Speaking TCC

Justin often spoke of T’ai Chi Chih “doing you” versus you doing TCC. When TCC does me, then I speak TCC. The rest of the time I just speak about TCC. Can we speak TCC so people get it, or are we condemned to speak about it?

Are there better ways to use language to present TCC or do we abandon language and just go for the demonstration and invite participation? It is ironic that just at the moment we need to find a way to speak TCC, one of our primary ways of passing on information – language – seems to fail us miserably.

Perhaps amongst practitioners of TCC the language we have created to speak about TCC is “close enough for jazz” when we speak with each other. The more we do TCC together, the better the jazz. But what about speaking with others?

If you assume my words mean the same thing as your words, it’s a trap. You and I are different. None of our senses work exactly the same way. Someone from Alaska and another from Los Angeles might say, “It’s cold out,” and might be describing entirely different scenarios.

Further, words that are “close enough” for TCC practitioners are not necessarily the same ones that students will understand in the same way.

How do we use language to get our points across? If someone is confused do we cover that up with more words, or yell when it doesn’t look like we are getting through? I suggest that being confused is a very high psychodynamic space and is an opening for learning if we take the opportunity to treat it that way. A confused student is an opening for learning. A confused student has a much more open “listening space” while grappling for answers, and we should work with that openness.

Develop a common vocabulary with the students. Explore what your students think “palm up” means, or what “circular” might mean. Continue to explore this with students in an ongoing basis. Connect words to actions.

People new to movement arts often have no real idea of how to connect the idea of “circular motion” to the physical act of moving circularly. Part of our jobs is to put out a breadcrumb trail that students can follow until they discover their own answer.

If you think this level of language disconnect is unlikely, simply talk a new student through Passing Clouds without demonstrating it and watch what happens.

The key thing a student brings to the game is mindfulness or attention. One good way to ensure that students are mindful is to have them demonstrate movements back to the class.

Following the leader and adding corrective help (demonstration, discussion, student re-teaching the teacher) is the only way students will discover the breadcrumb trail that allows them to build their own common language with the rest of the TCC community.

Part of speaking TCC is languaging it – giving it voice beyond the individual interpretations of words. How do you “language” TCC to a blind student, when all of the language you use refers to things the student may never have seen or felt? How do you “language” TCC to someone who does not speak your language?

I have explored methods involving mindfulness, description, diagrams, imitation, and even having the person let me move them or have them put their hands on me when I move. All of these techniques work in different ways at different times.

As a teacher I have to find a way to get into my student’s “listening space.” In order to offer help I have to speak so that they can hear and understand. Not only do I have to speak TCC, I have to speak about TCC and I have to know the difference.

Using only words allows people to tune you out; you can watch their eyes glaze over. When that happens we have failed to get into their listening space. Saying the same louder and maybe with anger, and maybe waving your arms wildly will not help the situation, and only further exacerbates the lack of connection.

Creating a common language involves words and actions, and shared experiences that help you get into another person’s listening space. The more that happens, the more learning occurs. When we all practice together, and are mindful of it, we are building deeper connections and more breadcrumb trails.

Take time to explore the language we use and change it up from time to time to give different brain paths a chance to explore.

Justin always said, “A couple of inches this way or that makes no difference.” In speaking don’t get hung up on exact words. For example, one can say graceful conclusion or peaceful pause or come to rest or settle or pause. Each triggers different pathways in different people, but all hopefully lead to the same general place.

I am currently saying “come to stillness” because stillness is a quality I am exploring. What quality are you exploring that you are trying to give a voice to?

TCC does us without worrying about the words we use to speak it. Yet in order to pass it on we must often employ words. Let us do so mindfully.