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Somatic Theory: Soma from a Monistic View

Somatics is based on holism that is a comprehensive, meaning-oriented, and experience-centered concept. With a holistic view, life as a whole is emphasized and a whole is greater than the sum of its parts (Haynes, 2009: 55). Thomas Hanna (1998) globally attracted the eyes of arts and physical educators through his study on somatic theory from the 1970s, beyond the dualism of Descartes. The theory takes a monistic approach that the Greek word soma is the integration of mind and body, which originally means the integral body of soul and body. In other words, mind and body are intimately interconnected, different from a dualistic view that the body holds mind and soul, or that the soul is more significant than both the body and the mind. For instance, it is widely recognized that physiological diseases come from psychological reasons meaning stress. Likewise, everything we experience in life is a somatic experience that does not distinguish between physical and mental experiences.

Somatic education is an integral form of training soma composed of mind and body. This is to foster both the mind and the body through rearrangement of body movements coming from organic work between them. Mi Hyun Chun (2014) applied a somatic view that “Human movement is a product of mind and body integration. They are a single organism that cannot be separated, just like the two sides of a coin” to the physical movement education for the elderly to promote holistic health, deriving a meaningful outcome. Likewise, more attempts are being carried out in the field of physical education such as in static yoga or dynamic dance sport. Moreover, it is very inspiring to see ongoing studies also in martial arts (Yeo In-seong).

Psychosomatic Training: Learning Do and Gaining Virtues

Earlier I have explained that psychosomatic training through accurate body movement allows holistic development, by mentioning the body philosophy of Yong-un Kim as an example. The somatic teaching methodology is in line with psychosomatic training in a holistic perspective. Then is it acceptable to say that we are on psychosomatic training when reading or listening to lectures? I’d like to answer this question by borrowing the concepts of learning and gaining through practice. To jump to the conclusion, when these types of learning are put into practice, they can be considered part of the training. According to Gyeong Ryeong Oh and Jae Yong Jang, reading — a way of enlightenment in epistemology — is an example of learning “do” meaning a way or a path. In turn, when learned do is put into practice repeatedly, we gain virtues. As the gained virtues allow the enhancement of mental ability, this can be referred to as a virtuous cycle of do and virtues. With the earned upright do and virtues we can live a moral life. This can be seen as the promotion of holistic development through psychosomatic training.

The fact that do—the most fundamental concept of martial arts—is a respect for the opponent can be learned through an instructor’s appropriate lesson and behavior. Before, during, and at the end of the training, practitioners show respect for each other by repeatedly bowing their heads. This is also one of the ways to gain virtues. After learning how to breathe appropriately and practicing repeatedly what they’ve learned, their mind and body become stable and relaxed respectively, leading to a positive health outcome. When they obtain a knowledge of how to kick properly and practice it over and over, they not only learn a strong and fast kick, but also acquire patience. The acquired patience, in turn, becomes a process to gain tolerance, a way of showing patience towards others. Also, the practitioners gain abilities to collaborate and to care for others after tons of practice in sparring. As I’ve explained, the training through martial arts brings about growth as a whole, covering physical capabilities, abilities to learn and empathize, and also ethical behavior towards others.

In that sense, martial arts instructors should be the first to promote development as a whole by setting a good example of psychosomatic training. Actions will be more powerful to influence practitioners to develop likewise, than simple words. The practitioners are likely to go after their instructors to have an upright mind and body. Furthermore, they will begin to respect themselves and overcome the hatred against others including the marginalized, showing an inclusive mindset and tolerance. This is exactly the way all genuine martial arts practitioners should behave! There would be no room left for sexual harassment, attacks against referees, play manipulation, and disrespect towards people with disabilities and sexual minorities!

Martial Arts Leaders Setting a Good Example of Psychosomatic Training

In the Western world, somatics is actively used in the medical sector for development of holistic treatment, and also in sports, in line with a holistic educational approach of training. Unfortunately, however, the training which originated from oriental martial arts cannot be easily seen in the field of martial practice. Many leaders who should be guiding the development as a whole are lax in training and only focusing on the commercial values, losing their’ virtues as a leader.

Now the leaders of martial arts should recover a holistic methodology of psychosomatic training. They should be at the forefront of learning do and gaining virtues. Only then, the students will follow. Taking this opportunity, I also remind myself that qualified instructors are the ones that not only have knowledge and abilities in the arts, but also set exemplary cases for the generations to come.

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Internet Articles

무예신문. (2014, 04, 10). 이규형 교수 “태권도 순기능 제대로 활용해야” 강조. http://www.mooye.net/8164

오마이뉴스. (2014, 05, 28). 김혜수가 존경하는 태권도 사범... 이유 있었네!. http://www.ohmynews.com/NWS_Web/View/at_pg.aspx?CNTN_CD=A0001996574

세계태권도연합뉴스. (2016, 06, 08). VOD(이규형 교수 첫번째 칼럼) 태권도가 왜 교육적이어야 하나?. http://www.wtu.kr/815

※ Views in this writing are the author's own. The references are in English and Korean and include reference for the first chapter as well.