Teach Level 2 symbol and distance practice

Teach source-based symbol study

Level 2 adds three symbols and distance practice in this school's curriculum. Before demonstrating, check that learners can find the actual diagrams. Cho Ku Rei appears on pages 27–28 of the Level 2 manual, Sei Hei Ki on pages 30–31 and Hon Sha Ze Sho Nen on pages 34–37. Use those references consistently rather than drawing an uncertain version from memory in front of a class.

Teach shape, name and traditional role separately. Show the whole form, then one numbered or described section. Ask learners to copy while looking, compare with the source and identify one detail to revise. Only then invite recall from memory. For the complex distance symbol, plan several short attempts with the diagram available rather than treating one uninterrupted drawing as a test of worth.

Explain the role without enlarging the claim

The manual calls Cho Ku Rei the power symbol, Sei Hei Ki the mental and emotional symbol, and Hon Sha Ze Sho Nen the distance symbol. Explain those as roles within the tradition. Do not turn “power” into physical pressure, “mental” into access to another person's thoughts, or “distance” into an ability to observe a person remotely. A clear explanation can preserve the practice's spiritual meaning while identifying its limits.

When learners encounter a different symbol form, compare sources respectfully. Ask which teacher or manual supplied the version and what details differ. You can say, “For this lesson we are studying this manual's diagram.” That keeps the immediate task coherent without claiming that every school must use the same form.

Build distance practice around an agreement

Teach the practical relationship before the symbol sequence: a willing partner, an agreed time and duration, a representation if desired and a clear ending. Page 52 gives the photograph-based order Cho Ku Rei, Sei Hei Ki, Hon Sha Ze Sho Nen, then Cho Ku Rei, repeating each name three times. Rehearse the order privately with a blank card before adding an agreed partner session.

Ask learners to state what the representation does: it helps organize the practitioner's attention. It does not reveal the recipient's condition or experience. A photograph requires permission to use and store it. A simple card, cushion or imagined focus may be enough for the exercise.

For review, have learners describe the agreement and sequence, then distinguish their own observations from the recipient's report. If someone says “I imagined warmth, so my partner must have felt it,” return to that distinction with a neutral example. Your assessment concerns source use, communication and conduct, rather than whether a personal account proves transmission.

Prepare one checked demonstration before class and keep a copy beside your notes. If the live drawing differs, acknowledge it and compare together. This models a useful learning habit: source checking can happen openly, without making either teacher or learner pretend that recall is infallible.