Bushinkan in Queanbeyan, New South Wales | Education

Bushinkan

Locality: Queanbeyan, New South Wales

Phone: +61 409 321 213

Address: 19 Atkinson St 2620 Queanbeyan, NSW, Australia

Website: http://www.bushinkan.com.au

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• Martial arts school

19.01.2022 We will recommencing Monday 18th January 2021. Stay tuned for updated COVIDSafe Plan. Modified for the ever changing landscape that is our new normal for a long while.

17.01.2022 I personally believe that at some point in our own training we will reach a certain place in time where the choice is ours; to jump into the darkness of our own... ego, where we can play a role, pretend to be a master; or to open ourselves to the universal light and to the teaching where hearts are open and positively pulsing with life. The question is how we are training. It is not to capture a bunch of techniques and technical terms. The quest must always be to open our minds and our hearts to the true essence of budo - the art of living. We need to bear in our minds that the techniques we receive as students during periods of training are only basic information, something we only have as a loan from our teacher. It is borrowed, the techniques are not our own. And borrowed techniques are the stuff of ignorance when we only simulate the way others interpret them. Sveneric Bogsater - Points of view.

16.01.2022 https://vm.tiktok.com/ZSsbb7jb/

16.01.2022 Kata demonstrated by Pascal Kreiger (Menkyo Kaifeng)

14.01.2022 Correction, Criticism and Learning What is the relationship between correction, criticism and learning and why is it important to be able to distinguish them?... As both a teacher and a student, I believe it has helped me enormously to understand these concepts. In the Dojo in particular, I am very aware of the need to separate these aspects of teaching and study. In my experience, a correction is advice that I provide to a student (or receive as one) with regards to a fundamental aspect of the practice. I correct the student (or myself) against the ‘image’ template I have in my mind’s eye or against the ‘feeling’ template in my body. The fundamental aspects of a correction will usually involve posture, centre, tension, use of the eyes, distancing, timing, rhythm or something similar. The correction aims to draw attention to an aspect of the practice (action, behaviour, feeling) that the person may not be aware of at that time. Alternatively they may be aware of it, yet have found no way to address it as yet. The spirit of correction is one where the teacher makes the effort to assist me as a student to adapt myself to a standard or expectation in which I am already engaged through the commitment I made to Bujutsu when I joined the Dojo. It helps me realise the goals inherent in that commitment (so I am grateful) and satisfies the teacher’s role of preserving intact the standards and expectations of the Ryu. My experience of criticism is different. This has occurred when, as a student, I have failed to take into account the correction(s) I have received. This may have been for one or a variety of reasons I thought I already knew better / it wasn’t important / surely I was already doing it / I was doing a lot of other things right so didn’t need to worry about it / I didn’t understand it / I couldn’t do it / I didn’t have time to make the change / I thought I had already done it and so on. For whatever reason, the teacher had made a conscious choice to invest in me by following up the correction with a criticism. So to me the spirit of criticism is still very much a caring one. Sometimes as a student we might feel negatively about correction and criticism - as if receiving them was ‘bad’ and then that maybe we are ‘bad’ as well. On that basis sometimes people react poorly to them rather than recognise the gift that they are. I recall very well an epiphany when training with my Shinto Muso Ryu teacher, Nishioka Sensei, in his Dojo on the outskirts of Tokyo a few years ago. Sensei had made the exact same correction quite a few times over the period of three or four days to a point where it had become genuine criticism (accompanied by the sharp reminder of a whack or two). My self-talk had neatly concluded that he must have some problem emerging with his memory (Have you forgotten already that you must have told me the same thing 20 times at least!) when suddenly my mind opened... and I realised that the reason his corrections had continued and become criticism was very simple. I hadn’t taken it on. I wasn’t doing it! Following straight on from that realisation was the awful knowledge that his self-talk must have been going along the lines of... What’s wrong with this person? Is he deaf, stupid or both!? I’ve told him this 20 times at least!! A very humbling experience. I wanted to apologise and reassure him that I would try very hard not to make him think I was stupid again. And that brings me to the final point - learning. Being corrected is not learning. Receiving correction and saying ‘Hai’ or ‘Osu’ is not learning. Adopting a correction is not learning. Even accepting criticism is not learning. My experience tells me learning is what happened in the story above - when my mind opened and I understood what was required of me. I began the journey of learning the point Sensei was transmitting to me. Learning begins when my mind, body and spirit integrate a lesson. These days I really feel that learning is less an event that can be spoken of in the past tense... And more of an active, organic process that has no end. Sometimes I wonder whether at this stage in my life I have really completed learning anything at all and that feeling keeps me curious and excited about my world and my training. David Dangerfield is a student of Aikido and Shinto Muso Ryu and is based on the Sunshine Coast in Queensland, Australia.

13.01.2022 It may sound weird but I think it would be worth watching with an open mind. This will be conducted by Will Reid who is 8th Dan in our organisation.

13.01.2022 This is so true in anything we learn - we should take our time and consolidate. Build on a strong foundation and grow slowly.

12.01.2022 An opportunity to obtain a new edition, including the option of an ebook version, of "Aikido Pioneers-the prewar era.

06.01.2022 Don was a Menkyo in SMR

03.01.2022 Correction, Criticism and Learning What is the relationship between correction, criticism and learning and why is it important to be able to distinguish them?... As both a teacher and a student, I believe it has helped me enormously to understand these concepts. In the Dojo in particular, I am very aware of the need to separate these aspects of teaching and study. In my experience, a correction is advice that I provide to a student (or receive as one) with regards to a fundamental aspect of the practice. I correct the student (or myself) against the ‘image’ template I have in my mind’s eye or against the ‘feeling’ template in my body. The fundamental aspects of a correction will usually involve posture, centre, tension, use of the eyes, distancing, timing, rhythm or something similar. The correction aims to draw attention to an aspect of the practice (action, behaviour, feeling) that the person may not be aware of at that time. Alternatively they may be aware of it, yet have found no way to address it as yet. The spirit of correction is one where the teacher makes the effort to assist me as a student to adapt myself to a standard or expectation in which I am already engaged through the commitment I made to Bujutsu when I joined the Dojo. It helps me realise the goals inherent in that commitment (so I am grateful) and satisfies the teacher’s role of preserving intact the standards and expectations of the Ryu. My experience of criticism is different. This has occurred when, as a student, I have failed to take into account the correction(s) I have received. This may have been for one or a variety of reasons I thought I already knew better / it wasn’t important / surely I was already doing it / I was doing a lot of other things right so didn’t need to worry about it / I didn’t understand it / I couldn’t do it / I didn’t have time to make the change / I thought I had already done it and so on. For whatever reason, the teacher had made a conscious choice to invest in me by following up the correction with a criticism. So to me the spirit of criticism is still very much a caring one. Sometimes as a student we might feel negatively about correction and criticism - as if receiving them was ‘bad’ and then that maybe we are ‘bad’ as well. On that basis sometimes people react poorly to them rather than recognise the gift that they are. I recall very well an epiphany when training with my Shinto Muso Ryu teacher, Nishioka Sensei, in his Dojo on the outskirts of Tokyo a few years ago. Sensei had made the exact same correction quite a few times over the period of three or four days to a point where it had become genuine criticism (accompanied by the sharp reminder of a whack or two). My self-talk had neatly concluded that he must have some problem emerging with his memory (Have you forgotten already that you must have told me the same thing 20 times at least!) when suddenly my mind opened... and I realised that the reason his corrections had continued and become criticism was very simple. I hadn’t taken it on. I wasn’t doing it! Following straight on from that realisation was the awful knowledge that his self-talk must have been going along the lines of... What’s wrong with this person? Is he deaf, stupid or both!? I’ve told him this 20 times at least!! A very humbling experience. I wanted to apologise and reassure him that I would try very hard not to make him think I was stupid again. And that brings me to the final point - learning. Being corrected is not learning. Receiving correction and saying ‘Hai’ or ‘Osu’ is not learning. Adopting a correction is not learning. Even accepting criticism is not learning. My experience tells me learning is what happened in the story above - when my mind opened and I understood what was required of me. I began the journey of learning the point Sensei was transmitting to me. Learning begins when my mind, body and spirit integrate a lesson. These days I really feel that learning is less an event that can be spoken of in the past tense... And more of an active, organic process that has no end. Sometimes I wonder whether at this stage in my life I have really completed learning anything at all and that feeling keeps me curious and excited about my world and my training. David Dangerfield is a student of Aikido and Shinto Muso Ryu and is based on the Sunshine Coast in Queensland, Australia.