脳の中にホワイトボードを作る。話をする時、まず全体像を把握して、どの部分から説明していくとわかりやすいか脳の中で描いていた。高等学校くらいまでの方であれば、みな共感できる感覚ではないだろうか。おそらく黒板やホワイトボードで教育を受けた恩恵だろう。しかし大人になってそんな頭の整理はいつの間にかやらなくなった。自省してみれば話したい事から話すようになっている気がする。それでは人には伝わらないだろう。ただでさえ伝わりにくい人間同士のコミュニケーションだ。ホワイトボードに描いて説明するように話すことを思い出そうと訓練している。
遊び稽古
１杖になれる
２逆半身ループ（杖の手引き）
本稽古
１合気体操
２足捌き
３受け身
４両手取り天地投げストレッチ
５正面打ち四方投げ
６肩取り三教表
７肩取り三教裏
８肩取り面打ち入り身投げ
９肩取り面打ち小手返し裏
１０両手取り天地投げ裏
つい夢中になってしまう。指導する時も、夢中になってはダメだ。大きく見るんだ。大きな流れ、文脈、前後関係、成長過程、要因、いろんなことを遠い視点で俯瞰して切り取られた今にどんなアドバイスが一番適切か考えないといけない。この３年間で私は成長したと思う。それは指導するという貴重な経験のおかげだ。事象を説明する能力を少しずつ高めたと思う。しかしそこから、どう導くかそこが大切だ。まだまだ道具は限られている。限られた道具、手段で、力ずくでなく（が理想だ）導いて、目的地に行きたい。
I create a whiteboard inside my mind. When speaking, I first try to grasp the overall picture and mentally map out which part should be explained first in order to make things easiest to understand. I think many people who studied at least through high school can relate to this feeling. It is probably one of the benefits of being educated with blackboards and whiteboards. Yet after becoming an adult, I gradually stopped organizing my thoughts in that way. Looking back on myself, I feel I have started speaking from whatever I personally want to say first. But that probably does not communicate well to others. Human communication is already difficult enough as it is. So I am training myself to remember how to speak as though I were drawing and explaining on a whiteboard.
Play practice
- Becoming familiar with the jo
- Gyaku-hanmi loop movement (guided with the jo)
Main practice
- Aiki warm-up exercises
- Footwork
- Ukemi (breakfalls)
- Ryote-dori tenchi-nage stretch
- Shomen-uchi shiho-nage
- Kata-dori sankyo omote
- Kata-dori sankyo ura
- Kata-dori men-uchi irimi-nage
- Kata-dori men-uchi kote-gaeshi ura
- Ryote-dori tenchi-nage ura
I tend to become completely absorbed in things. But even when teaching, I should not become too absorbed. I need to see things more broadly. I have to consider the larger flow, the context, what comes before and after, the process of growth, the causes and contributing factors — and from that distant, panoramic perspective, think carefully about what kind of advice is most appropriate for the single moment in front of me.
I believe I have grown over these past three years. That growth came through the precious experience of teaching others. Little by little, I think I have improved my ability to explain things. But beyond explanation, what truly matters is how to guide people. I still have only a limited number of tools. Even so, with those limited tools and methods, I want to guide others toward the destination — ideally not through force, but naturally and effectively.
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