Taï Chi Chuan - Qi Gong - Taoïsme

Article effarant paru dans Le Monde sous la plume du sire Roger-Pol Droit.
https://www.lemonde.fr/.../laozi-createur-du-tao-entre...
En introduction de l'article cette soi-disant citation d'un vers du texte: "D’UN BATTEMENT DE CILS, LE SAGE GOUVERNE L’EMPIRE". Hors après avoir consulté trois traductions du texte chinois, dont mes préférées, celles de Stanislas Julien et de Liou Kwa Wei, ce vers n'apparait nulle part. L'auteur de l'article, lui, ne cite pas de source. Parler de violence totalitaire à propos des concepts philosophiques, sociaux, comportementaux, politiques, sur la nature du monde et de la création générale exposés dans le Dao Te King est pour le moins faire preuve d'un grand trouble de l'entendement. Ou alors
c'est une démarche volontaire, dont il serait intéressant de connaitre l'objectif d'une aussi méprisable déformation du sens réel du texte original.

Sous le soleil de Nice.

Réunion du nouvel an pour une pratique au soleil ce dimanche 15 février.

To learn Tai Chi Chuan correctly, three elements are essential: A correct method, a good teacher/transmitter of the method, correct practice.
The method: It can may be for civil practice, martial practice or both. Civil and martial practices share the same technical foundations, principles of ex*****on and work on vital energy, Jing, dynamic energy and mental functions in the first levels of learning, then include different techniques, exercises and routines depending on whether civil or martial mastery is being pursued.
The teacher: Nowadays we meet teachers of all kinds, from the most elementary to the highest level of mastery and knowledge. Some are excellent practitioners but rather bad teachers, others are very good transmitters of the method but average practitioners. We could classify teachers in the same way as for school education: there are primary school teachers, elementary school teachers, middle school teachers, high school teachers and university teachers. The level of teaching and learning is increasingly complex and arduous, but each level builds on the one that precedes it, with reading, writing and arithmetic (at least common operations) as common foundations. In school education, each teacher has trained, studied and passed exams depending on the school where they wish to work. We know who is who and what knowledge and expertise each teacher needs for the classes they teach. In disciplines such as Tai Chi, Qi Gong, yoga and meditation (not to mention Chinese and Indian medicine and other shamanic practices), there is a great deal of confusion. A diploma obtained after three years' training by a federation can entitle you to the official title of Master. There are now Masters and Grand-Masters, third-generation Masters and, inevitably better, those of the twentieth generation.
In the past, and this is still often the case in China and Japan, the practice of a teacher of a martial art or traditional art was to pass on his knowledge as best he could to his pupils, then when they had reached a certain level of ability, he would direct them to a teacher of a higher level. Many biographies of ancient masters mention this process. It is very rare for this to be the approach of today's teachers.
Another issue is the relationship between students/disciples and teachers. Personally, I've often been confused by the response I've received from practitioners when I've told them that I think they've reached the level of their teacher, or even that it would be to their advantage to look for a much better one. Their answer was that they felt good in the club/school, that there was a good atmosphere, good relations between the students, and that they really liked their teacher. What can you say to that when independence, autonomy and determination to progress seem to me to be the essential values of correct practice.
Practice: Progress, when the method and teaching are correct, is above all a question of continuity, rhythm and time allocation, attention and concentration. Professional and non-professional activities, behaviour, hygiene, diet, the living and social environment all play their part and can support, help, hinder or even prevent progress. Some people are gifted but lack motivation, others seem at first to have little ability but their unshakeable determination and willpower take them to new heights. That's why a good teacher treats all his or her pupils in the same way, without favouritism for the more brilliant (or more spectacular during public demonstrations).