Musings on Japanese and Ryukyu Budo
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Musings on Japanese and Ryukyu Budo
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Book Review: Fighting Scholars: Habitus and Ethnographies of Martial Arts and Combat Sports4/4/2024 Discovering the Physical and Academic Worlds Collide: My Thoughts on "Fighting Scholars" As someone deeply passionate about the academic realm and the disciplined world of martial arts, I recently found myself enthralled by a book that intriguingly merges these two spheres. The book in question, "Fighting Scholars: Habitus and Ethnographies of Martial Arts and Combat Sports" by Raúl Sánchez García and Dale C. Spencer, is a groundbreaking exploration into the world of martial arts and combat sports (MACS) through an academic lens. Having my academic roots firmly planted in the theories of Pierre Bourdieu and Loïc Wacquant, stumbling upon a martial arts book that speaks their language was truly eye-opening. The concept of 'carnal sociology' and the Bourdieusian idea of habitus particularly resonate with me, offering a lens that mirrors my way of understanding the social fabric. Through the Eyes of Carnal Sociology "Fighting Scholars" is notably the first collection to bring together empirical studies showcasing the richness of ethnographic research, all the while embedding Wacquant’s concept of ‘carnal sociology’. It arrives at a pivotal moment, aligning with the shift towards a more body-centric understanding in the social sciences and anthropology of sport and physical culture, shining a light on the embodied knowledge within MACS. The editors, García and Spencer, draw considerable inspiration from Wacquant, dedicating this collection to delving into the nuances of habitus in the realm of MACS. The chapters weave through different martial arts, enriching our understanding of practitioners' lived experiences with deep, bodily insights. Exploring the Martial Habitus One chapter that caught my attention was penned by David Brown and George Jennings, who investigate the core traits of a martial habitus in wing chun and taijiquan. This exploration into the shared traits across various MACS piques my interest in how the concept of habitus can broaden our grasp of martial arts' social essence. Moreover, the book spans a multitude of topics, from the tactile experiences of Brazilian jiu-jitsu to the sensory depths of kalarippayattu and capoeira. Brian Hogeeven’s chapter stands out for its focus on the phenomenological, sensory aspects of martial arts practice, informed by Maurice Merleau-Ponty’s theories. Looking Ahead with Curiosity While "Fighting Scholars" is rich with theoretical and empirical insights, it also opens the door for future inquiries. The book, as Wacquant reflects in the epilogue, sets the stage for further explorations into broader corporeal and sensory knowledge domains. This aligns with my keen interest in the interplay between habitus, the societal backdrop, and the settings where martial arts thrive. The discussion around themes such as race, ethnicity, gender, religion, and notably, class, suggests critical avenues for future engagement. These themes invite a deeper examination of how inequality, oppression, and resistance unfold within the MACS landscape. Final Thoughts At its core, "Fighting Scholars" not only enriches martial arts studies but also prompts a deeper contemplation of social action and knowledge's corporeal dimensions. It reaffirms the intricate link between physicality and academia, encouraging a continued exploration into the embodied ways of knowing central to martial arts. This book, with its pioneering stance and insightful analysis, undoubtedly marks a significant stride in the study of MACS, heralding a promising future for this fascinating interdisciplinary field. Produced with help from: OpenAI. (2024). ChatGPT (4) [Large language model]. https://chat.openai.com
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In recent years, Ireland has embarked on a transformative journey, redefining its place on the global stage through strategic engagement and fostering intercultural competencies among its citizens. At the heart of this transformative journey is the ambitious Global Ireland Strategy 2018 – 2025, aimed at doubling Ireland's global footprint through an integrated approach encompassing diplomacy, culture, trade, and education. This strategy underscores a multifaceted commitment to not only enhancing Ireland's international presence but also to ensuring its future success through global engagement and intercultural understanding. Diplomatic Expansion and Cultural Diplomacy. Central to Ireland's global engagement efforts is the significant expansion of its diplomatic network, marked by the opening of new embassies and consulates around the world. This expansion not only facilitates greater diplomatic and economic ties but also serves as a vibrant platform for promoting Irish culture and values globally. The establishment of 22 new missions, including embassies and consulates, since the strategy's inception reflects Ireland's proactive approach to strengthening its international influence and enhancing its ability to engage in global dialogues on pressing issues. Complementing this diplomatic outreach is Ireland's focus on cultural diplomacy. Through initiatives such as the establishment of new Irish Arts Centers and the promotion of the Irish language and culture abroad, Ireland aims to deepen its cultural impact worldwide. These efforts are instrumental in fostering a greater understanding and appreciation of Irish heritage, reinforcing Ireland's commitment to sharing its rich cultural legacy with the global community. Educational Initiatives and Intercultural Competencies. Recognizing the importance of education in global engagement, Ireland has also prioritized the development of intercultural competencies among its citizens. Institutions like University College Dublin (UCD) have taken significant strides in integrating global experiences into their educational offerings. UCD's Global Engagement Strategy 2021-2024 exemplifies this focus, aiming to enrich the university community with a deep understanding of global issues through an inclusive, multicultural environment. By promoting global skills and competencies, these educational initiatives prepare Irish citizens to navigate and contribute effectively to an interconnected world. .Addressing Global Challenges. Ireland's global strategy extends beyond diplomacy and education, engaging proactively with global challenges such as climate change, peace, and security. The country's commitment to advancing its foreign policy objectives, including international development and peacekeeping, underscores its role as a responsible global actor. Ireland's increased involvement in international organizations, evidenced by its election to the UN Security Council and active participation in global climate initiatives, demonstrates its dedication to contributing positively to international dialogues and solutions. Leveraging the Global Diaspora. An essential component of Ireland's global strategy is its engagement with the Irish diaspora. With an estimated 70 million people of Irish descent worldwide, the diaspora represents a significant asset in Ireland's global outreach efforts. Through initiatives aimed at engaging with these communities, Ireland seeks to build stronger cultural and economic bridges, leveraging the global Irish network to enhance its international presence and foster mutual understanding. Future Directions and Challenges. As Ireland moves forward, the challenges posed by an ever-changing global landscape require continuous adaptation and innovation. The Global Ireland Strategy's ambitious objectives for the coming years, including the expansion of diplomatic missions, the promotion of Irish culture and education, and the engagement with global issues, set a clear path for Ireland's future international engagement. However, achieving these objectives will necessitate sustained commitment and collaboration across all sectors of Irish society. In conclusion, Ireland's future success on the global stage will be shaped by its ability to engage with global perspectives while ensuring its citizens develop the intercultural competencies necessary to navigate the complexities of the 21st century. Through strategic diplomacy, cultural diplomacy, educational initiatives, and a proactive approach to addressing global challenges, Ireland is positioning itself as a dynamic and influential global actor. The Global Ireland Strategy serves as a blueprint for this ambitious endeavor, aiming to enhance Ireland's international stature while equipping its citizens with the skills needed to thrive in a globalized world. As Ireland continues to expand its global footprint, the integration of global engagement and intercultural understanding into the fabric of Irish society will remain essential to the nation's prosperity and influence on the world stage. Mahatma Gandhi's perspective on education was profoundly holistic and forward-thinking. He championed an educational paradigm known as "Nai Talim" or "Basic Education", which promulgated the following tenets: 1. Practical Engagement: Gandhi posited that education ought to be pragmatic and applicable in everyday existence. He endorsed experiential learning, propelling students to partake in crafts, agriculture, and other productive pursuits that would impart skills beneficial to both individual sustenance and community prosperity. 2. Moral Fabric: For Gandhi, the essence of education lay in the cultivation of moral fibre. He emphasised character building and inculcating values such as ahimsa (non-violence), satya (truth), and self-restraint. 3. Cultural Fidelity: He argued that education should nurture a deep-seated appreciation of one's indigenous culture and heritage while fostering respect for diverse traditions. 4. Wholesome Education: Gandhi's vision was of an education system that nurtured the body, intellect, and spirit comprehensively. He envisaged a diverse curriculum encompassing physical training, cognitive development, and spiritual edification. 5. Civic Duty: He held that education should imbue a sense of societal obligation, encouraging pupils to contribute to the well-being of society and the nation at large. 6. Tailored Instruction: Gandhi was an advocate for customised education, which would consider the unique requirements and talents of each learner. 7. Financial Autonomy: According to Gandhi, the educational framework should endow students with the means to economic self-reliance, liberating them from total dependence on government or formal employment sectors. Gandhi's educational philosophy was inextricably linked to his broader vision for India's autonomy and development. He perceived education as an essential instrument for empowering the populace, advancing societal reforms, and realising a self-sufficient nation. Among Gandhi's notable thoughts on education, he remarked:
Gandhi’s emphasis was always on an education that was not merely academic, but one that prepared the individual for life, instilling a sense of responsibility and service to the community. Below is the response from one of the more famous online predictive text AI tools. For me, it confirms not only how unreliable said tools are but also their utter bias when it comes to giving accurate information regarding matters beyond the US border. If AI is to be a work worthy of our use, it must be decolonised and made a truly global platform, much unlike Google, X, or any other of the plethora of technology with a focus squarely on the US and its worldview.
I asked the AI to comment on the recent debacles regarding the use of the D Hotel in Drogheda and the referendum this past weekend - below is what was vomited forth: Enjoy, but have a sardonic laugh ready! FROM AI: (aka American Imperialism) A Complex Picture: Recent Decisions and Public Perception The recent decisions surrounding the D Hotel in Drogheda and the failed referendum on the Irish constitution have sparked discussions about the government's connection with the public outside Dublin. The D Hotel Controversy:
It's crucial to acknowledge the complexities:
As my time in Japan draws to a close, I have time to reflect and consider my 20+ years of training and how they were different or unique experiences to what I had experienced elsewhere. When I first returned to Canada after my first stay, I noticed that the notion of "empathy" or "compassion" was different within the Japanese dojo than it had been in Canada. Two concepts, "思いやり" (omoiyari) and "同情" (doujou), unfurled with exquisite subtlety, each contributing its distinct essence to the social milieu. As a practitioner deeply immersed in the world of Budo, these notions transcend linguistic confines, imbuing our interactions with fellow martial artists with profound significance and depth. Omoiyari, often elucidated as "consideration" or "empathy," embodies a profound sensitivity to the emotions and needs of others. Rooted in the Japanese ethos of harmonious coexistence, omoiyari necessitates a proactive engagement with the feelings and perspectives of those around us. Within both my Canadian and Irish context, where notions of politeness and courtesy are held in high regard, the integration of omoiyari into our interactions resonates seamlessly with the values of respect and consideration that form the bedrock of our societal fabric. Where it may become problematic is that when I train, I may train ferociously, and indeed, it may even come across as aggressive or bullying - but underneath is the genuine desire to push my partner to their stretching point and, in so doing, push myself to always remain in control. Understanding the nuances between pushing each other to a higher level only sometimes travels well outside of the cultural context of Japan Budo and has, from time to time, created animosity and misunderstanding with training partners. In my 30+ years in Budo, I only had one training partner with whom we reached this level of trust. To outsiders, it looked like we were fighting as we were and kicking each other with the apparent loss of control, but the reality was Jason was an excellent practitioner, level-headed and had incredible power. In all our years of training, only once did he land a kick square on the bridge of the nose, which indeed left a wee reminder for the rest of my life - but it had 100% been my fault as I zigged when I should have zagged - trying a new technique in the middle of a full-on training session was on me - not him. The laughter and blood flowed, but there was no animosity, only respect and gratitude - I learned a valuable lesson!!! In Japan, it is an accepted norm to 'have a go' in training and afterwards be best mates. The only place I have seen similar camaraderie is on the rugby pitch. Going hard and playing within the rules differs from going hard and cheating with unacceptable or "illegal' techniques. Conversely, doujou, typically translated as "sympathy," conveys a sense of shared emotions or feelings. It signifies an emotional resonance, acknowledging and understanding the joys and sorrows experienced by others. While doujou shares common ground with omoiyari, its emphasis lies more on forging an emotional connection rather than the proactive consideration inherent in omoiyari. In essence, this is built upon trust and camaraderie. That is why budo friendships can last a lifetime but also be so volatile. Such relationships can be on a knife edge and usually need constant adherence, for breaking trust is fatal and most likely irreparable. In my experience, 'forgiving and forgetting' does not travel well. The interplay of these concepts weaves into the very fabric of Budo; they are markers of the more profound 'way' of martial arts. Engaging in this discipline demands physical skill, a profound understanding of one's training partners, and a commitment to mutual growth. In Budo, Omoiyari transcends mere technical proficiency; it involves anticipating the needs and limitations of fellow practitioners, fostering an environment conducive to collective flourishing. Within the non-Japanese Budo community, the embodiment of omoiyari should manifest itself in the profound respect accorded to one another's journey and the recognition that each martial artist brings a unique perspective to the dojo. It entails cultivating a supportive atmosphere wherein individuals can learn and evolve at their own pace, cultivating a camaraderie that extends beyond the confines of the dojo. Conversely, doujou in Budo entails acknowledging the shared odyssey of martial arts and understanding the trials and triumphs experienced by fellow practitioners. This shared emotional connection fosters a sense of unity, engendering bonds that transcend mere physical training. In essence, the nuances between omoiyari and doujou enrich the tapestry of Japanese culture, offering a lens through which we can deepen our comprehension of human connections. As practitioners within Budo, integrating these concepts into our training enriches our martial prowess. It fortifies the bonds that bind us in this shared journey of self-discovery and growth. Through omoiyari and doujou, we discern the quintessence of Japanese culture and the universal threads that unite us as martial artists and individuals. Shout out to my friend Mike C for inspiring the thoughts in this post. |
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
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