Learning How to Learn via Sharing
Becoming an effective instructor in Zhong Xin Dao / I Liq Chuan is a continuous journey of embodying the art's principles and maintaining a strong ethical foundation. Instructor training focuses on developing comprehensive teaching skills rooted in a profound understanding of the curriculum. The "Learning How to Learn via Sharing" approach identifies the act of teaching as a practical catalyst for personal refinement. Sharing knowledge within a supportive community serves to deepen the understanding of both the instructor and the student.
Core Elements of Instructor Training
The Instructor Licensing program standardizes training and evaluation globally to ensure the clear transmission of I Liq Chuan. The training centers on three key areas viewed through the lens of continuous learning and shared understanding:
1. Philosophy, Concepts, & Principles through Shared Exploration
Instructors must clearly articulate the underlying philosophy of the approach, including the Five Platforms of Zhong Xin Dao. This involves the mastery of direct training—learning to observe, feel, and recognize the mechanics of being direct. Explaining these foundational elements to others solidifies the instructor's own comprehension, while facilitating discussions contributes to a collective, deeper understanding of these elements.
2. Guiding Students Through Exercises as Shared Discovery
The Student Curriculum is a precise, structured system. Instructors guide students through each exercise by directing attention to specific reference points to hone observation skills and recognize different qualities and their limits. In this process, the instructor acts as a facilitator of discovery. Addressing the questions and experiences of students provides new perspectives, further refining the instructor's own perception and technical application.
3. Assessment and Grading as a Growth Process
Licensed Instructors maintain the integrity of the art through transparent grading procedures. This role involves communicating objective grading criteria, supporting students in meeting these benchmarks, and conducting the assessments themselves. This process functions as a diagnostic tool for both the student and the instructor to identify specific areas for further progress.
