Scott Babb: Respecting the Grind

Scott Babb of Libre Fighting:

I don’t remember crossing into the USA, and have only fragmented memories of riding the trolley. I do remember being confused enough that when it came time to change trolleys I somehow ended up on a train heading back to Mexico. It was two stops before I realized my mistake.

I came home to an empty house and crawled into bed, shivering. I’d never been so sick, never felt so weak. My entire adult life I had taken one sick day up to that point, but that miserable flu kept me bedridden for over a week. It was almost six weeks before I could really say I was recovered.

The point? Even when you’ve “made it”, the struggle doesn’t stop…

Continue reading at Babb’s blog, Cicatrices

h/t Ed’s Manifesto

Tammy Yard McCracken: I’m Sorry Doesn’t Belong In Self Defense

By Tammy Yard McCracken of Kore Krav Maga

From a post on her new blog, Beautifully Dangerous:

When I teach self-defense or Krav, and I hear “Sorry!” on the training floor the participants have just served up a teaching moment.

No one is bad or wrong for saying I’m sorry. It’s hard core social programming. I’m Sorry is our universal request for impunity.  When we make contact we didn’t intend or the contact was experienced as “harder” than we purposed by our training partner, we say sorry. 

The social programming is being applied in the wrong context. Every time someone says I’m Sorryduring training they are unconsciously undermining their training and the mindset they are working to wire in.

Maybe it’s worse. Maybe all the I’m Sorry business on the mat is poisonous. Little sips of toxic thinking day after day, class after class.

On the mat, this apology gets heard by your brain as apologizing for being powerful. Fuck that.

Continue reading at Beautifully Dangerous…

I also think there are problems with helping/being helped up off the ground by a training partner. Not quite the same thing, but related.

Equality Bias

Disturbing study on drift toward the fallacy of the middle ground, even between people with uneven expertise. Who’s seen this play out in class? An instructor says one thing. A novice student says something contradictory. Other students seem to give their statements equal weight and think the truth is somewhere in between.

Example: an instructor is talking about the importance of preserving the scene of a self defense incident. A student chimes in with the almost-inevitable “just drag the body into the house” chestnut. Despite being the middle ground, dragging the body half-way into the house is not the right answer.

This can also play out in decision-making in curriculum development groups, instructor teams if the lead isn’t leading, or any decision-by-committee process.

From a write-up at the Washington Post, The science of protecting people’s feelings: why we pretend all opinions are equal:

…an important successor to the Dunning-Kruger paper has just been come out — and it, too, is pretty depressing (at least for those of us who believe that domain expertise is a thing to be respected and, indeed, treasured). This time around, psychologists have not uncovered an endless spiral of incompetence and the inability to perceive it. Rather, they’ve shown that people have an “equality bias” when it comes to competence or expertise, such that even when it’s very clear that one person in a group is more skilled, expert, or competent (and the other less), they are nonetheless inclined to seek out a middle ground in determining how correct different viewpoints are.

Yes, that’s right — we’re all right, nobody’s wrong, and nobody gets hurt feelings.

 

Abstract of the paper, Equality bias impairs collective decision-making across cultures:

We tend to think that everyone deserves an equal say in a debate. This seemingly innocuous assumption can be damaging when we make decisions together as part of a group. To make optimal decisions, group members should weight their differing opinions according to how competent they are relative to one another; whenever they differ in competence, an equal weighting is suboptimal. Here, we asked how people deal with individual differences in competence in the context of a collective perceptual decision-making task. We developed a metric for estimating how participants weight their partner’s opinion relative to their own and compared this weighting to an optimal benchmark. Replicated across three countries (Denmark, Iran, and China), we show that participants assigned nearly equal weights to each other’s opinions regardless of true differences in their competence—even when informed by explicit feedback about their competence gap or under monetary incentives to maximize collective accuracy. This equality bias, whereby people behave as if they are as good or as bad as their partner, is particularly costly for a group when a competence gap separates its members.

Download paper from PNAS (free, PDF): Equality bias impairs collective decision-making across cultures, Ali Mahmoodi et al

 

The Empty Brain

In The Empty Brain, Robert Epstein asserts that “your brain does not process information, retrieve knowledge or store memories. In short: your brain is not a computer.”

Long but interesting read that covers a lot of ground. A few choice points:

Recognition vs explicit recall:

The difference between the two diagrams reminds us that visualising something (that is, seeing something in its absence) is far less accurate than seeing something in its presence. This is why we’re much better at recognising than recalling. When we re-member something (from the Latin re, ‘again’, and memorari, ‘be mindful of’), we have to try to relive an experience; but when we recognise something, we must merely be conscious of the fact that we have had this perceptual experience before.

Stimulus/response, reward/punishment:

As we navigate through the world, we are changed by a variety of experiences. Of special note are experiences of three types: (1) we observe what is happening around us (other people behaving, sounds of music, instructions directed at us, words on pages, images on screens); (2) we are exposed to the pairing of unimportant stimuli (such as sirens) with important stimuli (such as the appearance of police cars); (3) we are punished or rewarded for behaving in certain ways.

That could leave a mark…

Because neither ‘memory banks’ nor ‘representations’ of stimuli exist in the brain, and because all that is required for us to function in the world is for the brain to change in an orderly way as a result of our experiences, there is no reason to believe that any two of us are changed the same way by the same experience. If you and I attend the same concert, the changes that occur in my brain when I listen to Beethoven’s 5th will almost certainly be completely different from the changes that occur in your brain. Those changes, whatever they are, are built on the unique neural structure that already exists, each structure having developed over a lifetime of unique experiences.

Continue reading at AEON…

Kathy Jackson: Lesson From an Old Guy About Continuous Education

By Kathy Jackson of Cornered Cat

Roughly three or four years after I first began learning to shoot, I met an older gentleman – Jim – who had a profound influence on my shooting development. Jim bounced into the room on the first day of a shooting class I was taking, and he was loudly enthusiastic about another class he’d taken just a week or two before we met. “That class was amazing!” Jim said, and went on to tell the group of us standing there all about that other class: who the instructor was, what he taught and why he taught it, how he’d shown this old guy a new technique he’d never seen before. Jim was very excited about the new technique, and told me that he thought it might save a few lives.

At the time, Jim was 72 years old. He’d also been around guns his entire life, from the time when he was very small. Not only that, he also held several regional and even national titles in competition shooting. He held instructor credentials in several different disciplines, and had worked as a law enforcement trainer for a number of years. During his law enforcement career, he’d been the victor in several gunfights. If anyone could claim they knew so much that taking a class was just a waste of his time and money, Jim would be that guy.

Despite all that, Jim also believed – strongly! – that life was full of new things to learn. So he kept exploring new thoughts, new ways of doing things with a firearm, and kept taking classes from other people right up until his untimely death in a car accident at age 76.

Whenever I hear an old guy saying he doesn’t need to take a class because he “grew up around guns,” I also hear Jim’s voice telling us what he’d learned the week before.

When I meet a newly-minted instructor who simply won’t ask any questions where others might hear because she thinks she’ll lose her students’ respect if she takes the learner’s role, I think of Jim and the great respect his students had for him.

When someone tells me they already know as much as they need to know about using firearms for self-defense, I think of Jim and his eager enthusiasm for learning more or better ways to save innocent lives.

Jim’s last name was Cirillo. It’s safe to say, Jim Cirillo knew a thing or two about guns. And if that man, with his background and at that stage of his life, thought there were still new things he could learn, what does that say about folks who think they already know all that stuff and don’t need anyone else to teach them anything?

This article first appeared at Cornered Cat and is reproduced here with permission.

People Won’t Grow If You Think They Can’t Change

Monique Valcour on how an instructor having a fixed or a growth mindset about a student can affect the student’s performance:

…a belief triggers behaviors that make that belief more likely to come true. The self-fulfilling prophecy phenomenon is well documented in educational settings: when teachers see potential in a student, they’re more likely to pour effort into teaching that student, thereby raising his chances of academic success. Conversely, a student seen as having little potential receives less investment from teachers, and is consequently more likely to perform poorly.

Continue reading People Won’t Grow If You Think They Can’t Change at HBR…

Rory Miller: The Practical Problem of Teaching Self-Defense

Rory Miller of Chiron Training:

Unlike police or military force training, you will use your skills alone the first time. Police and military do everything in their power to make sure that rookies don’t go into their first bad situation alone. The new officer is paired with a FTO (Field Training Officer). The infantry private is assigned to a squad with, ideally, an experienced corporal or sergeant as fire team or squad leader. A civilian will not get into his/her first violent assault with a partner who is a veteran of multiple self-defense situations. You’ll be alone.

And unlike anything else, in this unexpected problem experienced under pain, surprise and adrenaline, you will be held to a legal standard. Your decisions will be scrutinized by people who were not there, who did not feel the adrenaline or the pain. And they will question whether you needed to use force and if so whether you used too much.

These are the things that make teaching real self-defense such an incredible challenge.

Challenges and Possible Solutions

I could probably write a book about these challenges and possible solutions. (Hmmmmm…) Truth is, I don’t have answers. But I have some ideas. Here are a few.

1) Teach the way humans naturally learn…

Continue reading at YMMA…

Kathy Jackson: Guard Your Mindset

By Kathy Jackson of Cornered Cat

If there were one piece of advice I could give to everyone who keeps a gun around for self-defense, it would be this:

Guard your mindset.

Teach yourself how to think about self-defense. Teach yourself how to think about personal protection. Study good sources and learn from smart, experienced people. Ask questions. Be sure you understand the law — what you’re legally allowed to do, what you’re legally required to do, what the law forbids you to do. Think (hard!) about your own moral code, and think especially hard about the tough questions and the grey areas. Are you willing to defend your own life, or the lives of people you love, even at the expense of someone else’s life?

Once you’ve taught yourself how to think, guard your good thinking. Protect it. Don’t let yourself fall into sloppy or angry or fear-driven fantasies. Stick with what you’re willing to do, what you’re able to do, what you will do if it comes to it. Don’t engage in wishful thinking or mindless idealism. Don’t post expletive-filled rants on social media and don’t even let yourself think those rants. Not because they’re “bad” and someone will punish you for bad thought, but because you care about the way your mind works, and you want to stay fully grounded in reality.

Intro To Bloodborne Pathogens For Martial Artists & Instructors

By Lenny Sclafani, DDS

You have yourself and students to protect. This means, no matter what your legal status is, that you are ahead of the game if you train your employees in how to deal with blood spills, injuries (where there is blood), and students who have been exposed to another’s blood, salvia and/or other body fluids contaminated with blood.

To protect yourself, your students and employees, and potentially to protect yourself legally, you should have protective gloves, disinfectants, plastic disposable bags and other items suggested in this article available for use by yourself, other school teachers or staff and students…

Continue reading part 1 and part 2, by Lenny Sclafani, DDS, at Fighting Arts.