But How Do You Know?

One very common question that comes up with historical fencing research is, "How do you know you're right?" This challenge arises because there are no living traditions and we're all working out of manuals of varying quality and even what's available is limited in scope. Confounding matters are the influences of modern and classical fencing, alongside the emergent adaptations that come with SCA or HEMA practices. How do we know?

89 is not 90

If you're practicing effectively, skill plateaus aren't real. Sometimes it might seem like you're stuck in a rut, but I can't tell you how many times I have seen someone think they're not making progress only to suddenly experience a major surge in performance. It happened to me, and it can happen to you.

Mistakes Are Data

There is a saying that shows up fairly often when people talk about practice: "The master has failed more than the novice has tried." This is good and wise and true. No expert would deny it. But, how do we make this wisdom a part of our journey toward expertise?

On Expectations, part 3

Continuing along on the topic of expectations, I want to touch upon some of what a student ought to be able to expect at a practice from their teacher. This is only part of that total list, but they are critical parts-- without them, nothing else will be enough to make the practice worth your time.

On Expectations, part 2

Thinking further, I want to also talk about how students might manage the pressure of expectations-- both that they put on themselves, and that others put on them. Pressure can be a useful tool, but not if it's destructive. I could visit the Mariana Trench, but I wouldn't want to live there!

On Expectations

Part of an upcoming class on how to have an ethical practice that Master Gawin Kappler and I are teaching will include a point about the necessity to set high expectations. Since I expect this to be a point of contention because of past misapprehensions I have encountered on this topic, I want to be clear about what this entails, and why it matters. 

Schola Minervae: remaking and relaunching

Salutations,

Over the last year I have received constant similar feedback from the rapier community: many desire more clear goals, direct instruction, and quality feedback.

Sometimes fencers are frustrated, do not see a path forward, and struggle to get useful feedback to grow their skills. They are looking for something better organized and truly academic so they too can learn, train, and share. Becoming a great fencer and learning how to teach fencing well are both worthy goals, but are also high mountains to climb.