More clarification of terminology.

[Guest guest]

In my opinion, I just wasted my time reading this 'work of a

first year student of TCM'(and not very bright, at that). It's

like green wood, you get a lot of smoke and no fire!

Marcos

 

'I'm having trouble understanding the word " vitality " . What does

this

correlate to in Chinese? In particular, I was reading this

article,

and was trying to understand what the author was saying about the

 

relationship of essence and qi to vitality and the physique.

 

 

Does anyone understand what the author is trying to say??'

 

Mbanu

 

 

 

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[Guest guest]

>In my opinion, I just wasted my time reading this 'work of a

>first year student of TCM'(and not very bright, at that). It's

>like green wood, you get a lot of smoke and no fire!

>Marcos

 

Marcos, there are different paths to understanding. Different styles of

learning. For example, some people learn more easily when they hear

something in a lecture than when they read it. Others don't truly make the

information theirs unless they learn by doing (like in apprentice programs).

Etc.

 

Some people (like me) need a broad overview of the subject before they can

begin to understand it. Sort of like having to see the entire forest before

I can understand what a tree is. Others need to examine the individual

trees in detail before they can understand the forest. One is not superior

or inferior to the other. It's just different styles of learning for

different people. Both eventually end up deeply understanding both the

" forest " and the " trees " . But they take different paths.

 

At one point in my life I taught computer classes through the Continueing

Education Department of a community college. I originally was hired to

teach classes for the county's public school teachers so they could learn to

use computers. This was back in the days when PCs first were becoming big,

and relatively few people knew how to use them. After the teachers had

first chance at the courses, the classes were opened up so others could take

them.

 

I saw a lot of differences between the ways the teachers learned and the

general public learned. For example, the only classes I ever gave tests in

were the ones for the teachers. Why? Written tests are such a large part

of the educational establishment that most of the teachers simply could not

believe that they had learned anything unless they took and passed a written

test. They didn't realize that the greatest test of all - the one that

mattered the most - was each time they wrote a program, entered, debugged,

and got it to run successfully.

 

There were other differences between students. For example, people in some

occupations tended to have a harder time learning computers than people in

other occupations. People in technical fields as well as factory workers

tended to have an easier time than salespeople. The higher the educational

degree (masters and doctorates in particular), the more problems the person

had (unless the degree was in something like math or science). (We paid

attention to stuff like this because the goal was to maximize learning for

all students. At the end of every quarter, students got to grade the

instructors. If one paid attention to what the students said, one became a

better teacher.)

 

Two of the best students I ever taught computer programming to could not

multiply. One would think that someone would have to know something as basic

as the multiplication tables in order to write computer programs. Not so.

These two individuals were standouts in programming talent, quickly grasping

computer concepts and applying them. They easily could follow complex

programs with a lot of layers of subroutines. But if anyone asked them what

was 3 multiplied by 4, they couldn't answer. Actually, the second one

could. She explained that she finally had learned to add the numbers to get

an answer. She would add 3 to itself 4 times - 3+3+3+3. The interesting

thing is that this is exactly the way computers do multiplication.

 

Different paths for different individuals.

 

I was hoping that someone on here would try to answer some of the questions.

Believe it or not, I have trouble with exactly what is meant by

" vitality " . I know what the English word means to me within the context of

my life, but this is not necessarily what the ancient Chinese were talking

about and modern translators are trying to convey. I also have trouble with

the TCM concept of Blood. I can quote you a definition that I also

successfully can work with, but I don't have the deep, instinctive

understanding of Blood that I want to have. I can't totally walk outside the

Western anatomical model of blood, and this causes me to miss things about

Blood that others catch onto and are able to use in healing. They have that

extra bit of deep understanding that can make the difference between a

successful and not so successful outcome when it comes to Blood imbalances

in " knotty " (complex) cases. People get to that deep understanding via

different paths.

 

Healing often is as much art as it is science.

 

Victoria

 

 

 

 

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[Guest guest]

> marcos lacerda <ishk18

> 'I'm having trouble understanding the word " vitality " . What does this

> correlate to in Chinese? In particular, I was reading this article, and was

> trying to understand what the author was saying about the relationship of

> essence and qi to vitality and the physique.

>

> Does anyone understand what the author is trying to say??'

> Mbanu

 

We have a physical body. Around this physical body is an etheric body. The

etheric body is visible to some. It is not the aura by the way.

The etheric body has the perfect form of the physical body. It is the template

from which the physical body is organized and also restored. The substance of

the etheric body is Essence (Jing). When the Essence flows to the physical body

to maintain it, this flowing is Qi. Qi is the link between Etheric Essence and

the activity of the physical body.

That briefly covers Essence and Qi.

Now vitality is related to how much the Essence is empowered to flow into the

physical body. When we are pumped about life, no fear, enthusiastic, confident,

grounded, and in our zone, then Essence pumps into us. Our physique gets

healthier. Vitality is based in our life being balanced and empowered.

Acupuncture encourages the Essence to flow into the physical body. When we feel

this flowing as sensations around the body, this is the movement of Qi.

Does this help? Ed

[Guest guest]

> Does this help? Ed

 

Yes, this helps greatly. Thank you very much.

 

Mbanu

[Guest guest]

>Now vitality is related to how much the Essence is empowered to flow into

>the

>physical body. When we are pumped about life, no fear, enthusiastic,

>confident,

>grounded, and in our zone, then Essence pumps into us. Our physique gets

>healthier. Vitality is based in our life being balanced and empowered.

>Acupuncture encourages the Essence to flow into the physical body. When we

>feel

>this flowing as sensations around the body, this is the movement of Qi.

 

Thanks, Ed. It helps me.

 

Victoria

 

 

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[Guest guest]

Dear Victoria, indeed each one has his own way of learning,and I

guess that that article helped someone. I too seek to have a

broad overview of something so as to understand it's relationship

to everything else - the context, etc..,Interesting teaching

experiences that you relate, reminds me a bit of that Zen story

about the need to 'empty our cup' before being able to fill it.

As for the word/concept of Vitality; to broaden our grasp of it

we could 'meditate'on all the meanings of the word in chinese,

all the variations, to form a picture of the possible meanings -

that's a sufi technique with arabic and persian words that also

have many root meanings. I understand that the anatomical western

concept of 'blood' mixes yin and yang definitions; theres the

physical substratum(Xue) and the Vitality/oxigen

part(Qi)together, at least as to the bloods acton in the body.

Marcos

 

 

 

--- Judy Fitzgerald <victoria_dragon escreveu: >

Marcos, there are different paths to understanding. Different

styles of <BR>

learning. For example, some people learn more easily when they

hear <BR>

something in a lecture than when they read it. Others don't truly

make the <BR>

information theirs unless they learn by doing (like in apprentice

programs). <BR>

Etc.<BR>

<BR>

Some people (like me) need a broad overview of the subject before

they can <BR>

begin to understand it. & nbsp; Sort of like having to see the

entire forest before <BR>

I can understand what a tree is. & nbsp; Others need to examine the

individual <BR>

trees in detail before they can understand the forest. & nbsp; One

is not superior <BR>

or inferior to the other. & nbsp; It's just different styles of

learning for <BR>

different people. Both eventually end up deeply understanding

both the <BR>

& quot;forest & quot; and the & quot;trees & quot;. & nbsp; But they take

different paths.<BR>

<BR>

At one point in my life I taught computer classes through the

Continueing <BR>

Education Department of a community college. & nbsp; I originally

was hired to <BR>

teach classes for the county's public school teachers so they

could learn to <BR>

use computers. & nbsp; This was back in the days when PCs first

were becoming big, <BR>

and relatively few people knew how to use them. & nbsp; After the

teachers had <BR>

first chance at the courses, the classes were opened up so others

could take <BR>

them.<BR>

<BR>

I saw a lot of differences between the ways the teachers learned

and the <BR>

general public learned. & nbsp; For example, the only classes I

ever gave tests in <BR>

were the ones for the teachers. & nbsp; Why? & nbsp; Written tests

are such a large part <BR>

of the educational establishment that most of the teachers simply

could not <BR>

believe that they had learned anything unless they took and

passed a written <BR>

test. & nbsp; They didn't realize that the greatest test of all -

the one that <BR>

mattered the most - was each time they wrote a program, entered,

debugged, <BR>

and got it to run successfully.<BR>

<BR>

There were other differences between students. & nbsp; For example,

people in some <BR>

occupations tended to have a harder time learning computers than

people in <BR>

other occupations. & nbsp; People in technical fields as well as

factory workers <BR>

tended to have an easier time than salespeople. The higher the

educational <BR>

degree (masters and doctorates in particular), the more problems

the person <BR>

had (unless the degree was in something like math or science).

(We paid <BR>

attention to stuff like this because the goal was to maximize

learning for <BR>

all students. & nbsp; At the end of every quarter, students got to

grade the <BR>

instructors. If one paid attention to what the students said, one

became a <BR>

better teacher.)<BR>

<BR>

Two of the best students I ever taught computer programming to

could not <BR>

multiply. One would think that someone would have to know

something as basic <BR>

as the multiplication tables in order to write computer

programs. & nbsp; Not so. & nbsp; <BR>

These two individuals were standouts in programming talent,

quickly grasping <BR>

computer concepts and applying them. They easily could follow

complex <BR>

programs with a lot of layers of subroutines. & nbsp; But if anyone

asked them what <BR>

was 3 multiplied by 4, they couldn't answer. & nbsp; Actually, the

second one <BR>

could. & nbsp; She explained that she finally had learned to add

the numbers to get <BR>

an answer. & nbsp; She would add 3 to itself 4 times -

3+3+3+3. & nbsp; The interesting <BR>

thing is that this is exactly the way computers do

multiplication.<BR>

<BR>

Different paths for different individuals.<BR>

<BR>

I was hoping that someone on here would try to answer some of the

questions. <BR>

& nbsp; Believe it or not, I have trouble with exactly what is

meant by <BR>

& quot;vitality & quot;. & nbsp; I know what the English word means to

me within the context of <BR>

my life, but this is not necessarily what the ancient Chinese

were talking <BR>

about and modern translators are trying to convey. I also have

trouble with <BR>

the TCM concept of Blood. I can quote you a definition that I

also <BR>

successfully can work with, but I don't have the deep,

instinctive <BR>

understanding of Blood that I want to have. I can't totally walk

outside the <BR>

Western anatomical model of blood, and this causes me to miss

things about <BR>

Blood that others catch onto and are able to use in

healing. & nbsp; They have that <BR>

extra bit of deep understanding that can make the difference

between a <BR>

successful and not so successful outcome when it comes to Blood

imbalances <BR>

in & quot;knotty & quot; (complex) cases. People get to that deep

understanding via <BR>

different paths.<BR>

<BR>

Healing often is as much art as it is science.<BR>

<BR>

Victoria

 

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