Musings on Japanese and Ryukyu Budo
|
Categories |
Categories |
Musings on Japanese and Ryukyu Budo
|
Categories |
Categories |
I often hear karate teachers talking about designing their curriculum however they often focus just on skills and knowledge. To truly develop a curriculum you should start with the learner and build form that base. Below I share some generic ideas to keep in mind that improves leaving. This is based on research found in the meta-studies of John Hattie. Just a sampling of what you should be considering if you really want to discuss and develop curriculum.
While Hattie's research primarily focuses on general teaching practices, the following principles can be adapted to the context of karate instruction: 1. Clarity of learning goals: Clearly define the learning objectives and outcomes for each level or belt rank in the karate curriculum. Students should know what they are expected to achieve and understand the purpose of their training. 2. Feedback and assessment: Provide regular and constructive feedback to students on their progress. Encourage self-assessment and peer feedback to promote growth and improvement. Utilize a variety of assessment methods to gauge student understanding and skill development. 3. Mastery-oriented approach: Foster a growth mindset and emphasize the importance of effort, practice, and persistence in mastering karate techniques and principles. Encourage students to set personal goals and track their progress over time. 4. Instructional strategies: Utilize evidence-based instructional strategies that have been proven effective in promoting learning. These may include explicit teaching, modeling, guided practice, and scaffolded instruction. Break down complex techniques into smaller, manageable components to facilitate learning. 5. Differentiation: Recognize that students have diverse learning needs and adapt instruction accordingly. Provide individualized support to students who require additional assistance or challenge. Differentiate instruction based on skill levels, learning styles, and student interests. 6. Classroom climate: Create a positive and inclusive classroom environment where students feel safe to take risks, ask questions, and contribute to the learning community. Encourage collaboration, respect, and support among students. 7. High expectations: Set high expectations for all students and believe in their potential to succeed. Communicate clear standards and provide opportunities for students to demonstrate their skills and knowledge. 8. Teacher-student relationships: Foster positive relationships with students based on trust, respect, and care. Get to know your students individually, understand their strengths and challenges, and tailor instruction to their needs. 9. Active student engagement: Promote active participation and engagement in karate training. Use interactive teaching strategies, encourage student discussions, and provide opportunities for hands-on practice and application of techniques. 10. Continual professional development: Engage in ongoing professional development to enhance teaching skills and stay updated with the latest research and best practices in karate instruction. Reflect on your teaching methods and seek feedback from peers and mentors. By integrating these principles into the formulation of a core curriculum for karate instruction, teachers can create an effective learning environment that maximizes student growth and achievement.
0 Comments
Recently I have been recommending this book to more people than usual. I thought I would provide a very short synopsis and encourage anyone with a passing interest in Japanese Budo to read this book. The title translates roughly to "The Mysterious Records of Immovable Wisdom". I utilise a chapter reference approach although to be more accurate the work is actually a series of three three-part treatise with some additional works in between these.
The Mysterious Record of Immovable Wisdom is divided into the following sections:
Chapter 1: Introduction The introduction provides a historical context for "The Unfettered Mind" by Takuan Soho, focusing on his teachings and their relevance to Japanese budo, the martial arts tradition. It highlights Takuan's background as a Zen master and his interactions with Yagyu Munenori, a renowned swordsman. This chapter establishes the connection between Zen philosophy and the practice of Japanese budo, emphasising the significance of cultivating a clear and focused mind in martial arts. Chapter 2: The Mysterious Record of Immovable Wisdom In this chapter, Takuan delves into the concept of immovable wisdom, analysing its implications for practitioners of Japanese budo. He explores the process of cultivating a steadfast and clear mind, which is of paramount importance in martial arts. Immovable wisdom allows martial artists to maintain composure, make wise decisions, and act with precision during combat situations, enhancing their effectiveness in the pursuit of budo. Chapter 3: The Sword That Kills and the Sword That Gives Life This chapter delves into the philosophical underpinnings of the sword in the context of Japanese budo. Takuan expounds upon the distinction between the sword that kills and the sword that gives life, shedding light on the ethical dimensions of martial arts practice. It underscores that budo is not solely focused on aggression or defeating opponents, but rather on the responsibility of protecting life and maintaining harmony within the martial arts community. Chapter 4: The Mind That Is No Mind The concept of "no mind" or "empty mind" discussed by Takuan is examined in relation to its application within the realm of Japanese budo. Takuan elucidates that a mind unburdened by attachment, distraction, and preconceptions is crucial for martial artists. This state of mind enables practitioners to respond spontaneously and intuitively, adapting swiftly to the dynamic nature of combat situations, and optimising their proficiency in budo. Chapter 5: The Water-Scroll Paintings The metaphor of water-scroll paintings is utilised by Takuan to illustrate the impermanence of life, resonating profoundly within the realm of Japanese budo. Similar to the ever-changing images in the scroll paintings, martial artists must embrace the fluidity and transience of combat. This chapter underscores the significance of adaptability, flow, and the ability to respond adeptly to the unpredictable nature of martial arts encounters. Chapter 6: The Zen Path of Enlightenment This chapter explores the Zen path of enlightenment and its connection to the practice of Japanese budo. Takuan emphasises the crucial role of self-discipline, unwavering commitment to practice, and the pursuit of self-improvement within the context of martial arts. These teachings align with the fundamental principles of budo, which underscore the cultivation of discipline, respect, and personal growth through dedicated training. Chapter 7: Abandoning the Familiar Chapter 7 delves into the teachings that urge martial artists to relinquish familiar patterns and embrace the unfamiliar, critically applicable within Japanese budo. Martial arts training often necessitates breaking free from comfort zones, challenging limitations, and exploring new techniques or strategies. By releasing attachment to the familiar, martial artists can expand their repertoire of skills, develop innovative approaches to combat, and nurture their personal evolution within the martial arts discipline. Chapter 8: The Body Moves, Mind Moves This chapter places emphasis on the inherent interconnectedness of the mind and body, which constitutes a cornerstone of Japanese budo philosophy. Takuan highlights the profound significance of physical and mental discipline, employing the context of martial arts to underscore the criticality of a focused mind in conjunction with precise physical movements. Martial artists strive to harmonise their mind and body, attaining optimal performance and effectiveness through synchronised action. Chapter 9: The Mind Neither Stops Nor Wanders Chapter 9 delves into the issue of the wandering mind and its impact on the practice of Japanese budo. Takuan underscores the imperative of cultivating a mind that remains fully engaged and present in each moment. In budo, distractions and wandering thoughts can impede concentration and reaction time. By cultivating mindfulness and unwavering focus, practitioners can enhance their awareness, clarity, and responsiveness in combat scenarios. Chapter 10: Extinguishing the Inner Fire The final chapter examines the concept of extinguishing the inner fire, which corresponds to desires and attachments that can consume the martial artist's mind. Within the realm of Japanese budo, practitioners strive to cultivate a mindset free from ego, anger, and personal desires. By relinquishing these attachments, martial artists can attain a state of inner peace and clarity, facilitating skilful and virtuous action within the martial arts domain. These revised chapter summaries provide a comprehensive exploration of how each chapter in "The Unfettered Mind" by Takuan Soho relates specifically to Japanese budo, elucidating the concepts of mindset, discipline, adaptability, presence, and personal growth inherent within this martial arts tradition. to edit. The myth that Christopher Columbus believed in a flat Earth is a widespread fallacy. It erroneously suggests that during Columbus's era, people held the belief that the Earth was a flat, disc-like structure, and Columbus embarked on his journey to disprove this notion by sailing westward, ultimately discovering the Americas. However, this representation is misleading and misrepresents the knowledge and beliefs of the time.
During the 15th century, when Columbus lived, the idea of a flat Earth had already been widely discredited among the educated elite, including scholars and navigators. The notion of a spherical Earth had been firmly established since ancient times by esteemed Greek philosophers like Pythagoras, and it was subsequently affirmed by notable scholars such as Aristotle and Eratosthenes. The concept of a spherical Earth continued to prevail throughout the Middle Ages and enjoyed widespread acceptance among European intellectuals. Columbus himself was well aware of the Earth's spherical shape and had studied various authoritative sources, including classical texts, medieval maps, and contemporary navigational techniques. He made calculations of the Earth's circumference, albeit with a significant underestimation of its actual value. This miscalculation led him to believe that a westward voyage from Europe to Asia would be a viable and shorter alternative to the traditional eastward route. Nonetheless, the challenges Columbus encountered in securing sponsorship for his expedition were not due to his belief in a flat Earth. Rather, his proposal was met with skepticism because the estimated distance required to reach Asia via a westward voyage far exceeded his initial projections. Most experts correctly surmised that such a journey would be unfeasible given the limited resources available at the time. The myth of Columbus and the flat Earth gained prominence in the 19th century, fueled by fictional narratives and popular literature. It was employed as a metaphorical tool to illustrate the progress of human knowledge and to depict Columbus as a heroic figure challenging the prevailing ignorance of his era. However, this portrayal is historically inaccurate and fails to acknowledge the widespread understanding of a spherical Earth among educated individuals during Columbus's time. Among my acquaintances who work in both private and state schools, I am frequently asked about the benefits of attending an international school for students. In response, I usually say, "That depends." The term "international school" is a broad one encompassing various types of schools. With my own children having graduated from international schools and having worked in them for over 20 years, I can share some observations below. Not all schools fulfill all these criteria, but for those contemplating a switch, this information may aid decision-making.
International schools are widely acknowledged for providing a higher quality of education compared to regular state schools. Extensive evidence supports this claim and demonstrates that international schools offer enhanced educational opportunities. Here, we present several key points that underpin the evidence for the superior quality of education provided by international schools. 1. Curriculum: International schools generally adopt internationally recognized curricula, such as the International Baccalaureate (IB) or Cambridge curriculum. These curricula are renowned for their rigorous academic standards and focus on critical thinking, creativity, and holistic development. They offer students a comprehensive education that extends beyond rote learning, emphasizing the acquisition of skills applicable in real-world contexts. 2. Qualified Teachers: International schools attract highly qualified teachers who possess expertise in their respective subjects and often have international teaching experience. These teachers are meticulously selected based on stringent criteria and undergo continuous professional development to stay abreast of current educational practices. Their expertise and commitment contribute to a high standard of teaching and learning. 3. Smaller Class Sizes: International schools tend to maintain smaller class sizes compared to state schools. This smaller teacher-student ratio allows for more individualized attention and personalized instruction, enabling teachers to address the specific needs and strengths of each student. Smaller class sizes also promote increased student engagement and participation, fostering a conducive learning environment. 4. Multicultural Environment: International schools attract a diverse student body from various cultural backgrounds. This multicultural environment fosters open-mindedness, tolerance, and global awareness among students. It provides a unique opportunity for cross-cultural interactions, promoting a deeper understanding of different perspectives, languages, and traditions. This exposure to diverse cultures enhances students' social and interpersonal skills, preparing them for a globalized world. In my opinion, this is the most significant benefit. When executed effectively, international schools strive to nurture global citizens, which distinguishes them from schools (both state and private) primarily focused on cultivating local citizens. However, it is important to be cautious, as not all international schools excel in this area; some may merely be replicas of state schools in an international setting. 5. Language Acquisition: Many international schools offer bilingual or multilingual education, providing students with the opportunity to become proficient in multiple languages. Immersion in a language-rich environment and dedicated language programs contribute to students' language acquisition skills. Proficiency in multiple languages not only enhances employability in today's global job market but also promotes cognitive development and cultural appreciation. 6. Modern Facilities and Resources: International schools often invest in state-of-the-art facilities, libraries, laboratories, and technology resources to support effective teaching and learning. They provide students with access to updated educational materials, technological tools, and resources that enhance the learning experience. This emphasis on modern infrastructure ensures students receive a high-quality education in a conducive environment. This is perhaps the area where the greatest disparity lies among international schools, particularly in the past decade with the entry of large corporations into the international education sector. 7. Global Networking and Opportunities: International schools frequently establish well-established networks and connections with other international schools, universities, and organizations worldwide. This creates a range of opportunities for students, including international exchange programs, internships, and collaborative projects. Such experiences provide students with a broader perspective, cultural competence, and the ability to work effectively in diverse settings. 8. College and Career Guidance : International schools typically offer comprehensive college and career guidance services. They provide personalized counseling, assistance with university applications, and access to college fairs and workshops. International schools often boast a successful track record of students gaining admission to prestigious universities worldwide, further validating the quality of education they provide. 9. Safety: Based on my experience, international schools tend to have fewer issues with alcohol, drugs, and violence compared to state schools. Most students attend with a primary focus on learning and achieving academic success. In conclusion, based on my personal experience, international schools offer a high-quality education compared to regular state schools. Rigorous curricula, qualified teachers, smaller class sizes, multicultural environments, language acquisition opportunities, modern facilities, global networking, comprehensive college and career guidance, and a safer environment collectively contribute to a unique and valuable learning experience. The Life-Giving Sword" is a profound work written by Yagyu Munenori (1571-1646), a renowned samurai and strategist of the Edo period in Japan. Published in the early 17th century, the book offers deep insights into the art of swordsmanship and presents a comprehensive philosophy of life and combat. Munenori was a chief instructor to two successive shoguns, Tokugawa Ieyasu and his son, Tokugawa Hidetada, which lends further credibility to his expertise. The book is divided into several sections, each presenting valuable wisdom on various aspects of the martial arts and their applications. Munenori explores the fundamental principles of combat, emphasising the importance of a calm and focused mind, understanding one's opponent, and cultivating self-discipline. He delves into concepts such as timing, distance, and body positioning, elucidating how mastery of these elements can lead to victory. Munenori goes beyond the physical aspects of swordsmanship and delves into the psychological and spiritual dimensions. He stresses the importance of maintaining a balanced mindset, integrating both the fierce and compassionate aspects of one's nature. The practitioner must learn to control their emotions and maintain a clear perspective in order to make effective decisions in combat and life. One of the central themes in "The Life-Giving Sword" is the idea of kenzen ichinyo, the unity of sword and Zen. Munenori emphasises the need for a swordsman to cultivate a deep spiritual understanding and to seek enlightenment through their practice. The sword becomes an extension of the self, and the act of combat transforms into a form of meditation. By merging the physical and spiritual realms, the practitioner achieves a state of harmonious existence. Relevance to the Modern Era: Despite being written centuries ago, "The Life-Giving Sword" remains relevant to the modern era for several reasons: 1. Mindset and Emotional Control: The book's teachings on maintaining a calm and focused mind are applicable in today's fast-paced and stressful world. Whether in sports, business, or personal relationships, the ability to control emotions and make clear decisions is crucial. 2. Leadership and Strategy: Munenori's insights into strategy and understanding one's opponent have wider applications beyond martial arts. His teachings on adaptability, assessing strengths and weaknesses, and effective decision-making resonate with modern leaders and strategists. 3. Personal Development: The book's emphasis on self-discipline, self-reflection, and self-improvement provides valuable guidance for individuals seeking personal growth and mastery in any domain. The principles of continuous learning and honing one's skills are universally relevant. 4. Integration of Mind, Body, and Spirit: In an age where people strive for holistic well-being, Munenori's teachings on the integration of mind, body, and spirit hold immense value. The pursuit of mindfulness, balance, and spiritual growth is a timeless aspiration for individuals seeking a meaningful and purposeful life. 5. Ethical Considerations: Munenori's emphasis on compassion, ethical behaviour, and responsible use of power remains pertinent in a world grappling with issues of morality and ethics. The book prompts reflection on the ethical dimensions of one's actions and encourages the cultivation of virtues such as humility and integrity. For me, "The Life-Giving Sword" stands as a timeless guide to mastery, extending its wisdom far beyond the realm of swordsmanship. Its teachings on mindset, strategy, personal development, integration of mind, body, and spirit, and ethical considerations resonate with individuals in various walks of life. As long as the pursuit of excellence, self-mastery, and personal growth remain fundamental to edit. |
James M. HatchInternational Educator who happens to be passionate about Chito Ryu Karate. Born in Ireland, educated in Canada, matured in Japan Archives
May 2024
Categories
All
|