Wudang Research Association
Our first publication was this site on November 18, 1996.
We’ve updated a few times since then and are doing so again. There’s a new menu. More changes are coming thru the end of 2021. My goal for this iteration is to collect and consolidate what we have and to add quite a bit of new material. It’s taken a little time.
I have a new plan. It starts with the menu.
How we got started…
We started wudang.com and the Wudang Research Association in 1996 to promote the study of traditional Wudang internal martial arts and other internal martial arts. We teach Traditional Wudang Martial Arts including Wudang taiji and Wudang qigong along with bagua, xingyi, Yang style taiji, Wudang taiyi, Wudang sword, and other internal martial arts. Our first dual-language publication was this site that same year.
We learned that publishing and managing a dual-language site was hard, developed some skills, and offered our services to others. We’ve also learned that how we communicate, our words, the context and the way we present information is not always how it’s received. There are subtle differences in our communications across cultures just as there are subtle differences in the way we move during taiji practice.
Over the next 25 years, I added new materials and changed things around a few times. I always seem to come back to a version of what I originally created in 1996. A little more complicated? Naturally. More content? Absolutely. But the organizing principles and the foundations for the information architecture are still mostly the same. I’m quite proud of that. It’s a good design.
Study and Practice
With a traditional approach, students are encouraged to develop a basic level of proficiency quickly and then to refine it over time, adding layers of understanding through repetition.
The key, especially with internal martial arts, is to keep coming back to that one move, that one concept, that one principle, that one important point – until it becomes naturally part of who you are. There is nothing that is instant. This is a traditional approach.
As each new skill is gained, another can be added. Little by little, they add up.
For those who are interested, competitive training is an option. Tournaments are challenging and rewarding. They are an excellent way to see what others are doing and compare the various systems and styles. They are also a great way to meet people from around the world.
Research and Publications
Ms. Morgan has focused on the dynamics of movement and mind-body connections for 40 years. Her research includes philosophy, physiology, applications, meditation, and how to translate/communicate the essential concepts of the internal arts from Chinese for English speakers. She translated research and wrote the section on Taiji for a medical textbook, published a guide for China travel, translated and prepared articles for magazine publication. Terri has written extensively on software and technical topics. She manages the company legal and financial matters, created and maintains the web site, and maintains the company archives.
Prof. Liu’s practice, research, and teaching over 60 years has focused on the health benefits of martial arts practice, the long history, practice methods and applications. His expertise in qin’na and qigong are recognized globally. Some of his research has been translated and published in the US. He contributed to the ‘Encyclopedia of Shaolin Martial Arts’ published in China. He has written extensively, including several books on Wudang Qigong, Wudang Taiji, Shaolin Qin’na, Xingyi Sword, and more.
Our philosophy is grounded in the traditional with a modern approach for students. There is no substitute for doing the work. It’s not easy. It’s not intended to be easy. That’s not the nature of the arts. Are there methods that everyone can learn, which will benefit health and physical condition, aid balance and breathing? Yes. There are many such methods. We ask our students to learn some of them.
There is a overarching theme to most of what we have here and just about everything we have done: respect for the teachers who taught us. They, like us, have spent countless hours in practice and study. It’s not something we do. It’s who we are.