ShuHaRi

Shu-Ha-Ri is presented as a way of thinking about how someone learns a technique. The term comes from Japanese martial arts, and Alistair Cockburn used it for learning techniques and methodologies in software development. The model moves from following one master precisely, to learning underlying principles and other approaches, and finally to creating and adapting from one’s own practice.

The page says teaching should match the learner’s stage of understanding. Early learning focuses on concrete steps to imitate, then shifts to principles, and then to self-directed innovation. It also mentions related formulations, including the Dreyfus model and Clark Terry’s “Imitate, Assimilate, Innovate.”

Reading notes

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• Shu-Ha-Ri names a three-stage way of learning a technique.
• The term comes from Japanese martial arts, especially Aikido.
• In Shu, the student follows one master precisely and focuses on how to do the task.
• In Ha, the student starts to learn principles and theory, and also learns from other masters.
• In Ri, the student relies on personal practice, creates approaches, and adapts to specific circumstances.
• The central point is that teaching should be tailored to the learner’s current stage.
• The progression described is from imitation, to understanding principles, to self-directed innovation.
• The page points to the Dreyfus model as another expression of a similar learning style.
• It also cites Clark Terry’s “Imitate, Assimilate, Innovate.”