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Neil Mick wrote:
I have this pet peeve about the usage of the word "energy."
And so, I once tried an experiment: during one basics class I went on and on about how there IS no mysterious "energy" that I "absorb" from uke, etc: it was all physics and perfectly explainable. I then went on to demonstrate the technique, and left them to it. But, in attempting to practice, my students struggled harder; they seemed less joyous in what they were doing, and all in all they weren't getting the principles of what I wanted to convey.
After that, I said "OK, forget what I just said: imagine that you ARE absorbing energy from uke and transforming it into something else." My students' faces were more relaxed and generally seemed to enjoy the practice, more.
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If my uke is moving toward me, and goes "smack" into my huge, huge belly, I've just absorbed his kinetic energy.
Scientists say that the bumblebee shouldn't be able to fly...
...but it does.
Just be happy that your students are able to get the technique right, regardless of the teacher's method. Do what works. I agree that ki can be explained with physics, but "energy" is easier for someone to visualize than mathematical equations when someone's about to whack 'em on their cabeza.