I have always been extremely adamant that teaching, as a scientific art rather than a profession, centers around one specific concept: self discovery. When most individuals consider what it means to be a teacher or to participate in the act of teaching, they focus primarily upon the idea of giving information in a structured format with the intent of showing another individual how to accomplish a given objective. I consider this to be incorrect -a weak definition of the term, if you will. First, consider that while one may "teach" for a profession, the act of teaching is unrelated to one's professional status or title. Individuals are not teachers because of what they do, but because of who they are. Whether or not they choose to be paid for such is inconsequential to this fact. A teacher's primary purpose is to first inspire another individual to actualize their unlimited potential, and second, to instill the confidence necessary for the individual -the "student" if you will- to carry this out. While few individuals are capable of igniting this inner spark of life within the soul of a student, even fewer understand, let alone are capable of, instilling their student with the confidence they need. In essence, they fail to put action into words.
As an influential teacher I knew brilliantly explained, self-confidence comes from one thing: learning to trust in the method of your thinking process and integrity of your training (learning) discipline. In a single word, it is the "how" of the education process. One can be given a command and be eager to execute, but without knowledge of how it can be accomplished, one cannot have confidence in their ability to complete the task. Unfortunately, this is where communication between teacher and student tends to break down. This occurs because teachers tend to lack solid definitions for the bulk of their teaching terminology as it relates to building mental fortitude and self-confidence in a student. They understand what result they wish to achieve but they lack understanding of the definitive meaning behind the words they use. For example, what is the difference between "motivation" and "inspiration" and how, therefore, may the difference be relevant to a particular student? In this respect, they are quite actually on the same level as the student they are trying to help.
Many instructors throw terminology around without fully understanding the meaning behind it. The average instructor says "You must do 'xyz' to accomplish your goal" but when pressed by the student, cannot explain -or more appropriately- define what 'xyz' process means. The development of clear and concise terminology is extremely important for the following reasons:
1) It allows the instructor to help the student better identify the problem and the source of the problem, respectively. No matter the endeavor, this must be the first step towards improvement if one is to be successful. The key word is "identify". Without proper understanding of terminology, this becomes exceedingly difficult.
2) It allows the instructor and student to conceptualize and grasp the solution to the problem -the process to be carried out, such as a specific drill or technique one may utilize to correct the problem. Example: an athlete has discovered they are slow off the starting line (the problem). The instructor may then utilize the application of a specific drill or improvement of technique, such as the economy of motion or placement of bodyweight at the starting line, as the solution to the problem. The same process applies to all endeavors, mental or physical.
3) It allows the student not only the ability to better understand both the problem and solution, but control the process. If the student clearly understands the method being utilized to solve the problem, they are better equipped to understand the process of their progress.
4) It allows both the student and instructor to avoid confusion. When an instructor explains any process to his or her student, a lack of consistent definitions of terminology tends to result in extreme confusion and a stagnation of the process of a student's growth. This is especially prevelant when students change or share instructors: one instructor's definition of a term or concept may not be the same as another's. In history, this is evident in the (nearly) global adoption of the metric system as the standard for measuring (defining quantities) of scientific data.
5) It puts substance and meaning behind what you say. Human beings do not convey words, they convey meaning. Words merely serve as a condensed, temporary placeholder for the meaning we wish to convey to another individual. Consider that for a moment. When speaking to another individual, it is key that we choose only the precise words that convey the specific meaning of our intended expression. It is the meaning, not the words themselves, that is important. This is well demonstrated by fact that it is often not what we say, but how we say it that makes the difference: the words did not change, but the meaning did.
The actual definitions of words are based first upon the endeavor being taught -obviously one would use different terminology for teaching on the importance of recycling than one would choose to use while teaching tactical footwork in combat sports, or the principles of auto mechanics- and second, knowledge. Assuming one understands the obvious truth of the former, we will focus only on the latter. As was written by a teacher I knew, definitions are contextual due to the fact that they only relate (or reflect) a given level of knowledge (that of the instructor). As time passes and one's knowledge and teaching skills grow, the definition of specific terminology and principles become more specific and refined. Therefore, what follows are specific definitions of terminology that 1) I use frequently while working to instill confidence in my students, 2) are important for both teachers and leaders to understand, 3) are generally misunderstood.
1) Motivation -a temporary desire to succeed at a specific goal, which arouses from an external source. Example: "I want to lose 'x' amount of weight so I can wear that dress". The "motivation" for action arouses from an external source -the desire to wear the dress- and will no longer be present after the goal loses significance.
2) Inspiration -a long term desire to continually succeed at a specific endeavor, which arouses from an internal source. Example: an athlete who works for success due to his/her love of the sporting endeavor in which they compete -the reward is the individual's enjoyment of emotional expression achieved through the practice of their chosen endeavor. This is long term and may last a lifetime.
3) Confidence -trusting in the method of one's thinking process and the integrity of one's training. Example: a scientist is "confident" in the accuracy of his/her thesis because of the trust they hold in the mental process used to arrive at their recorded conclusions and the integrity of the training they have that makes this thinking process reliable. Note: doubt cannot exist where confidence lives, and vice versa.
4) Leadership -the process of guiding others by example of action and providing others with the knowledge and inspiration (see above) to create a stronger purpose in their lives. Example: the head of a business department consistently demonstrates his/her ideals of positive work ethic by example and by so doing, inspires his employees to follow his/her example for the purpose of improving their personal lives by executing each task with a higher level of effort and dignity -the executive will continually provide knowledge, as it is needed per individual, on how they may accomplish this. (In essence, he/she will intentionally arouse their desire for improvement and provide them with the knowledge to carry this out: the end goal is to see others achieve what he/she has achieved. It is no coincidence that the definition for "Leadership" is nearly identical to that of "Teacher", which I mentioned above. Note: many people confuse "leadership" with "management", however these are entirely separate skills which only appear similar. More on this to come....
5) Respect -a conscious understanding for the need to honor or esteem another individual due to their inner constitution, skill, and/or status. Example: An athlete may esteem his/her opponent's level of skill, consciously understanding the importance (the need) of this act (avoiding the pitfall of underestimation, which leads to defeat). Or he/she may understand the importance of esteeming the inner constitution (what one may refer to as 'determination') of their opponent before or after a match -more important to occur before, but more likely to occur after.
6) Courage -the resolve to maintain presence of mind and act through (despite) a state of fear. Example: a soldier in battle maintains his presence of mind (the opposite of succumbing to panic) and acts according to his will despite the natural presence of fear.
7) Emotional Content -the honest expression of one's self through a physical act or process. Example: a dancer honestly expresses his/herself, in this case, their artistic passion (conviction), through their dancing technique. Note: much like words, it is not the action or technique that is important, but what one means by it that matters.
8) Awareness -maintaining a presence of mind while being fluidly conscious of one's state of being as it relates to their surroundings (mental and physical) in the present, living moment. Example: a philosopher understands the state of reality as it applies to his immediate situation without feeling the need to control it. Note: Eastern philosophers would equate this concept to Wu-Hsin or "No-mindedness". A Westerner would more comfortably equate this concept to the idea of "a moment of clear understanding".
9) Greatness -the virtue made visible through the act of refusing to deny one's self what they know they deserve (not due to status, but due to the choice to act), and by maintaining and exemplifying courage, confidence, leadership, awareness, and respect at all times -executing every action with effort and dignity. Note: "It's not what one does that makes them great, it's what they are made of" -Joes Lewis. Greatness is not developed, it is acted upon by the sheer will of choosing to do so.
10) Ego -a sense of worth that derives from something that is not organically part of one's self -definition by Eric Hoffer. Example: an individual places value in their status (usually of superiority) in the eyes of other individuals. Note: Ego, especially when present in an instructor or educator, gravitates towards complexity and confusion (whereas teaching should gravitate towards simplicity and understanding) for the purpose of projecting a superior image of one's self in the eyes of students and peers. "Ego" looks to form a fabricated image to replace or hide one's actual image. This is referred to as "Self Image Actualization" and it is born from the rejection of one's actual self. In this sense, ego becomes the ultimate enemy of education. "Ego" in it's simplest form is "self rejection", whereas education in its truest form is "self exploration". Education cannot exist where there is ego!
