Features
the other press september 18, 2002

 

Karate is a complete system that includes disciplining of the mind and spirit Karate is not about fighting, in spite of the phrasing of our examples. To
as well as the body. The mental aspects of Karate are reflected in the Japanese become proficient at Karate is not a short-term commitment: it takes many long
term “kimei” or “focus,” which encompasses a karateka’s mental discipline, atti- years of training (five years on average just to get your black belt) and then the
tude, mental readiness and spirit. real learning begins.

The spiritual aspects of Karate overlap with kimei and largely involve the — Unfortunately, with the violence of today’s society, the possibility of physical
application of “ki” (“Chi” in the Chinese martial arts) or “internal energy.” To confrontation does exist. However, the vast majority of karateka are involved for
touch on it briefly, ki is an internal energy that can be applied inside the body the mental, spiritual and physical well being that Karate promotes, for the cama-
or externally. For someone skilled in tapping their ki, it can be used to heal, raderie of belonging to a club, and for the enjoyment they derive from the study
harm or to defend the body from blows. These concepts can be difficult to of the martial arts. Those are Karate’s greatest rewards.
understand, even for experienced martial artists.

Ai Student Reading Strategy

Tom Metlish

OP Contributor

Reading a textbook is not the same process as read- _ particular study period. question do you have that this chapter might help

ing a newspaper, or a novel. It’s a structured process _ Because you are attempting to retain most of what answer? Repeat this process with each subsection of
: é ce ;

that demands a useful te
written information
mind.
If you have trouble c
ing what you read, you
style. Active reading re
horns, questioning the
To read actively, you
tions about a textbook’
evidence, and example
will be better rememberet
Upon opening the bo
what the textbook con
preface, and sub-titles
book’s aim and scope, of
Study the table of conte
the book's structure, li
tree. Check the index
ered or the authors qu

 
  
  
 
 
  
   
 
  
  
  
 
 
  
  
 
 
 
  
   
  
  
 
  
 
  
  
 
  
  
 
  
  
   
 
   
 
  
 
 
 
 
 
 
 
 
 
  
 
 
 
  
  
  
 
  
  
 
 
 
     
   
 
 
  
   
     
   

e a short and specific note
arizes the paragraph or sec-
a question by underlining,
ing, etc. Put this informa-
mory by covering the text
uestion annotated in the

te down a key phrase that
t of a section and answers
have read, it’s helpful to
our answers. To do this,
uestion out loud (one at a
ion verbally according to
ten down on the right side

ea list of key phrases for
es an outline for a chapter.
ings, illustrations, and p the key phrases and see-

At the chapter or a ar a m. Do this right after you
ideas. See what the g and subheadi \ ce ter. The major points that
are. Check for intr immary paragrap ' ’ sections you need to reread.

and references. Res e, but see if you l i tally go over the material
identify three to six} in a chapter. Su | al Ht his p ading. Review again after one
the piece of writing 1? lish its purpose and cannot skip | te mately once a mogth until
get the main ideas. at: pictures, titles, ing ds ir . ne good way to remember the
ductions, conclusion, beld or italicized print, and your pera adi i, mean Something, by adding
tions, first and last semfences in paragraphs, an n you g ding fijito,make, the sentence

footnotes. "

Look up new terminology. Any text will seem d
ficult to understand if you don’t know the defini- at has a direct bear-
tions of the terms which form the building blocks of age 1, draw a little arrow
communication in the of study. The text takes wise. On the left amd side, write ques ite “1”. Then, turn back to
it for granted that you, the reader, have the necessary are read the textbook, Re idea there, draw an arrow
background. It is assum on, that you write “42”. In this way,
will know the terminol gether, in your mind and in
er tongue—the lingua f
and bone up. /

If your mind seems to
situation or problem, a ft
Choose a specific time }
the problem. When you
wandered off with the pi

. For example, if

reading process well, and
stion, read, respond, and
methods similar to SQ3R,
ng steps or using different
any of these is an “active”
a leaves you with a summa-
on a list and say some n your textbook, that you
... Let's think about tha “than ones given to us. You will, in compliment your hand-
the technique of putting a checkmark on the sheet ing yourself to separate the chaff from the grain. Ask outs and lecture notes when it comes time to study.
and going back to work. This helps you keep track yourself what this chapter is about: What is the

of your level of concentration and re-focus during a question that this chapter is trying to answer? What

 

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