So your kids want to take up martial arts and become the next Chuck Norris, Jackie Chan, Teenage Mutant Ninja Turtle or Power Ranger. Or perhaps, you have heard that martial arts training can instill self-discipline, improve self-confidence, teach them respect and courtesy, or teach them self-defense. However, maybe you're just not sure about all that kicking and punching, and what about all those weapons? After all, after they watch their favorite martial arts filled movies, they run around the house punching and kicking, swinging their imaginary sword, acting out their favorite action hero. Therefore, you may ask, “What does all that punching and kicking really accomplish?” “Doesn't training how to fight make you more aggressive or more prone to fight?” I mean, we don’t want our kids getting into fights in school or around the neighborhood, right? The bottom line is you just want to know whether or not learning martial arts is a good thing and you want to know exactly what your kids will be learning in a martial arts class.
If you’re
like most westerners, you probably have some ideas of what the martial arts is
all about, but what you know is probably heavily influenced by movies and T.V.
When you combine that with the confusion caused by our abuse of the
current terminology used in the martial arts, it's no wonder we have a skewed
view of what the martial arts is really about. As you read on, you will
gain a better understanding of what the martial arts is and isn't, you will
discover some of the benefits of martial arts training, you will learn what
questions to ask to aid you in finding a good martial arts school, and you will
feel more confident that you will make the right choice for your kids.
First,
what is a martial art? This at first seems like a simple question.
However, this deceptively simple question involves a lot more than meets the
eye. We should first clarify the term 'martial art'. Martial
is defined as “having to do with war” and comes from, Mars, “the Roman
god of war” and art can be defined as “skill acquired by experience,
study, or observation.” Therefore, a martial art is a skill or skills
having to do with war, acquired by experience, study, or observation.
Based on your current understanding of the martial arts this answer may seem
inadequate. After all, there are martial arts like Jūdō and Taekwondo in
the Olympics, right? So, somehow the preceding definition doesn’t seem
right. In order to understand why this answer may seem inadequate we need
to explore some of the history of the martial arts.
Over the
centuries, the martial arts have evolved into a few distinctly different
branches. These branches can be described as follows: Traditional
martial arts, arts that were developed and practiced for their combat effectiveness;
Martial sports, martial arts that have been modified for sport
competition; and Martial theatre, martial arts that have been modified
to enhance their theatrical value. Martial theatre is probably what most
westerners are familiar with, as this is what is usually seen on T.V. and in
the movies. The first two branches that I have listed can be further
subdivided. With regard to traditional martial arts, some of these arts
have evolved into training for self-perfection rather than self-preservation.
And, as far as martial sports, you have the competitive combat aspect,
which pits two combatants against one another. This competitive combat
aspect can be further subdivided into points competition, where winners
are determined by points awarded by judges and limited-rules competition,
where winners are determined by submission or knockout. The other aspect
is competitive demonstration, which involves participants demonstrating
techniques via prearranged forms or via breaking various materials, such as
boards and bricks, with a winner, again determined by judges. One of the
modern trends in this competitive demonstration aspect takes the demonstration
to the extreme by incorporating acrobatics and gymnastics into the
demonstration. Basically, this modern trend is a blending of martial
sports with martial theatre. As you can see, this evolution of martial
arts has created fundamental differences between the different branches that I
have described.
The
problem is that our terminology used to describe these differing branches has
not evolved. We continue to label and group a wide variety of Asian
combative systems and sports under the term 'martial art'. "Under
close examination, however, we find that not all of these activities are truly
martial in nature, nor are they all arts" (Morgan, 1992). Donn
Draeger, in his book Classical Bujutsu, echoes these sentiments by stating that
one of the purposes of his book is to point out the carelessness of those who
describe all Japanese martial skills under one classification, referring to the
aggregate simply as "martial arts" (Draeger, 1973a). Understanding the differences will be
important when attempting to choose a martial art school.
In order
to understand why I have divided the martial arts into these different
branches, let us refer again to noted martial arts historian, the late Donn F.
Draeger. "Draeger's position was that unless a system was developed
by professional warriors for use in actual warfare, it is not a martial art"
(Morgan, 1992). "Unfortunately, Western misrepresentations of the
martial arts have corrupted the proper conception of what genuine martial art
is to be" (Shim, 1991).
"The
most dangerous of these distortions characterizes the martial arts as
synonymous with sport" (Shim, 1991). In fact, some dictionaries
define martial art as “a sport.” In those same dictionaries, however, a sport
is defined as “a physical activity for diversion, recreation, or entertainment
involving competition between opponents under specific, mutually accepted
rules.” When you consider that martial deals with war, and war
is defined as "a state of conflict, struggle or combat between opposing
forces," can we honestly say that war is a sport for diversion,
recreation, or entertainment? I think not.
What this
means is that "sport applications of combative systems, such as
competitive taekwondo, karate-dō, and jūdō, are not martial arts. Putting
a combative system in the competitive arena requires an array of rules to be
placed on it, constraining its maneuvers and detrimentally modifying its
technical application. In time, as 'players' are trained in how to work
within the rules to best win the game, the system evolves to fit the framework
of those rules. What is effective in the constrained, competitive
environment is often worthless in the no-holds barred world of actual combat,
and what is effective in combat, being illegal in sport, gradually fades from the
training program and is lost" (Morgan, 1992).
It should
be noted however, that some styles continue to be taught in a traditional
manner with the emphasis on combat effectiveness or character development, or
both. While on the other hand, as we have just seen, some styles
have shed their martial applications in favor of pursuing excellence in sport
competition while at the same time still claiming positive character
development. It must be pointed out however, that one may excel in sports
or competition without necessarily possessing an admirable character.
Just look at the current headlines and you will invariably find some sports
figure who is in the spotlight for drugs, marital infidelity, or some other
immoral behavior.
Case in
point is the recently announced retirement of the U.S. Taekwondo Union's
president and the resignation of that organization’s treasurer amidst a U.S.
Olympic Committee's investigation of financial mismanagement and
misappropriation of money. In addition, recent headlines detail the
suspension of the International Olympic Committee’s Vice President, Kim
Un-yong, who is under investigation for suspicion of corruption and embezzling
funds from the World Taekwondo Federation, which he has been heading for three
decades, and from the World Taekwondo Headquarters, a Seoul-based institute
that issues taekwondo credentials, as well as accusations he took bribes and
kickbacks from former South Korean Olympic officials (Associated Press, 2003; Associated
Press, 2004; , New York Times, 2004; L.A. Times, 2004; MA Success, 2004).
As you can
see, although positive character development is possible in sport related
activities, it is not a prerequisite for advancement. "The fundamental
differences between the martial arts and competitive sports go right to the
marrow of what it means to be a martial artist" (Shim, 1991). It is
for these reasons previously mentioned that I have differentiated between
martial art and competitive sport. Don't misunderstand me, I have nothing
against martial sports or those who choose to train for and compete in
them. There are positive aspects in those activities, and in some cases,
participants in those sportive applications are tremendous athletes, but those
who choose to train for and compete in martial sports should not deceive
themselves into thinking they are practicing martial arts or The Martial
Way.
So what is
this Martial Way or budō? How does budō, "martial
way," differ from bujutsu, "martial arts?"
Moreover, how does pursuing this Martial Way differ from pursuing athletic
excellence in combative sports? First, we should understand that budō
developed from the technical basis of bujutsu, however the classical budō were
not designed to serve the warrior in combat. Whereas the bujutsu
emphasized form to be used in bringing about an effective combat result, the
budō stressed form to be used as a means for gaining an understanding of the
self and for gaining self-perfection. Training in budō thus, it was
believed, aimed at "higher values" than those of bujutsu (Draeger, 1973b).
"It
should be understood, however, that the budō were not created as forms of
social amusement or sport, or as methods for the display of pure aesthetic
artistry. They were intended to be austere disciplines that engage and
train the mind directly, in serving one's daily life through a process of
dedicated and protracted training. The classical budō are meant to be
experienced, serving as a pattern of behavior for life and self" (Draeger,
1973b).
Furthermore,
Hirokazu Kanazawa, in his book Kumite Kyōhan, states; "From the
viewpoint of karate as a competitive sport, the teaching method reaches its
goal when only five students among the fifty become good competitors.
This number succeeding in individual or team competition is sufficient to
establish the reputation of their Dōjō. However, from the point of view
that karate is a martial art, the method of teaching does not reach its goal
unless it achieves the physical and mental development of the entire class"
(1987).
What does
all this mean to you and how does it influence your decision as to which style
to choose? What you as a parent should realize is that mastery of the system
that your child practices is not the desired end in itself but only a vehicle
towards that end. The student must learn to "subdue the external
gratifications of rank, prestige, competitive victory, and ego in general for
the truer rewards of personal development" (Morgan, 1992). This is
the essence of budō, martial way. "The Martial Way is a discipline
devoted to the perfection of character. Outward displays of finery expose
an individual who needs external reinforcement to reassure him of his
self-worth. Even public displays of skill and prowess, when motivated by
the desire to impress others, demonstrate and intensify fundamental weaknesses
within. And therein lies the pitfall of tournament competition" (Morgan,
1992).
In his
book, Dewey and Eros: Wisdom and Desire in the Art of Teaching, Jim
Garrison states "Everyone passionately desires to possess what is good, or
at least what they perceive as good, and to live a life of ever-expanding
meaning and value. It is for the sake of the perceived good that
practitioners strive to perfect their practice. What they seek, however,
soon comes to possess them and eventually becomes the content of their
character" (1997). When one practices martial arts with the goal of
acquiring trophies, amassing tournament victories, or to boost one’s ego, then
their practice takes them down the path of self-gratification, and weakens, not
strengthens, their character.
"The
simple answer is there is much more to be gained from following The Martial Way
than technical proficiency and the external rewards of athletic success.
The Martial Way does not start and end at the door of the training hall.
This is what separates The Martial Way from other pursuits and makes it so
valuable. Where one may play a sport or have a hobby, one lives The Martial
Way" (Morgan, 1992). Now you should have a better understanding of
what a martial art is and is not. You should also understand that budō,
with its goal of personal development and self-perfection, requires time and
effort, but is a rewarding and valuable endeavor.
You should
now be able to determine what it is that you're looking for now that you
understand the differences between martial art, combative sport, and martial
theatre. In addition, now that you have seen some of the benefits of training
in the martial arts and the martial way you are ready to tackle the problem of
finding a martial arts school, but how do you go about choosing the right class
or school? What questions do you ask?
There are
many things to consider such as: location, class schedule or time, and
cost. Moreover, who is the instructor and what is his experience
level? What are the instructor's teaching qualifications? What is
the focal point or purpose of the school? What is taught and how is it
taught? Moreover, it is important to understand what the answers to each
of these questions mean and how they will help you make the right
decision. Let's take a closer look at some of these considerations,
explore how important each of them is in the context of choosing a martial arts
school, and determine what answers we should be looking for.
First,
let's talk about the questions whose answers should have the least impact on
your decision. One of the first questions most people will ask is
"Where is the school located?" or "Is this the closest
school?" Most people believe location to be one of the more
important considerations. However, location has no bearing on the quality
of the school or the quality of instruction. Thus, you should not base
your decision very heavily on where the school is located. Another consideration
that usually ranks high on a person's list is class times. Obviously, it
would be preferable if the school that you choose has class times that fit your
schedule but that may not always be possible. A third consideration that
should also have very little impact on your decision is cost. This is
because cost is not a good indicator of the quality of a school either.
As you will see through the rest of this article not all schools are the same.
There are differences in the type of instruction and in the quality of
instruction. Therefore, it will always be better to travel farther, pay
more, or rearrange your schedule in order to attend a high quality
school. A martial arts school can have a tremendous impact, good or bad,
on a child's physical, mental, and emotional well-being. If you have your
child's best interest at heart, minor inconveniences will not deter you from a
higher quality school.
So, how do
we determine whether the school you’re looking at is a high quality
school? There are many different types of training facilities and the
type of facility will most likely be closely associated with the type and style
of martial art or arts that are taught there. However, before we go
further, it must be noted that since this article is a guide to martial arts we
will continue to focus on that aspect and determine what kind of facility is
most appropriate for training in the martial arts and the martial way.
Therefore, we must first determine what kind of facility is most appropriate
for training in the martial arts or the martial way.
Many
different types of facilities or schools may come to mind. There are the
ultra-modern facilities with a weight room, sauna, etc. There are also
storefront schools that can be found in places like a strip mall. Sometimes
you may even find a small class in a local recreation center. However,
what we are looking for is a true dōjō. What is a dōjō you ask and how
does it differ from other schools? Fredrick Lovret in his book, The
Student Handbook, states "The Japanese word dōjō may be
literally translated as 'Way-Place'. It indicates a place where the
Martial Way is followed. Note the use of the term followed.
In a school you study the martial arts; in a dōjō you live the martial arts"
(Lovret, 1989d). As, you have already seen, there is a major difference
between these two philosophies.
Lovret
goes on to say, "A dōjō is much, much more than just a school. A
school is merely a place where the staff attempt to impart knowledge and
physical skills. A dōjō, however, is more a state of mind than a place"
(Lovret, 1989d). A traditional dōjō doesn't just teach; it makes a
concerted effort to create an entirely new and better person. "There is something about training in a
proper dōjō that brings out the best in a person. It doesn't just make
you do more than you thought you could do; it makes you do more than you ever
dreamed you could do. The dōjō, just by its existence, sets a standard, a
standard that forces everyone in it to strive for perfection" (Lovret, n.d.c).
So how do
we determine if the school is a true dōjō? Donn Draeger, in his book Classical
Budō, describes a dōjō this way: "The dōjō is austere, a humble place
of natural and quiet dignity. It may be a specially constructed, spacious
hall or simply a small but suitable indoor area. Always cleanliness and
order predominate" (Draeger, 1973b). He goes on to say, "It
follows that the dōjō must contain nothing ostentatious to distract the mind, for
not only would this run contrary to the element of spirituality in the dōjō,
but it is patent that no really serious training can be pursued in a training
area that contains all sorts of ornamentation" (Draeger, 1973b).
The next
consideration in finding a high quality school is by far the most important and
is usually the least researched when choosing a martial arts school. What
is the most important consideration you ask? The most important
consideration is 'finding a good and qualified instructor.' So how do you
determine if the instructor you’re looking at is a good instructor? I can
give you some guidelines to follow but in addition to the instructor's
qualifications, the instructor's personality and how he conducts the class
should also factor into your decision.
First,
let's talk about qualifications to look for. The first questions that you
need to ask are: "What is the rank of the instructor?", "How
long has he or she been training?", and "How long has he or she been
teaching?" Teaching and rank requirements may vary from organization
to organization, so in order to understand what answers we need to look
for let's look at the traditional standards set forth in Japan. In the
traditional Japanese martial arts, usually the minimum rank necessary to teach
is yondan (4th degree black belt). What is so special
about yondan? Well, in most schools, sandan (3rd
degree black belt) is the rank that separates junior yudansha (black
belt) from senior yudansha. This means that 1st and 2nd
degree black belts are considered junior black belt grades. And a junior
black belt is a student, not a teacher. Moreover, if you don’t have
enough discipline to stick with a legitimate school long enough to earn a
sandan or yondan, then you don’t have enough discipline to run a dōjō (Lovret, n.d.c)
(Lovret, 1980l).
Most
people, and many martial artists, however, believe that once you earn your
black belt you are capable of teaching. The confusion lies in the
misconception in the West that a black belt is an expert. Earning a
first-degree black belt, however, only means that a student has just begun to
learn. In Japan, a first-degree black belt is called a shodan,
which means first level. In a traditional school this indicates about
three years of training and it is at this time that a person is considered to
be a serious student. In addition, it is at the black belt level that the
student will have demonstrated proficiency in the shoden, or “beginning
teachings.”
The shoden
are one-third of a three-layer teaching structure found in a typical
ryu. This three layer system is composed of shoden, chūden, and hiden.
The shoden or “beginning teachings” is what a student is taught when he
first begins training. After he is capable of executing all of these
techniques properly, he is allowed to advance to the chūden or “middle
teachings.” A student can spend years or even decades mastering these
techniques before he is introduced to the hiden or “secret
teachings.” This is the source of a lot of confusion in the West.
Many students and instructors never really master the chūden let alone
reach the hiden level, if they are even aware of such a thing, and
therefore never learn all of teachings of their particular ryu (Lovret, 1987e).
And a teacher must have a thorough knowledge of the subject he teaches.
In fact
Sang H. Kim, in his book, Teaching Martial Arts, says, “A teacher must
be an expert in the subject he teaches. In the field of martial arts,
this expertise should be based on solid professional knowledge and experience
in the arts being taught" (Kim, 1997). This sentiment is echoed in
all teaching vocations. For example, Herbert Kohl in his book, On
Teaching, states "Teachers have to have some mastery of the subjects
they teach," (1986) and Gilbert Highet, in his book, The Art of
Teaching, states, "The first essential of good teaching, then,
is that the teacher must know the subject" (1950). This brings us to
a disturbing, yet common practice found in most modern martial arts
schools. This practice involves the adding of classes to the curriculum
based on current trends in order to make more profit.
In the
early to mid-eighties, ninjutsu, which was popularized by the fictional
movies from Hollywood, was the hottest trend in the martial arts. In the
late eighties and early nineties, it was Aikidō, which was popularized
through the movies that featured Steven Seagal. The early nineties also
saw the advent of the cardio kickboxing craze, which was popularized by
Billy Blanks with his introduction of Tae Bo©. The
tremendous popularity of Tae Bo© caused many schools to add
some form of cardio kickboxing to their curriculum in order to increase
profits. In the early to mid-nineties, Brazilian jūjutsu, which was
popularized by the no-holds barred competitions, became the hottest trend in
the martial arts, and as a result, many schools rushed to add grappling skills
to their curriculum. Today, there seems to be a rash of schools now
offering classes in swordsmanship due to the popularity of recent movies such
as The Last Samurai. In most cases, the instructors in these
schools take a short training course or seminar in order to add a class to
their curriculum and in other cases, information is borrowed from books or
videos. Unbelievably however, sometimes the classes and content is just
purely fabricated. This goes completely against the expertise required in
order to teach a subject, as mentioned earlier by Highet and others.
Moreover,
Highet gives an explanation of the qualities of a good teacher in the following
example: "If a girl chooses the career of teaching French in school,
she should not hope to commit the prescribed texts and grammars to memory and then
turn her mind to other things. She should dedicate part of her life to
the French language..... You may ask why this is necessary. There are two
answers to this. The first is that one cannot understand even the
rudiments of an important subject without knowing its higher levels -- at
least, not well enough to teach it. Every day the grossest and most
painful blunders are made not only by teachers but by journalists and radio
commentators and others who have the public ear, because they confidently state
a half-truth which they have read in an encyclopedia article, or because they
lay down as gospel a conjecture once uttered by an authority they
admired. And many teachers, trying to explain certain problems in their
own subject, fall into explanations suggested to them by a colleague or thrown
up by their own imagination, which are nevertheless totally wrong, and which an
extending knowledge of the field would have corrected long ago. …..no one
knows, no one can even guess how much knowledge a child will want and, if it is
presented to him in the right way, will digest. Therefore it is simply
useless to teach a child even the elements of a subject, without being prepared
to answer his questions about the upper ranges and the inner depths of the
subject" (1950).
The
preceding example also brings to light an important point that can be applied
to your potential instructor in the form of a question. Has your
potential instructor dedicated part of their life to the martial arts?
"This is a critical point too many junior yudansha fail to think
about. They rarely stop to consider the fact that a master instructor has
probably spent just as much time learning to teach his art as he did learning
to do it. "In the case of martial arts, teaching an art is much more
difficult than learning for one important reason. In most cases, the
student seldom realizes that learning can only take place when the correct
conditions are present. Students need to be prepared to learn before the
actual process of learning can take place" (Furuya, 1996). Basically,
you should have an absolute minimum of ten years of intensive training before
you should even attempt to start teaching without supervision" (Lovret,
n.d.c). This is a far cry from the shodan level. In addition,
"being a good fighter or martial arts practitioner does not automatically
mean you can be a good teacher. Without a certain degree of experience in
all areas of the martial arts, it is difficult to teach" (Kim, 1997).
Moreover,
as far as rank and credentials are concerned, do some research. You
should verify all claims of rank, training and teaching time as there is a
current trend to inflate one's rank and credentials, as well as outright
fabrication. Also, even though the instructor or school may belong to a
professional sounding organization, this doesn't mean very much. Most of
these organizations simply require a monthly fee to be a member and never check
the legitimacy of their members. Keep in mind, there is plenty of
fraudulent activity going on in the martial arts world and no one is being held
accountable for it, so if you don’t do the research, you could be scammed
fairly easily.
If your
potential school's instructor meets the time, rank, and experience requirements
then you need to look at a few other things. First, how old is he?
You may say that's unimportant, however, the age of the instructor makes a
difference in the quality of instruction and, maturity only comes with age if
it comes at all. An instructor needs to be mature in mind and body before
teaching and with maturity comes dignity. “And dignity is something you
need a lot of if you want to be a sensei (teacher)" (Lovret, n.d.c).
Moreover,
since it will take about 12 to 15 years to legitimately earn a yondan, the
instructor should be around thirty years of age before attempting to
teach. However, some people mistakenly believe just because they have
been training since they could walk, that all the years of training from age 4
to 14 or so, really count. What these people fail to realize is that
maturity of mind and body takes experience and time. "Sorry there
are no teenaged grandmasters, just as there are no dignified teenagers" (Lovret,
n.d.c). For example, if a person has graduated high school with 12 years
of education and they wished to become a teacher, they still would not be
qualified to teach. They would be required to take additional courses and
they would have to earn a minimum of a bachelor’s degree, but more likely they
would need a master’s degree. This means another 4 to 6 years of
education on top of the previous 12.
To summarize,
here is what Michael DePasquale Sr., a high-ranking instructor of the martial
arts has to say, "I personally believe that an instructor should be of at
least yondan rank (4th degree black belt). His age should be a minimum of
32 years. He should have at least 5 years of experience teaching classes
in a dōjō under the tutelage of a ranking master instructor" (1993d).
Does this
sound like your potential teacher? Before you make your decision,
however, here are some other questions that you will want to answer as
well: How does the instructor handle the class? Is he in
control? Do the students listen and appear respectful? Can you talk
to current students or parents of students and get references from them?
Has the instructor taught at other facilities and can you get references from
those facilities? Who is the instructor's teacher and what are his or her
qualifications? How long has the instructor's teacher been training and
how long has he or she been teaching? Are his or her credentials
legitimate? Can you get a positive reference from the instructor's teacher?
In addition
to the aforementioned items, here are some other things to consider. Are
all instructors certified in CPR, mouth-to-mouth resuscitation and basic first
aid? Do the instructors have a basic knowledge of how to treat
sports-related injuries? Although injuries in a good dōjō are rare, they
can occur and if not treated properly can be made worse in some cases. In
addition, if a school is teaching kids, then the instructors should have some
knowledge of child physiology and know what exercises are appropriate for
children and what exercises to avoid. Moreover, many schools today
emphasize fitness and state that they will help you improve your fitness
level. The martial arts are definitely a physical endeavor but if a
school emphasizes fitness, you should ask what qualifies them in the fitness
field. Training in the martial arts doesn't count. If they are
emphasizing fitness then the instructor should have some physical fitness
qualifications, either a degree in the physical fitness field or be certified
in the fitness industry from a respected organization.
Also, some
schools offer a form of cardio kickboxing, or some other like term. Does
the instructor of this class hold qualifications in not only the martial arts
field but also in the cardio/aerobic field as well? There are many things
that a person who runs a cardio type class needs to know, not only so the
participants gain a benefit but for their safety as well. The same holds
true for the modern martial sports trend emphasizing gymnastic skills. If
this is the type of school you're interested in then you should ask what are
the instructor's qualifications to teach such skills. Remember, just
because someone can perform a skill themselves doesn't automatically qualify
them to teach that skill.
In
conclusion, "the true way of Budō is to practice martial arts in such a
way that they will be useful at any time. To teach them in such a way
that they will be useful in all things" (Parulski, 1992a). The mark
of an excellent teacher is not their ability to perform; rather it is their
ability to get you to perform! It does not matter how many trophies have
been won or how perfectly an instructor may be able to execute his techniques.
If he cannot convey or transmit his knowledge to you, if he cannot
inspire you to learn by his mere presence, then you are not in the company of a
good teacher! The bottom line is you can train in the martial arts for
10, 15, or even 20 years but that doesn't mean you know how to teach martial
arts to others.
In most
martial art schools, the instructor is usually referred to as sensei.
Sensei is a Japanese word that is usually translated as ‘teacher.’
However, a sensei is much, much more than just a teacher. In fact,
there is nothing in the term sensei that suggests teaching.
Translated literally, sensei means, ‘born earlier,’ and as such denotes
wisdom. It is more correctly “a title of respect for someone who is
older and wiser (Lovret, 1993a). As such, a sensei won't just be teaching
people, he will be molding them, and his students won't merely be trying to
learn what he knows, they will be trying to become exactly like him. That is a
heavy responsibility (Lovret, n.d.c). And you must ask yourself, “Am I
willing to entrust my child's growth and development to my chosen instructor or
school? This decision should be carefully thought out and chosen with
care.
Take the
time to do some research and get the facts. Without good information, you
will inevitably make a bad decision. Draeger puts it this way, "Most
important to all who contemplate the study of a classical bujutsu is to obtain
instruction only from qualified and licensed instructors. Unfortunately,
there are also a number of people, both Japanese and non-Japanese, who claim to
be instructors in classical disciplines; armed with bogus credentials they
exploit the inability of the general public to identify competent and licensed
teaching authorities" (Draeger, 1973a).
As far as
your concerns about the dangers in learning martial arts, most of these
concerns stem from misconceptions and martial arts practitioners of poor
character. Just give serious thought to what Gichin Funakoshi, who is
considered the father of modern karate, has to say on the dangers of martial
arts, “The indiscriminate use of the art of karate would cause great public
concern and one cannot deny its potential dangers. However, it would be
regrettable that pursuit of this mysterious art, of which one can properly be
so proud, should be shunned simply because it is too dangerous. The
source of concern is largely based on the misconception arising from
instructors of poor character, who thoughtlessly place the emphasis of training
on the techniques rather than on the spiritual aspects of the dō, and
from the misbehavior and poor attitudes of karate students who are learning
this art solely as a technique of fighting” (1973).
You should
by now have enough information to understand better what the martial arts is
and is not. The Martial Arts and The Martial Way have a rich heritage and
they have a great deal to offer serious students in today's dangerous
world. Unfortunately, the true Martial Arts and The Martial Way have been
obscured or lost entirely in most martial arts schools in the desire for
economic, personal, or political benefit. Sadly, as a result, students in
most martial art schools today are only getting the surface features of a
deeply rooted tradition. It is my sincere hope that you now understand
what to look for in a training facility and what is required to be an effective
teacher of the martial arts in order that you may come to realize the
tremendous benefits that training in the martial arts can offer, not only for
your children but for you as well.
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from Kyoshin Dojo.org
