For example, bring the practice and awareness from training into your everyday life by realizing when you're holding your body in a wrong position and correct accordingly.
Formosa Neijia, I agree entirely. I use Zhan Zhuang (ZZ) to help improve my day-to-day posture as well as the way I interact with forces (doors, lifting, sports) as often as possible.
So extend that thinking: as your posture improves, what will you spend your time in zhanzhuang doing?
I think I see where you're going: as the posture improves ... the role of ZZ diminishes. The logical conclusion would then be that ZZ would eventually serve no purpose. Do read on, though.
Not to offend anyone so please don't take it that way but think of this: what is the point of standing? What are you trying to develop?
No offense taken -- that's a very good question. I'll try to answer to the best of my own experience: regarding ZZ to correct the daily indignities of working at a computer and waking up in a middle-aged body, I think I'll always need it to fix myself. Also, I've found that ZZ increases my stamina and energy where, at the very least, I feel better after doing it.
I suppose that's the crux of it. I feel better after doing it. It works for now.
Regarding working towards something, I see it as more of a
direction than a goal -- like a vector, with its direction being more energy and a feeling of well-being, its magnitude being the frequency and quality of practice.
The length of time spent, the visualizations, all those things are crutches towards something. What is that something? What happens when you take the crutches away?
Another good question, one which has occurred to me on a number of occasions. After some reflection, I don't see them as crutches, but bridges. As you know, certain teaching methods could be looked at as creating bridges between "don't know" and "know". The student is taught them with the understanding that they would rely on them less and less, or possibly reach an epiphany where they can access the energy naturally and spontaneously without the bridges. Some people don't need those bridges on their path. Some do.
When you figure that out and start working directly instead of tangentially on the goal, then progress comes much faster.
In my opinion, "directly" isn't absolute -- it's relative. Each student has his or her own paths to knowledge, based on personal experience, tendencies, habits, values and world view. The methods I've described don't work for everybody -- some require closer links between "don't know" and "know". The path may be longer, but the links are closer. To each his own.
Thanks for the discussion. I look forward to more.