Benefits in Daily Life

Testing in Ki Aikido is far more than a mere evaluation; it's a journey of self-discovery and a guide for living our daily lives. Through its challenges, we learn to 'read the book without words' and 'play t he lyre without strings', focusing on Bodymind oneness and the movement of Ki beyond external technique. This process cultivates the calmness needed to navigate life's complex situations. It is a shared path where we are all both diligent students of our own growth and supportive teachers in the transformation of others, continuously moving towards a deeper and continuous experience of oneness.

Table of Contents

• Benefits in Daily Life

• Reflection of the Week:

  • The Student's Role

  • The Teacher’s Role

  • Understanding Ranks: Kyu, Dan, and Historical Cont …

Reflection of the Week:

Testing is a regular and integral part of our training in Shinshin Toitsudo (Ki Training) and Shinshin Toitsu Aikido (Ki Aikido). While the idea of examinations might, for some, evoke notions of pressure or evaluation, for us, the purpose is rooted in something much deeper and fundamentally supportive.

From the very first steps at shokyu all the way through the journey to advanced Ki and Aikido ranks, testing is designed to be a supportive process. The role of the examiner is not to create stress, but to provide a mirror, showing you the state of your own mind. The examiner is your friend, helping you grow and develop. This growth isn't measured by aggression or physical force, but by the ability to maintain calmness of mind and body, even as the movements and situations become more intricate, challenging, and subtle at each successive rank.

In the context of Ki Testing, it can be particularly helpful to reframe it not as an evaluation, but as a "Ki experience." It is an opportunity, an invitation, especially as we progress to higher -den level Ki ranks, to explore and experience even deeper levels of calmness and stability directly with a very senior examiner. 

In the context of our Aikido tests, we can view them not as hurdles to overcome, but as celebrations of learning; moments to joyfully express the understanding and skills cultivated through dedicated practice.

Testing also serves practical functions. It provides clear milestones and markers along our training path, allowing us to see tangible evidence of our dedication and progress. These moments are worth acknowledging and celebrating! Furthermore, periods of focused preparation for testing can be incredibly beneficial, providing an opportunity for intensive training that sharpens our awareness and refines our technique. Tests are also wonderful opportunities for the dojo community to come together for mutual support and celebration. 

However, these practical aspects, while valuable, point to a more profound purpose. The true heart of our testing process is directly linked to the ultimate goal of our study:

This is precisely why our tests are not focused on combat effectiveness or testing for strength or weakness. They are not about creating a stressful situation to simulate an actual fight. Such an approach fundamentally misunderstands the nature of our training.

While physical technical precision is important, as students progress the emphasis shifts, especially in the Dan ranks, to the quality of Ki movement. It becomes less about whether a bokken moves in one precisely prescribed arc or another, or if the footwork exactly matches a specific diagram, and much more about whether the Ki movement is clearly and powerfully extended forward, back, up, down, etc.

Our practice, and thus our testing, is about the genuine experience of the original and natural oneness of mind and body. These movements, developed by Tohei Sensei from his studies with O-Sensei Morihei Ueshiba, Tesso Hino Sensei (and through his teacher Tetsuju Ogura Sensei to Yamaoka Tesshu Sensei), and Nakamura Tempu Sensei, are the means through which we explore and manifest this oneness. 

The external form of our practice - the specific footwork, posture, technical details - is like “reading a book with words” or “playing a lyre with string.” The “book without words”, the “lyre without strings” is the internal part of our practice, the state of our Bodymind, the flow of Ki that underlies. This is what we’re cultivating - being fully present and calm in the moment. 

At a fundamental level, we could use any movements in this pursuit. Soshu Koichi Tohei Sensei loved watching Larry Bird play basketball; we could practice with layups and three-pointers. But I do think there is something special about the inherent feedback we get from the nature of the paired movements we work with in Aikido, and the way it exposes our fighting mind.

Testing, then, is not an end in itself, but a valuable tool to help us gauge our progress on this deep and ongoing journey towards consistently experiencing the oneness of mind and body and realizing our connection to the universe. It is a supportive step on the path to embodying the principles of calmness, confidence, and oneness that define our practice.

A test is not a rigid, standardized, one-size-fits-all hurdle, but rather a particular student's test is a profoundly individual experience, tailored by the long-term relationship and understanding between the student and their teacher. The teacher serves as a vital mirror and friend, offering insights to help the student refine what they need in that moment of their journey.

The Student's Role

While instructors and examiners play a vital role in guiding and assessing, the journey of Ki Aikido is ultimately a personal one, requiring the student's active and conscious participation. The student isn't a passive recipient of knowledge or rank, but an active partner in their own growth and preparation.

This active role begins with consistent and dedicated practice. It's through diligent training, both on and off the mat, that the foundation of techniques, the "book with words" and the "lyre with strings", is laid. Beyond simply performing these external forms, it involves deep self-reflection. The student learns to pay attention to their own state of mind and body, discerning moments of unity and separation, and understanding areas where deeper calmness or clearer Ki extension is needed. This is the beginning of learning to "read the book without words" and "play the lyre without strings" within themselves.

A key aspect of the student's role is communication with their instructor. This means openly discussing their training goals, any challenges they face, and expressing their readiness (or concerns about it) regarding testing. The student is encouraged to view the test as an opportunity to demonstrate their current understanding of both the techniques and the Ki movement, rather than a final judgment of their worth. Embracing the challenge and even discomfort that comes with pushing one's boundaries in a test environment is part of the learning.

When an external examiner is involved, the dynamic of communication with the local instructor becomes even more important. Students should understand that their instructor is also growing and developing through this process of guiding others to higher ranks. It's essential not to become overly frustrated with their instructor if the path to an advanced test isn't perfectly smooth. Instead, clear communication, letting the instructor know about any feelings of frustration or burnout, is an important part of the process. This allows the instructor to adjust the training approach and ensure the student's sustainable progress.

The student's responsibility includes actively seeking and internalizing feedback. Every comment from an examiner or instructor, every subtle adjustment, is a gift designed to deepen their awareness and refine their practice, guiding them further into the "book without words." It's about taking ownership of this feedback and applying it to their ongoing training. Ultimately, the student's role is to diligently cultivate this internal understanding, recognizing that their true progress is measured by their increasing ability to maintain Bodymind oneness, expressed through both the "words" and "strings" of technique, and the movement and connection connection of Ki, not just during formal tests, but in every moment of their daily lives.

The Teacher’s Role

It is the role of an instructor to help a student learn how to see/feel the nuances of energy, intention, and connection; to read the book without words. It is the instructor’s responsibility to help the student to then learn how to lead their partner’s mind, not just their body; to play “the lyre without strings.” This is a skill anyone can learn. It is not reserved for some special group with some particular sensitivity or background. 

This kind of instruction is very personalized and is not confined to the mat or the formal structure of a class. It often happens in the spaces between training; conversations during breaks or meals, organizational meetings, and simply observing the behavior of senior students. The teacher can ensure students are invited into these conversations and meetings, making sure it doesn’t devolve into in-groups and out-groups. They can encourage the student to observe the behavior of senior students and point out what’s going on. These moments outside of structured practice are important opportunities to observe, discuss, and internalize Ki principles. 

In order to provide those insights, the teacher needs to be able to read “the book without words” and play “the lyre without strings” themself. From their own deep calmness, the instructor is able to perceive not just the physical expression of what is going on (foot here, hand there) but also the quality and depth of Bodymind oneness/realization. They are looking beyond the correct sequence of movements and observing, feeling, the quality of presence, the depth of calmness, the clarity of Ki movement. As the Shokushu says, the mind is not directly available to our senses, but the body is and since body and mind are one, we can “know the state of this ungraspable mind by testing [observing/feeling] the body.”

For more advanced examinations, particularly those involving senior examiners from outside the local dojo, the role of the local teacher in the preparation process is part of their own growth and development. The local examiner must have a clear understanding of the requirements for the rank being sought and work diligently to support the student's training towards meeting those standards. This dedication to guiding the student not only fosters the student's progress but is also a profound way for the local examiner to refine their own understanding and experience personal growth.

The instructor acts much like a blacksmith, carefully forging their student. The process of strengthening metal requires precise conditions: if the blacksmith doesn't use the right temperature or work the metal enough, the metal remains weak and unformed. If the blacksmith heats the metal too hot or works it too much or for too long, the result may be sharp, but it will also be overly stressed and brittle. This presents a real danger in training: over-preparing a student can lead to exhaustion, frustration, and potentially cause them to quit the path entirely. The skillful blacksmith must understand the right level of heat, the right amount of work, and the precise timing for each piece to create something strong and resilient. Just as a blacksmith pays close attention to how the metal responds to the heat and hammer, an instructor must be keenly attuned to their student's experience and open to their communications of excitement or frustration. The instructor must exercise careful judgment in recommending a student, navigating the delicate balance between challenging them appropriately and ensuring they are truly ready. Setting clear timelines and communicating expectations can be a valuable tool in managing this delicate process and supporting the student's sustainable growth. Navigating this nuanced balance, rooted in the ability to accurately 'read the student's book without words,' is a critical part of the training and development for instructors and examiners.

This leads us to consider the very meaning of "passing" a test. Does successfully completing an examination signify absolute "mastery" of that particular level? Or does it indicate that the student has demonstrated the aptitude and understanding necessary for them to grow into that level? I tend towards the latter perspective. Passing a test is not an end point of complete mastery, but a confirmation that this particular student has built the foundation and demonstrated the potential they specifically need so they can continue their development and embody the principles of that rank as they move forward. This can be and is different for each student. This view reinforces the understanding of our practice, and the testing within it, as a continuous journey of unfolding potential and deepening realization.

Understanding Ranks: Kyu, Dan, and Historical Context

Our ranking system, like that of many modern martial arts, follows a progression through foundational Kyu grades (often associated with colored belts for students) and then into Dan ranks (typically associated with the black belt) for those who have moved beyond the foundational stage.

Kyu ranks represent the foundational levels of understanding and technical proficiency, while Dan ranks, beginning with Shodan (初段 - "beginning level"), mark the point at which a student is ready for the deeper, lifelong study of the art. Shodan does not signify the end of learning or mastery, but a serious commitment to the path and the readiness to delve into more subtle and profound aspects of training.

Historically, martial arts in Japan did not use the belt system we see today. Instead, mastery was often indicated through a menkyo system, a series of licenses or certificates granted by the master of a school, signifying different levels of understanding, technical transmission, and teaching permissions. This varied widely between different traditions.

The modern Kyu/Dan ranking system and the use of different colored belts to visibly denote progress were popularized by Jigoro Kano Sensei, the founder of Judo, in the late 19th century. Inspired in part by ranking systems in games like Go and practices in other disciplines, Kano created a standardized progression that provided clear steps for students and helped structure instruction as martial arts began to be taught more widely. This system was later adopted by many other martial arts, including Aikido.

In our system of Shinshin Toitsu Aikido, there is a crucial and intentional integration of the Ki ranking system with the Aikido ranking system. Progression in Ki development is considered foundational for advancement in Aikido rank, reflecting the principle that a calm and unified mind and body are prerequisite for effective and harmonious technique.

This relationship can be seen in the prerequisites between certain Ki Ranks and Aikido Ranks:

• Shokyu (understanding the difference between having mind and body unified and not) is a prerequisite for 5th Kyu. Before a student can effectively explore the question "Where is your mind?" in dynamic Aikido movements at the 5th Kyu level, they must first have a clear experiential understanding of what a unified state feels like compared to a disconnected one.

• Chukyu (the ability to maintain mind and body unified from the start of an action) is a prerequisite for 3rd Kyu. Demonstrating control in Aikido techniques at the 3rd Kyu level requires the consistent application of a unified state from the beginning, which is the focus of Chukyu Ki training.

• Jokyu is a prerequisite for Shodan. Achieving the rank of Shodan signifies readiness for deeper study and a more internalized understanding of principles, which is built upon the stable foundation of mind and body oneness cultivated at the Jokyu level.

• Shoden is a prerequisite for Sandan (Third degree black belt). As students progress to the more advanced Dan ranks, the ability to express the unity of calm and action reflects the deeper level of Ki development represented by the Shoden rank.

• Chuden is the prerequisite for Yondan (4th degree black belt) 

• Joden is the prerequisite for Godan (5th degree black belt

• Okuden is the prerequisite for Nanadan (7th degree black belt)

The intertwined progression through both Ki and Aikido ranks in our system underscores that achieving a higher rank reflects not just technical skill, but a deeper realization and integration of the principles of mind and body oneness in action.

Testing, in this light, provides the structure and motivation to continue refining our internal state and external expression, guiding us step-by-step on the path toward realizing our full potential and our inherent connection to the universe. It is a continuous process of learning, growth, and self-discovery, marked by opportunities to experience deeper calmness and celebrate our progress on this unique path of unifying mind and body.

Upcoming Events

July 24 - 27, 2025 International Ki Conference taught by Kaicho Shinichi Tohei Sensei
Furman University in Greenville, South Carolina
https://internationalkiconference2025.com/

I look forward to seeing you on the mat (and in daily life) soon!