New on the Blog
- Detroit is open…
Congrats to the Detroit Pramek Group for their first class.
Make sure you go by our Detroit group’s page, say hello, and if you’re in the area…attend a class.
- The Nature of Rotation
What is rotation in combat?
- Pistol disarm reality
Matt teams up with Sage Dynamics to discuss pistol disarm reality.
- Pastless is training the human mind
Make sure to check out Matt Powell’s newest venture, Pastless, at http://pastless.net
Pastless is training the human mind – as Matt takes what he’s learned in nearly two decades of training with the top teachers in the world, as well as his own teaching, and showing how to change one’s brain for a better life.
This is a project unrelated to Pramek and will not be featured on this site, so if you’re interested in what it is, make sure to sign up for information!
- Edged defense
What’s the reality of edged weapon defense, empty hand and with a handgun?
Check out the newest video from Pramek and Sage Dynamics, 27 minutes in length, to find out.
- Check out Amazon
Make sure you go to Amazon to check out Matt’s author page…and pick up the CLM books if you haven’t yet!
- Knife attack defense
There are a lot of ‘demonstrations’ of knife defense drills online, but very few are realistic. Usually the situation is perfect, the video highly edited for the perfect example, the student is smaller than the instructor and well coached on how to act, there is little to no true resistance. The knife attack defense is a prime example on Youtube.
Most instructors won’t go full out with bigger, stronger, experienced students…especially on unedited video.
But, at Pramek, we like to mix things up a little…and our founder doesn’t mind mixing it up and showing what we teach under full attack.
Next time a reality based martial art instructor says what they do works – ask if they ever put on a Spartan suit and show it.
- Jugular notch striking
On our newsletter we are doing a month of discussion on targeting the body.
In so many martial arts, strikes and punching are trained at high levels.
In combatives, strikes and punching are secondary to targeting the body for maximum damage.
When one closes with, grabs on, and attacks the enemy – extremely effective targets become available.
The jugular notch is example of such targeting.
- A loss…
Last month Pramek lost a great student, influence, and friend.
I met Barry Ostean when we were kids. He was my brother’s best friend. One of my earliest memories of Barry was driving back from hunting with him and we ran over a skunk. It was the smelliest ride I have ever had the displeasure of taking. When we finished driving Barry told me to get a stick and clean out the tires, because, well, he drove. I didn’t have to actually do it, but he had a great laugh at my 13 year old self holding my nose trying to find a stick while he told me, ‘nope, that’s not good enough. Find another.’
Decades later Barry came down with a rare form of cancer. I had not spoken to Barry in years and had no idea he had been buying videos, books, training, and when the cancer prevented him from training himself…he was giving it all to his friends. My brother called me one night and told me of Barry’s condition, which was grave, and that Barry kept talking about Pramek. He told me that I needed to call Barry because Barry didn’t want to bother me. He had been studying Pramek but because he was so ill, could no longer do Pramek exercises, and had bed ridden for so long…he didn’t feel like he could have a good conversation about it. Barry later told me, ‘Well, all that, and I was giving your stuff away for free…I didn’t want you to come down here and Pramek me!’
So, I called Barry and he told me he had been given two weeks to live. When he could muster the strength, we spent those two weeks on the phone for hours each night. Life, God, the CLM, guns, how to pick a wife, hunting, meds, reloading, his thoughts on strength in tough times, how to forgive the past…it was some of the deepest, and most difficult conversations I’ve had with someone who never let me hear him sweat the situation. Sometimes he would pass out from the medications, so I would put the phone on speaker and start typing notes, waiting for him to wake up…he would come to and say, ‘I’m back, and you can quote me on what you’re typing.’
Two weeks became a week, became a few days, and soon he couldn’t talk. I spent many a night after those conversations upending whiskey, typing notes, and going to sleep praying.
Barry had a strong faith in God and family, America, and our home state of Georgia. And that faith carried him.
We were fortunate that Barry powered past that sentence…and God gave us all more time with him.
As he went into remission we would call each other and talk about recovery, pain, fear, and how his illness forced him to look at the world differently. I took so much to heart, as well as his advice on how to paint wheels on my vehicles, distance shooting, and one of our favorite topics…dogs.
But, with the path to Aaru conquered, our dear friend was called home…
Barry was an influence on something I take great pride in. I always wanted Pramek to be something that someone could study even if they couldn’t move. I now know what I wanted is what it became, I just wish I could have found out a different way. But, as Ovid wrote, perfer et obdura; dolor hic tibi proderit olim.
You don’t have to put on a Spartan suit to train.
You don’t have to move efficiently to be graceful.
You don’t have to lift weights to carry a heavy load.
You don’t need combat to develop an unbreakable spirit.
You don’t have to have students to be a teacher.
And sometimes, the student becomes the teacher…
as Barry became for me.
One of the last things Barry said to me was, ‘I’m proud of you and what you’ve become. What you’ve done, I wish I could have done. Keep doing it, man. The stuff you do is life-changing.’
I hope in our upcoming works I make Barry proud…
Barry, people won’t know how much you’re missed, bud, but they’ll see your influence in what we do.
- The Cone of Experience
The Pramek CoE is a concept used in the CLM series. It’s a means of understanding how students learn and where they are in their learning.
The following is an excerpt of CLM 3…
The Cone of Experience, or in Pramek terminology, ‘CoE’, attempts to demonstrate communication and level of understanding from the form of communication when it comes to learning. There are many forms of the CoE in the education world spanning many different topics and types of teaching. In reality, one should look to the general concept of the CoE as a guide. In the previous graphic, the CoE is explained in general education terms utilizing Edgar Dale’s version. A person learns different tasks in different ways, and they remember information given to them when they make actual use of the information.
For example, a person wanting to learn about a car engine will gain a lot of knowledge from a book about the engine, but will gain more knowledge about the engine by actually touching an engine and working on it. But, when one understands the engine, the theory of combustion and how the engine functions, the parts list…and they interact with an engine, they are learning at a higher level because are applying theoretical knowledge. They start with a base of knowledge, and real life information builds upon it.
Pramek puts a premium on manuals, videos, and in-person training because it has been found through internal research that students tend to learn best by being exposed to all three learning profiles, and in turn, they are then exposed to each level of the CoE. In many arts, there is no informational, it is only physical. In other arts, it is only informational, with very little real world scenario driven training and testing. By utilizing all levels of the CoE in communication, the education is more well rounded.
When a student can read it, they can reference it and attention-weight it in the EPL.
When they can see it and hear it on video, they imprint it and make it into their own.
When a student comes to live training and actually works with an instructor, the student can learn differentiation, unitization, and be instructed through the tactile approach in person.
They will actually perform it, and then be physically adjusted by an instructor and other students. In doing this process, they will remember and internalize at a higher rate than other students.
And finally, through the DPT, the student is tested thoroughly, and their perception is pushed to the limit through tension, stress, fatigue, arousal, and scenario. This hones the student’s skills and testes what methods and techniques are autonomic. When it is time for real life situation, the student is prepared.
Many martial arts have manuals that are visual tools that please the visual learner – but could they be read aloud to assist the auditory learner? How is the instruction on the video communicated? When one does a public exhibition, how are they working with the crowd? How does one adjust their demonstrations, and interaction with students? This is the level of education, and organization their presentation, that a teacher must think of. When a teacher thinks of a student’s cone of experience, and their communication, they can begin to radically alter the student’s perception of education. Within Pramek, we look to a version of the CoE that is more geared toward the conceptual learning method.
In Pramek, we must look at the general methods of learning a topic such as martial art, health and fitness, etc. The student is taken through all phases of the CoE, leading to a more thorough, in-depth method of instruction that gets results. This is the only way that the overall CLM is operational, and why it works.
When the EPL and DPT are viewed from the outside, it seems to be a difficult method of learning. But, viewed through the CoE, one begins to see that scientifically, all of the styles of learning are held within the EPL and DPT…that the Cone of Experience is worked through in a progressive, understandable way. This is why it is important for a teacher to not view a student as another dollar sign or a profile that is difficult to deal with, but as a challenge to be accepted and worked with in the classroom.