for growth. Student feels a connection with ancient forces that have practiced before, and wants to connect with them. Sees the group as a support structure for self-defense, a source of belonging.
Red
Student practices martial arts for personal power. Perhaps the student was bullied and decided he or she needs to learn how to fight for self-defense purposes. In some way, the person either feels powerless or sees the martial arts as a way of gaining more power and ability for self-preservation.
Blue
Student sees his or her martial art as the one true way, either to enlightenment or to perfect self-defense. Student forms identity from being a part of the class and having relationships with other class members, in order to be accepted and to belong. Student upholds the principles of the class as the ultimate truth.
Orange
Student practices martial arts in order to personally achieve something. This could be belt ranks, trophies, recognition, becoming the ultimate fighter, or all of the above. Student is very interested in technically perfect execution of the martial art, and what the optimal technique for something is.
Green
Student sees martial arts as a fun and convenient path for achieving harmony and enlightenment, especially along with other practitioners. Student does not think that any particular martial art is superior but believes that his or her current class most aptly expresses an open belief system that holds all martial arts as equal. Student uses this as a platform to learn as many different things as possible.
Teal
Student sees martial arts as a tool that can serve practitioners of all stages by addressing them where they exist. Student realizes that his or her own practice stage is simply one partial step along a greater path of unfolding that will change yet again, one day. Student understands that his or her own practice is addressed in different ways, spanning pre-Modern, Modern, and Post-Modern means.
Turquoise
Student sees martial arts as a means of addressing the growth of others in which ever stage they occupy. Through the growth of others, and service to others, the martial artist grows in turn. If the student is not inherently a teacher, he or she understands that practicing martial arts in this time and place along with his or her class perpetuates the growth of others automatically.

Wrist Bands and Practicing OUTSIDE of Class
Periodically, instructors will evaluate students on their progression and understanding to see if there has been a change. If a change has occurred, a new wrist band of the appropriate color will be given to the student. It is important to realize that “understanding martial arts” is a way to describe more than just a factual knowledge on the subject matter. Cognition is necessary but not sufficient by itself to advance to a new wrist band color. More is needed. To demonstrate true “understanding” at a certain Stage, the student must live the Stage in his or her whole psyche. This level of understanding is something very difficult to demonstrate falsely or with intellectual understanding alone. All new students will begin with a Purple wrist band, and many will likely advance up by one or two colors quickly until their wrist band color catches up with their actual level of understanding. At that point, the student may have the same wrist band color for quite some time before the next one is bestowed.

Working OUTSIDE of Class
Working on self-development outside of class is optional for all students, but highly recommended. Techniques within this school cover three different aspects or viewpoints:

• Personal – This viewpoint deals with anything “below the skin”. Your personal domain is made up of your Body, Emotions, Mind, and Spirit.

• Physical – This viewpoint deals with anything “outside the skin”. Your physical techniques and form, as well as the dojo are all physical.

• Social – This viewpoint deals with any interaction between you and someone else outside of you. It includes sparring, interactive exercises, and interpersonal relationships.

All work OUTSIDE of class is in the Personal domain. The intent for these exercises is to increase personal strength, control, calmness, and happiness, while decreasing negative emotions and thoughts. This work will be divided into “Modules” offered to the students, which they can modify to their own liking at will based on their personal beliefs and convictions. Modules fall into four categories:

• Body Modules – These deal with physical training as a means for dealing with emotional stress, fear, and pain, as well as increasing awareness of personal energy and aliveness.

• Mind Modules – These deal with both mental and emotional exercises. They can be used to uncover buried feelings, but also to increase personal knowledge of facts and figures.

• Spirit Modules – These deal with increasing personal consciousness and mindfulness of the present moment.

• Shadow Modules – These deal with addressing unacknowledged pieces of ourselves that hamper our efforts at being happy and fulfilled.

A number of modules from each category have been selected based on research regarding their effectiveness. These will be offered as options to students, but students are also encouraged to develop their own modules that suit them with guidance from the instructor.