Kondolghia: aphoristic reminders to myself,
Published: 1992 Author: Gilbert Biberian
WE ALWAYS MAKE assumptions, often wrong ones, especially about our communications. We assume shared meanings, a common language. Teaching is one process, learning quite another. We often assume the latter follows immediately after the former. Acquisition of information, knowledge and skill, does not follow the process of instruction without a break. There is the learning curve to think of. Skill takes a long time to acquire: it needs a systematic, methodical approach. This takes time, and perseverance.
Trust
We have expectations – and dreams. Expectations unchecked tend to lead to impatience, impatience to distraction (scattering of attention).
Attention is like an umbrella: it can cover a large area, a number of items.
Concentration: focused attention, aimed at one thing. Slow practice creates the opportunity to pay attention and to concentrate. Haste destroys that.
Results take time. The desire for immediate results is at the root of superficiality. Be slow. Have enough time to absorb things deeply. We acquire information through the eyes (visual channel), the ears (auditory channel), the skin (kinaesthetic tactile).
Develop each channel, including the kinaesthetic affective channel (what Gurdjieff called the ‘emotional centre’). Each of these channels developed will give you flow, continuity, back-up systems. Trust. Remember, we go through stages where we have different needs. Bear in mind there is a need for dependent learning, independent learning, interdependent learning. Kinetic technique. Energic technique. Mental technique. So much can be solved in the imagination, with visualisation.
Imagination, the power of making images, or pictures, in one’s mind. Every piece of work you do must first be done in your mind, in your thoughts – in your inner space. According to the perfection (or imperfection) of your thought, so will be the perfection (or imperfection) of your work.
Rapid learning happens equally under stress as in stress-free conditions. Relaxation allows learning without stress patterns, or a stress syndrome becoming set up, in the body. Short-term memory – long-term memory. Stress-free repetition promotes long-term memory. And trust. Notice how much easier it is to memorise something when there is a strong feeling attached to it. You cannot make yourself forget anything but you can create a new idea – or purposely crowd an idea out of your mind by putting another in its place. Be mindful never to force, not to do things by an effort of the will. Get the idea right and forcing will not be necessary.
Trust
Trust your hands. Trust your brain, your mind. The brain’s capacity for learning is incalculable. How dangerous and risky! In the acquisition of skill, the brain will learn the right thing just as well as the wrong one! Correct ideas registered in the brain will influence you powerfully at all times: whether you call them up consciously or not, they will automatically guide you right, just as wrong ones will automatically upset you. However, trust and be optimistic: method and perseverance will yield results. Careful repetition always yields results: be sure to be using the fingers correctly. Careful repetition: i.e. with attention, concentration and love. Mindless repetition yields negative results; at best, results come later than they otherwise would. Mindless: i.e. absent-minded, without attention or love. Repetition with a totally clear objective always yields results. Sheer volume of repetition is no answer to the problem of acquisition of skill: it often yields wrong results. And it is painful. Understand the mechanics of the finger in motion, then you will come up with sensible solutions to technical problems.
‘No pain no gain’ is an outmoded and inefficient approach. Instead promote the ‘pleasure principle’. Imagination plus intensity of thought. Notice that by intensity of thought you often accomplish in a shorter time the same work that often takes many repetitions. Practising begins only after a clear understanding of the problems, and a solution has been found. Practising is not performing. Performing must be approached on its own terms and is a separate skill. Cultivate the inner space. Let work be done in it. Trust.
© Gilbert Biberian