Greek Shaolin Cultural Organization
少林希腊文化組织

佛心
Ηeart to Ηeart Τransmission

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What the Heart Feels, the Mind Transmits

Education is a multifaceted process that goes beyond the mere exchange of instructions. In the realm of learning and teaching, there exists a profound and often overlooked dimension known as "heart to heart transmission" [Chin.: FóXīn 佛心 | Jap.: Ishin-denshin]. This form of communication transcends the physical and intellectual, delving into a realm where profound understanding and connection between teacher and student occur. Unlike conventional face-to-face instruction, heart to heart transmission has a unique quality that can even bridge distances, fostering a deep sense of understanding and learning.

The Nature of Heart to Heart Transmission:

Heart to heart transmission is not confined to correcting physical mistakes or preventing harm; instead, it operates on a higher plane of consciousness. This heightened state of awareness is often referred to as a meditative or chi kung state of mind. In this state, there is a departure from intellectualization and reasoning, allowing for a more profound connection between teacher and student.

Interestingly, physical mistakes are not always the focus during heart to heart transmission. In fact, the teacher may deliberately overlook these errors, emphasizing a shift from the physical to the metaphysical. The essence lies in the shared experience and understanding that transcends the limitations of the material world.

Common Factors in Heart to Heart Transmission:

Several common factors characterize heart to heart transmission, distinguishing it from conventional instructional methods. One key element is the heightened state of consciousness in which the transmission occurs. This state goes beyond the everyday reasoning mind, entering a realm where intellectualization gives way to a deeper sense of being.

Masters who facilitate heart to heart transmission often instruct their students to follow guidance without questioning. This seemingly strict directive serves a purpose – questioning interrupts the meditative state of mind necessary for this unique form of communication. It is not about blind obedience, but rather a surrender to the experience without the interference of the analytical mind.

The Misunderstanding of Heart to Heart Transmission:

Those unfamiliar with the intricacies of heart to heart transmission may misinterpret the instruction to follow without questioning as subservient or silly. However, this perspective fails to grasp the essence of what transpires in these moments. It is not about suppressing curiosity or critical thinking; rather, it is an invitation to transcend the confines of ordinary reasoning and enter a realm where understanding is felt rather than dissected.

Conclusion:

In the rich tapestry of learning and teaching, heart to heart transmission emerges as a powerful and transformative force. It goes beyond the confines of traditional instruction, reaching into a realm where understanding is not confined by physical proximity. The meditative state of mind inherent in heart to heart transmission invites students to transcend the limitations of intellectualization, fostering a connection that transcends the ordinary. Embracing the subtleties of this transmission is an invitation to explore the profound depths of learning that go beyond the surface of instructions and corrections.