Situational Unawareness

“In my opinion, the single most important factor in preventing an armed or unarmed conflict is the combative mindset. Winning a gun fight, or any fight, is 10% technique and 90% attitude.” Dave Spaulding

“Target fixation is a well-established phenomenon experienced to one degree or another by anyone who is taken by surprise and faces harm.” Walt Rauch

I spent the most condensed period of time training with Mike Stradley. He was sixteen years old when we met. Because of the circumstances and timing, we were able to spend a lot of time together. When we would go to the gym we would do a threat assessment and when we went to a restaurant we would do a threat assessment. Eventually, he learned to quickly and easily do a threat assessment, entry and exit strategy and to not indicate a startle response.

It may have been that the Vietnam experience was still fresh in my mind or that since I was working with various police agencies I thought it was prudent to continue to keep up with my training. In any case, I think that my Vietnam experience solidified the belief that being vigilant does not mean being paranoid. In seminars I called this training “Functional Paranoia”.

Target fixation has long been known as a problem, especially when dealing with multiple situations. “Tunnel vision” or “over focus” is often demonstrated by how a student punches at the last spot he saw. Tactical instructors will tell students “It’s the threat you don’t see that will kill you”.

Martial arts instructors need to spend time discussing with their senior belts various drills that help students practice awareness and perception. There are some theories that indicate that with all the technology, people focus on their hand held gadgets and tune out the rest of the world.

“The constant use of portable electronic media devices presents a whole other set of problems. One glaring “good” example of being non-aware is while texting or checking email was included in a recent survey that reported many mobile device users at clearly marked and controlled traffic intersections walked blissfully into on-coming traffic.” Walt Rauch

The man that taught Mrs. G. to shoot competitive Sporting Clays has several suggestions on how to improve perceptual ability. As cars go by gain details of the car, then the passenger, then the license plate information and then finally concentrate on the screws that hold the metal plate to the car and notice whether the screws are lined up or not. Do this of course as a passenger, not as a driver.

As part of our self-defense program we provide a basic I.D. sheet for students to practice their perceptual skills. Culturally we are consistently encouraged to not expand our use of our perceptual skills. Employers often reward employees for their ability to tune out their environment. “For many, the ability to block out such distractions is directly proportionate to their productivity. In effect, they are experiencing situational unawareness.” Walt Rauch

There are many ways to improve your perceptual skills. When you walk into a new space take a second to see and then test yourself on how much you can remember. It is a fact that eye witnesses to a crime identify the bad guys as two inches and twenty pounds heavier than they actually are. Practice observing individuals and study details about them. This is good training.

Mr. Kim always checked exits as well as alternative escape routes where ever we stayed. It is imperative to get out of the habit of “tunneling”. To relearning skills that you initially possessed is not an easy task. Like any other practice, it takes time and patience.

Many of my former students who have taken their training seriously have significantly improved on my techniques and ability. That is as it should be. It is the teacher’s responsibility to provide what resources are available to aid the student to surpass his or her instructor.

I am pleased and encouraged how Pacific Rim students have taken their knowledge and improved on it. Officer Mike Stradley epitomizes the accomplishments of these students. As a training officer he passes on his understanding of his training and how it applies to police work. Others have taken their training and applied it to a variety of career positions. They have actually combined their perceptive and communicative skills to become successful in the area of their chosen field.

“The safety of you, your family and possibly the general public should be your primary concern. But, you also need the right mindset. It begins with understanding trouble can arrive anytime, anyplace.” Dave Spaulding

Ju Yoku Go Wo Seisu

“Strength can be overcome with flexibility.”

The fever from the results of the NFL playoffs is still in the air. While a person may not be a football fan, it is hard to not feel a sense of excitement, patriotism and pride that for at least a few hours, people can be focused and feel a sense of group pride. With the playing of the national anthem, the pledge of allegiance, and the fly-overs by the military makes it is impossible for a person not to feel pride in America. The games symbolize much more than mere competition.

Many may feel a sense of nostalgia for the times when they also were on the field, or on the mat, preparing for their chance to compete and test their skill and courage. Competition is a chance to be rewarded for all those challenges in training. Often those who experience their first tournament are overwhelmed with the mixed emotions of anxiety and excitement. While the body registers these emotions physically in a similar manner a person’s brain provides conflicting messages. In recent times, because of these conflicting emotions, there has been controversy concerning the value of competition. In fact, the value and beauty of competition has been lost with the current “win at all cost” mentality. Winning without honor and respect is not winning. It is difficult to point to any single sociological factor that has led to this trend.

Almost every news show has a story about parents fighting at their child’s soccer game, parents fighting with referees or sports figures having fights with each other. There was even a story of professional basketball players going into the stands and assaulting a spectator.

“Jujitsu’s main purpose was to put down and defeat by power, Judo is about changing techniques” Okano

Pacific Rim students have competed in a variety of venues. Many have been Junior High, Senior High or college athletes. The instructors at Pacific Rim feel that it is important for students to be involved in a variety of competitive experiences.

Victory or Defeat 

It is not the critic, who counts, not the man who points out how the strong man stumbled or the doer of deeds could have done better. The credit belongs to the man who is actually in the arena whose face is marred by sweat, dust and blood; who errs and comes short again and again; who knows the great enthusiasm, the great devotion and spends himself in worthy causes; who at best, knows in the end the triumph of high achievement and who at the worst if he fails, at least fails while daring greatly, so that this place shall never be with those cold and timid souls who know neither victory or defeat.” Theodore Roosevelt

Years ago, competing in open Karate and Taekwondo tournaments was fun. However, these tournaments have become more about winning at any cost by most of the competing schools and less about skill and sportsmanship. There are many reasons for this. Sociologists believe that the current trend toward “bad manners” among the populace has to do with an overall feeling of powerlessness. Unemployment, the escalating cost of living, politics and court systems that consistently make decisions that disregard the will of the majority are major contributors to this feeling. A general angst that no one is listening and that no one in political power cares contribute to anger and bad manners. A constant media bombardment of class envy attacking the wealthy hardworking high achievers is in vogue and is a major contributor to jealousy and anger.

The social phenomenon expounding on the have and have not’s contributes to a negative mentality expectation of instant gratification and entitlement. Students do not believe they need to train long enough to truly understand the essence of their sport. That they know more than their coaches or that they deserve to be leaders without “earning” it results in poor behavior and sloppy technique. This attitude has become very apparent in Karate and Taekwondo competition. In the past instructors encouraged students to compete in open karate and Taekwondo tournaments , but because of the poor sportsmanship and unethical refereeing, Pacific Rim students are now discouraged from competing in these tournaments.

Another reason for the deterioration of karate and Taekwondo tournaments is the fact that students prematurely leave established systems with a senior instructor and form their own group. The result is that these misguided individuals attend Karate tournaments to show everyone how tough they are and not what skills they have learned.

Contrast this with Judo tournaments that are well run, well refereed and well regulated. Professor Kano, the founder of Judo, was not fond of the idea of competition. He felt that the best way for Japan to become a peaceful country was through understanding and training in kata. Being a realist, he also knew that in order to promote his belief that Judo benefited mankind; competition had to be part of Judo. He believed that Judo should not only be a learning and a life altering experience, it should also be fun. During that time fun was not a major aspect of Japan’s cultural belief system. In addition to having fun, Professor Kano’s Judo encouraged exchanging techniques and ideas. The goal was not defeating an opponent, but learning from an opponent. With the advent of Judo becoming an Olympic sport there was concern that Judo would fall into the “winning is the only way” mentality. However, because of their love of Judo the senior instructors were able to guide competitors to continue to value Professor Kano’s vision “A man’s worth on the spiritual side consists in being possessed of reason and dealing with things intellectually, while on the physical side it lies in being able to make an extensive use of modern tools. The use of modern tools means having functions of the hand and at the same time standing on one’s feet.” 

Experiencing the variety of emotions prior to, during and after competition is valuable for the understanding of dealing with these emotions every day, under pressure. The key for instructors is to find the correct venue for students to be able to have a positive, safe competitive experience. Parents must also be reminded that Judo competition was founded on the principle of having fun and the exchange of ideas and techniques. That winning is more than who gets what medal.

At this point in martial arts competition, only Judo adheres to the principles that parents should want their children to learn. Unfortunately, with the poor training of competitors and poor officiating, open Karate or Taekwondo tournaments are not a safe environment for young students. Parents and their children should be introduced to competition that is safe and psychologically supportive.

There is no question that individuals that are successful have learned how to deal with the competition of life. The result of those that have either been discouraged from life’s competition, or shielded from the emotional transition that is experienced by competing, experience dire consequences. Self-entitled college students wait to the last minute to get the credits required to graduate. If an instructor does not enable these “competition phobic” students they, and/or their parents, blame the instructor.

Kodokan literally means a school for studying the way being the concept of life itself.  “Judo… is a study of mind and body…  The true essence of the quality of martial arts training is exemplified in Judo.” The quality of the students, instructors, and competitors is exemplified in Professor Kano’s vision. Professor Kano realized that “there in the principle of Judo lies man’s dignity as a human being, the essence of what he ought to be”.

Cross-Cultural Sharing

“In the technique, the doctrine is revealed” – Professor Walter Todd, 10th Dan

With the data available concerning Korean martial arts there is still ample confusion and misinformation being circulated. Recently I was asked questions regarding a debate that concerned the history of Taekwondo. Apparently, several students and their instructor were adamant that Korean Taekwondo is strictly of Korean origin.

Koreans are incredibly resilient, resourceful and tenacious. During their years of struggles, primarily with Japan and China, they were able to utilize the assets that these other cultures exhibited. Most often the fighting skills of these other countries were scrutinized. Vulnerable areas of Koreas fighting systems were improved by studying and implementing what the Korean instructors observed.

During one of our discussions, Professor Todd, who was the expert on Shudokan Karate, discussed his Karate and Aikido lineage books. The connection between Toyama Shihan, the acknowledged founder of Shudokan Karate and Professor Todd’s instructor, and the founder of Chung Do Kwan, Master Yi, were documented. His data correlated precisely with the lineage data I obtained in Korea. General Choi, one of Korea’s famous Taekwondo masters, received his initial promotions in Chung Do Kwan. In addition, because of his ability to travel due to his position in the military, he was exposed to a variety of techniques from masters in other countries.

There are several influential instructors who contributed to Korean martial arts. While Takada Shihan is given credit for the training of Choi Young Sol, the purported founder of Hapkido, that distinction is questionable. What is documented is Master Choi’s relationship with Ueshiba, M., the founder of Aikido. In fact, I have the original Korean newspaper article which is reporting on Korea’s first public Hapkido demonstration. The guest of honor was Aikido Master Ueshiba, M.

The history of the Hwarando Warriors has been well researched. The fact is that many of their weapons and the flowing style of combat movements are directly related to Chinese movements. Hwarando warriors were not only on the same par with the Japanese Samurai, their ethical code and the fact that they adhered to it with vigor is also not surprising. Their exposure to the Chinese monks very much influenced not only their fighting style, but also their rigidly held belief in proper decorum. Hwarando is not necessarily a style in and of itself. Hwarando is not a style any more than Samurai is a style. Both of these groups were expected to be complete warriors. “Hwarando is designed purely as a way of deadly fighting. It is not intended to be an educational system, sport or form of self-improvement.”  Lee

Those prominent in developing what is known in the U.S. as Hwarando style started their training with Mr. Kim in Korea. The American responsible for making Hwrangdo popular in the U.S. was a bonafide warrior. He was skilled with weapons and was a combat veteran. He died in battle and would have made the Hwrangdo Warriors proud. The fact remains that there are as many specialty areas of Hwarando as there are in Hapkido. That Hwarando, as well as the styles of Hapkido, were influenced by other cultures is without question.

I recently read an article that was written in the 1930’s for a Japanese newspaper. The article stated that Jujitsu was unique to Japan. The intent of the article was to continue the then belief in political isolationism that was part of Japan’s political system for many years. With the amount of available information it is now easy to prove how wrong that Japanese author was.

It is difficult to prove, but there is mounting data that suggests that the Korean metallurgists were the ones who provided the technical knowledge which provided Japanese craftsmen the ability to make Samurai swords. While the Japanese have received much praise for their skill as craftsmen in designing and forging, Korean metallurgists have received very little recognition for their craftsmanship. The Japanese are very good at self-promotion while the Koreans, for centuries, were required to keep their skills a secret under threat of punishment.

It is unclear why it is so difficult for students to believe that skills that influenced the arts were shared cross-culturally. Sometimes this sharing was voluntary, often it was not. However, shared it was. The study of breathing: Tai Chi, Kung Fu, Ton Jon Breathing and Ki Breathing often use similar terminology and their movements are closely aligned. While the new Tae Geuk forms were designed to eradicate Japanese influence, elements of the original forms are still obvious. Of course there was Tae Kyon and Soo Bak that was part of Korea’s fighting history.

The murals of the Kakjeochong and Mooyougchong as well as numerous other examples that are pointed out as the historic beginnings of Korean martial arts should not be disputed. Every culture can point to such historical evidence as part of their martial arts heritage. What must be honored is the foresight of the fighting men who refined and continued to refine their skills. It is to their credit that Korean martial arts instructors had the knowledge and courage to recognize and make improvements, when they were needed, no matter where they originated. Their goal toward perfection should be commended.

“I have travelled all around the country and thus I have seen much and learned much about life my footprints on uncountable places, both north and south of the Yangtze River, met many famous masters and veteran boxers and experienced untold hardships. My biggest gain during these more than thirty years has been meeting many good teachers and helpful friends to compare skills and knowledge with, Thus, I am confident that I, as veteran boxer, am on the right path of combat science.”  Wang Xiangzhai

Rank Cannot Change Skill

“There is more to life than making a living-making a life.” Sharlot Hall

Reading old martial arts books is not only fascinating, but provides an authentic window in the thought process of the masters. While the modern books seem to come with an agenda, earlier books have a sense of purity about them.

One of the exceptions to those newer published books with agendas is Master Morgan’s book “Warrior Mind”. I read his book often and there are many non-martial artists who find his book inspirational.

A friend of mine, who is a M.D., provides this book for his patients. Another friend, a competitive shotgun shooter, relies on the book prior to competition for calming direction. It is unfortunate that more martial arts instructors are not studying it and recommending it to their students.

Mrs. G. has finally seen the light about the value of purchasing every martial art publication available. Even though most of them are promoting an agenda, something can be learned from each of them. It is also important to understand the thinking of those that believe that they have a better idea than did the founders. It is curious that many of these modern instructors believe they can better interpret what the founders intended than the senior instructors of the founders.

There are those who have the mistaken belief that giving away or selling rank is how martial arts training has evolved and they are just going along with the current trend. What often happens with the generation that has purchased rank is that they either, as is the case of some organizations, tend to withhold rank to those who have earned it or in the case of other organizations continue to devalue the concept of earning rank through perseverance and hard work.

Mrs. G. arrived home after a trip to a large used book store. She found “The Complete Guide to Judo” by Robert Smith. The book was first published in 1958, two years after I started practice. It is a collection of works by actual martial art instructors. Reading it is a nostalgic experience for me and a reminder as to why instructors of my generation continued to practice. That he founders and senior instructors have more for us to learn than we could in a lifetime is without question. The book contains reports from Judo instructors who I was able to watch and briefly study under. While I was too young to study with the Jujitsu founders, I did have opportunity to train in the Jujitsu section of the Butoku-Kai with a several masters. In the section of the book on the BudoKwan there is a mention of Kotani Sensei: “I have already spoken of the visit paid to this country and to the BudoKwan in Nov. 1920 by Dr. Jigoro Kano. He came a second time some years later, accompanied by one Kotani, a most formidable Yudansha who helped him in his demonstrations.” One of my prize possessions is a picture of Kotani Shihan taken in 1967 when he was head of the foreign section at the Kodokan.

In the discussion of Aikido, the author describes Tohei’s incredible ability: “The editor has seen Professor Tohei in action and can attest to the splendid grace and efficiency of his methods.” “The techniques of Aikido, a unique method of unaggressive self-defense and physical culture training were being applied by Professor Koichi Tohei of Japan, he being one of forty master instructors of this art.”

What is interesting is that most new Aikido students and instructors that I have talked with either have not heard of Tohei Shihan or only know him as the founder of the Ki society. I had the good fortune of studying with him for several years. He was good friends with Professor Walter Todd. He would headquarter at Professor Todd’s International School of Judo and Aikido when he was giving seminars on the west coast. Tohei would teach a small group of us Black Belts in between his seminar commitments.

When I look at pictures in the book of Master H. Nishyama, a Shotokan Karate Master, I remember his speed and power. We would be fearful to move against him, his expectation for how we performed our kata was unwavering.  He visited Mr. Dewar’s dojo in Portland on his way when traveling back and forth to and from Canadian seminar commitments. With these experiences, with true masters, we never knew or cared about their rank. What I am left with is a lasting memory of their skill and ability to convey their love for and understanding of their art. That they earned their rank is obvious. Even at that, they never discussed rank. They wore their black belts with only their name and organization embroidered on it.

When you hear of an individual’s high ranking you must ask yourself who is bestowing these high ranks on students and what superior knowledge do they possess to warrant such an honor? How is it that students have the skill, knowledge and understanding to be “founders” of their “own” systems?

What I know is that the more I train the more I learn what Tohei, Kotani and Mr. Kim had been trying to teach me. Each year the information becomes clearer. What student is really qualified to be called “founder”? None of my instructors, with the exception of Mr. Kim, ever considered such an idea. Mr. Kim founded a system based on a void in self-defense moves every Korean was doing at the time.

Mr. Kim says it is one thing to be training without learning, every year for twenty years, or change, learn, study and grow every year by studying with a competent instructor for twenty years. Both may say they have trained for twenty years, but which one is the true master?

“After competitions among English teams, Kotani took the mat and threw a dozen or more contestants in rapid succession and each with a different throw.”   E.J. Harrison

Martial Heart

“This mind training in Aikido towards which physical training exercises and techniques are directed is difficult to describe. Its higher mental training and philosophy can be absorbed only through study and practice. A description is inadequate.” – A.C. Holtmann & B. Tsuji

There are many intrinsic intangibles that complete a martial arts instructor. As in many endeavors, effort often triumphs skill. Effort is defined differently by those that are exerting the effort.

I studied yoga with the same instructor for over 12 years. Her knowledge of yoga and spirituality was inspirational. She had trained with legendary yoga instructors throughout the world. As an instructor she had that special sense that knew the struggle a student experienced and how to support them during those frustrating times.

While my effort was determined I always felt that my every movement was clumsy and awkward. Even though my ability as a yoga student was questionable she was consistently supportive and reminded me that trying too hard was counterproductive to the health benefits of yoga.

Every spring and summer she presented extended yoga retreats and I attended them reguarily. During these intensive training sessions her perception of the point where the students begin to struggle was one of her special skills. At that point she would ask me to discuss the healing aspects of martial arts training. We would compare some of the similar aspects of the two disciplines. In fact, with the proper training, they are not dissimilar in their ability to heal mentally as well as physically. She believed that introducing a different healing discipline helped the student get out of that stuck place that happens when trying too hard to accomplish that unattainable goal of perfection.

She would tell the group how frustrated I would get attempting to be perfect in my poses. She would then ask me how it was that the similar movements that I demonstrated during our discussions about martial arts training seemed so fluid for me. While martial arts training never came easily for me, I always felt a sense of joy when I practiced it.

She explained that was how she felt about yoga. The basic moves of martial arts were comfortable for me but she would explain to her students that studying martial arts was not easy for her. During our demonstrations she always reminded her students to practice from their heart.

During practice at Pacific Rim I received a phone call from her husband who was at the hospital. He told me that she had experienced a severe knee injury during a ski vacation. Her knee was so damaged that it required several surgeries. We were concerned that not only might she not be able to teach yoga again, she might have difficulty walking. During her recovery she remained positive and never lost faith in her ability to heal properly and return to teaching yoga.

Her faith was unwavering and she convinced us by this faith that she would heal completely. She returned to full time yoga teaching sooner than anyone anticipated. Her yoga was even stronger after her surgery. She told me that because of her injury she was able to embrace her yoga with a more open heart.

Prior to her injury, yoga came easily for her. After the surgery she learned how to work within her physical limitations. As she healed, through her yoga her ability to convey the spirit of yoga gave an even deeper meaning for all of us.

What was apparent from this experience is that there is a deeper meaning to training and teaching than mere physical ability. While effort is of major importance, training with heart as well as joy contributes to a more complete instructor than effort and physical ability,

“There is a higher aim in Aikido than merely physically subduing aggressors.” - A.C. Holtmann & B. Tsyju

A Focus on Teaching

“Nothing under the sun is greater than education. By educating one person and sending him into society of his generation we make a contribution extending to a hundred generations to come.” - Professor J. Kano, Founder of Judo

It is increasingly difficult for public schools to fulfill the task of educating students. There are many variables that provide a basic education. The fact is, administrators are faced with so many requirements, that have little to do with providing a proper education, that the public education system is hampered to the point where very little academics get presented to the students.

Exceptionally intelligent children have to struggle to find classes that challenge them. Most resources are dedicated toward students who have little interest in academia. Teachers are often relegated to being “care takers”.

I have a good friend who was a high school principal. She had been asked to become superintendent of a local high school district. We discussed whether she should take on the daunting task of resurrecting the school district. During one of our discussions she showed me a copy of the drop-out rate of students in the district. The percentage of drop-outs, per school, was significant. The principal decided not to take the position. The superintendents that have been hired, since she turned down the job, have been a disaster. Given that district’s more than ample financial resources and budget the students continue to have failing proficiencies.

As parents it is imperative to maintain consistent awareness of the academics that are being taught in your child’s school. Under most conditions, the school’s expertise is in teaching cognitive learning. While political correctness seems to be the priority of many schools, learning is taught cognitively. This simply requires the students to memorize and/or memorize and recite back in test form. While some school counselors discuss career paths, most of the information regarding career choices comes first from parents and then from peers. Parents may not understand the importance of their role in important decisions.

That parents powerfully influence career success, relationship building and understanding of a healthy life style is well researched. What we have learned at Pacific Rim, after 40 years of teaching traditional martial arts is how, by working with parents, Pacific Rim instructors are ideal guides to supplement learning skills and career decision making.

Training at Pacific Rim, and being part of WOMAF, means that parents who train with their children (or are supportive of the training process) understand the curriculum of success. Many martial arts schools use enticing terminology about self-esteem, discipline and success. While the formula for these learning principles is not complicated, I venture to postulate that few who use the terms understand the process that is required to teach them let alone have the understanding how to approach such a delicate balance in the student’s development.

The first focus on teaching at Pacific Rim is to guide students so the student learns self-acceptance. Instructors provide a consistent place to practice and volunteer their time. It is not just a job to them. Consequently, this caring and understanding is translated into trust by students. When the students are able to trust their place of study, as well as the consistent behavior of their instructors, they will also trust themselves and their ability to learn and be successful.

The next aspect of personal growth of the student is the power of personal responsibility. By proper training, every successful person understands the absolute importance of personal accountability. An expectation of any successful culture requires that its population accept the direct responsibility between behavior and consequences.

Often, martial arts programs rely on belt promotions to motivate their students. Some even test their students every month. What is the student who gets rewarded every month learning about themselves? I am also aware of programs that only pass their students, no matter how prepared they are. That is the same as the school athletic program that does not keep score during “competitions” or rewards poor performers with the same medals as the high achievers.

What is abundantly clear from my research and observational experience is that most martial arts instructors have little or no idea of early, middle or late child through adult learning behavioral needs. Whether or not an instructor makes claims of being a World Champion or Olympic Medal winner does not qualify them to be a competent martial arts instructor. I have been fortunate to have been trained by socially successful as well as successful business men and women who were also masters of martial arts.

Kano understood what it took for young people to be successful in their personal and professional growth. Professor Kano was an educator and he believed that traditional Judo, taught properly, could bring Japan back from the brink of despair to a world cultural power. He was correct.

Through his teachings, and his vision of proper traditional training, he brought each student and the world together, and made it a better place for all who listened and still listens.

“Thus the teaching of Judo may lift a man from the depths of discouragement to vigorous activity with a bright hope in the future.” - Professor Kano

Mr. Kim’s Timely Visit

“In order to achieve any worthwhile goal in life, no matter what there is, there are no half measures. We must be fully prepared to strive, body and soul, to attain our objectives.” Professor Kano, founder of Judo

The holiday season is a time of family. It is also a time to reflect on the past year as well as to set goals for the coming year. Our Pacific Rim and WOMAF families are as strong as they have ever been. Family involvement continues to grow. Not only are parents training with their children, parents who do not train are very supportive and contribute in various ways.

As he always has, just when it was important for him to make a personal appearance, Mr. Kim appeared at the entrance of Pacific Rim. It was great to see him. He is a wealth of historical insight as well as providing a positive direction. Not only is he my teacher, he is also my friend. He once said we are like brothers. We can get mad at each other, but we will always care for and support each other.

We discussed Black Belt candidates in the Chung Do Kwan and Ho Shin Do Hapkido classes. I have kept him informed regarding the Judo program and was happy to tell him of Japan’s Tokai University’s involvement in its growth. Tokai University will be sending another graduate student to assist Master Martyn who not only received his 4^th DAN in Judo, but was recently also awarded a Master Instructor certification.

Pacific Rim’s connection to Aikido has a wide range. Mr. Kim has been helpful with these connections. It was good to be able to tell him that Mrs. G. has resurrected the beginning Aikido program. Not only is she encouraged by the response, she is actively training potential Black Belt instructors. Mr. Ray Beckett is one of these gifted Aikido students with potential as an Aikido instructor.

Master Corey Underhill and Mrs. Brantlee Underhill have established themselves as leaders in their community. Mrs. Underhill will soon give birth to their first child in January. Based on her questions regarding the history of martial arts it is clear that she is utilizing her time off the mat to work towards her next promotion. The Underhill’s are to be commended not only on their new addition but also as to the way they have established the leadership role in their community in West Chester, Pennsylvania.

While instructors inquire regularly about WOMAF membership it is a difficult process to meet the training requirements and technical excellence that is required. Those who have been accepted into the family are to be congratulated.

The future looks strong for Pacific Rim and for WOMAF. President Kim appears to be more willing to allow me to speak out about his role in the development of Korean self-defense. It is important that students learn why techniques are taught the way he expects and to have an understanding of authentic Korean training. The fact that he is not as visible in the U.S., as others, is his choice. He has no interest in becoming famous outside of Asia. He knows that with the help of Pacific Rim and WOMAF’s senior instructors traditional martial arts training will thrive. It is a tribute to his training that senior instructors continue to teach and practice with a dedication rarely experienced in these modern times.

I am encouraged with Mr. Kim’s response and continued guidance. When he enters a room students experience a sense that no task is too difficult or challenge too great.

While we were talking Mr. Kim saw paperwork on Mrs. G’s desk regarding a U. S. Judo organization. I explained what ridiculous paperwork that the Judo organization required of us for promotion. These requirements are all new to senior Judo instructors and are selective for instructors and school owners who are not part of the “new clique”. Mr. Kim then asked if I wanted his help and of course I said “Yes”.

As a senior instructor with the Korean Judo Association Mr. Kim promised to eliminate the red tape that the U.S. Judo organization is requiring. Mr. Kim and I both are aware that U.S. Judo organizations are focused on reducing the status of senior instructors. True to form, Mr. Kim has helped us eliminate the problem.

With the continued support from the Pacific Rim family and WOMAF membership, the future of traditional training is bright! Mr. Kim Always brings positive energy and abundant strength building where ever he is. We are reminded that this is a time to be thankful for all of our blessings. It is also a time to remember those who have passed on. They are not forgotten.

We wish everyone a Merry Christmas and a happy and prosperous New Year.

Practice to Practice

“I’m practicing because I am practicing.” - George Leonard

During the fall Instructor Seminar the question was raised “Why do people practice martial arts?” Mr. Dewar believed that with new students it was his responsibility to help them learn self-defense within the first six months. After that time, if the student wanted to continue training, they were doing so for the intrinsic value of training.

During Master Morgan’s interview with President Kim, for his book Warrior Mind, Master Morgan asked about Mr. Kim’s lifelong commitment to training. Mr. Kim asked Master Morgan when he last had been in a fight. Master Morgan’s reply was that he did not remember, but most likely it was in high school. Mr. Kim then said “You must practice for some other reason than self-defense”.

“From the dawn of history, human beings have strived to push back the limits of their strength and wisdom, aspiring to absolute strength, absolute wisdom. But, by what means is it possible to become both strong and wise.” Taisen Deshimaru

Waiting for Mrs. G., in downtown Portland, is an adventure. In the midst of “Occupy Portland”, a supposed extension of “Occupy Wall Street”, the contrast of cultures is evident. High priced Land Cruisers and BMW’s were parked near young people playing bongo drums. The rationale for the protest appears to be protesting for the fun of protesting. There is a similar feeling to the anti-Vietnam protests. In fact, it appears that there are several generations of protestors. This is a curious skill for grandparents to role model for their grandchildren. Observing this behavior, Mrs. G. commented “What would the Masters think of this behavior?

“Japan was a country in turmoil at the beginning of the 18^th century. It was a time of pageantry and corruption in the Shogun’s Court in Edo (Tokyo)…rice riots by farmers who were taxed beyond endurance by the Shogun, the military ruler of all Japan. The Shogun’s New Life Preservation laws went much too far and animals became more privileged than humans. This topsy-turvy manner of thinking had brought the whole country to the brink of economic chaos. The once thriving farmers were begging for jobs because they were not allowed to fight back against pests that destroyed their crops. Foxes, badgers, birds, and insects ran rampant in the fields while those who planted the seed stood by helplessly. For taking the life of an animal, the punishment was the executions of the “criminal” himself.

“There was no more archery practiced or competition because they could not pluck goose feathers for their arrows. Horsemanship was becoming a lost art because the horses’ hooves could not be pared or their manes clipped under penalty of punishment. There was a general laxity of morals that was spreading from the Shogun’s capital down into the provinces.”  John Allyn

Not allowing the U.S. to provide its own oil to its people so as not to be dependent on other hostile countries sounds as much like it was in 1701. So what would the masters think about the state of martial arts training in the current political climate?

“Many young people today resent discipline and having to conform to rules and regulations. Judo degrees should only be awarded to the most serious practitioners who have worked very hard for many long hours, readily accepting the advice of their instructors with gratitude. To be successful in Judo, the student must respect authority whether it is monarchial, hierarchical, governmental or institutional and must essentially believe in the some-what old-fashioned virtues, such as honor, valor, integrity, honesty, decency and the like.” - Patricia Herrington based on the teachings of Kyuzo Mifune, Kodokan 10^th DAN

Jigoro Kano founded Judo during the time of political change. While Jujitsu was still popular for many reasons enthusiasm for training was becoming less important as part of the cultural identity of Japan.  “In the new era, whatever was “traditional” was decried because it represented the bad, old days, while anything “foreign” was good because it stood for modernity.”  Law

J. Kano was motivated to develop a system that would restore civility to Japan. He believed that by educating students to the benefit of proper training he could restore morality and honor. He would have looked at present day practice in a similar way that he did when he observed the culture of Japan.  He would have attempted to find a way to help to build character and improve the moral fiber of those that he would have witnessed in the park.

O Sensei, Ueshiba M. was a seeker. He was a religious man whose motivation was to push himself physically as well as spiritually. He read books about the Shinto aspects of the Omoto religion. No one is clear exactly why the Omoto religion captivated his interest to the degree to which it did. However, he made many decisions based on his belief in the Omoto religion.

Ueshiba had a restless soul. He traveled consistently and never really settled down for any length of time. He was an ignamatic figure who drew an almost reverent group of students. Ueshiba would have viewed the current protestors as unorganized and undisciplined. He would have believed that he could guide them both physically and spiritually. Walking among them, within a short time, they would have gravitated toward his philosophy. Even though they would have not understood much of what he said, they would have been captivated by his message. The ones with honest intentions would have surrounded him, wanting more information. He would have them organized while the malcontents would have eventually faded away.

Young Sol Choi was a working man while Ueshiba and Kano, who came from wealthy families, did not have to work. To his credit, Kano advanced his education and become a very important figure in the Japanese academic community. Mr. Kim could understand some of the plight of Korea’s protesting university students but he has trouble relating to U.S. protestors. He often said that if Americans had to work as hard as Koreans, there would be less trouble, crime and dissatisfaction among the population. He believes parents in the U.S. indulged their children even into adulthood. For example, when I told him we no longer had a Sat. class he could not believe that parents did not require their children to attend weekend classes.

Young Sol Choi would have had no time or interest in self-indulgent individuals. Being a man of few words, when asked about the 2011 demonstrations he would have changed the subject. From what Mr. Kim has told me, Young Sol Choi wanted no part of anything that appeared to be political. Unlike the other masters who would have involved themselves with the protestors, he would not have ventured off his property. Mr. Kim reminds me regularly that the Korean people had to endure decades of oppression from other occupying countries. The Koreans had to have an exceptional resolve to keep their identity and national pride. Koreans who have had this experience, or have relatives who have endured such hardships, have little patience for an indulged population that enjoys hurting working people and believes that it is their right to have the government take care of them.

Oyama M. was a dynamic individual. While there has been much written about him, a lot of it has been amplified. Mr. Kim and Oyama were friends. Mr. Kim has been gracious enough to share many of his insights into Oyama’s personality. Oyama would have tried to find some of the individuals, within the protestors that he thought would be strong enough to understand his message.

It is easy to look at the spectacular and draw an easy opinion. What the Masters wanted to do was to improve the mental and physical health of mankind. They each attempted to do it in the way that they were the most skilled: Kano through education and understanding, Ueshiba through religion and guidance with a firm hand, Oyama through the persuasion of his power and dynamic movement, Mr. Kim through his intelligence and observational skills.

What would they have asked for in return for their guidance? One common thread would have been their belief that by their guidance they would have dedicated students. It would have been difficult for them to understanding how people could protest and yet not practice what they say they believe in.

“Just as in life, children grow up, the times change, old values lose favor new discoveries and breakthroughs in learning occur; It is a perpetual cycle.”

Master Peter Urban

Strategy

“One must first know how to saddle a horse before one can learn to ride swiftly. It is the same when speaking of using the fist.”                                                                                      Lee Do’K Mu

Miyamoto Musashi wrote” I have killed over 60 men. I would like to think my training was superior. I’m afraid it was really because their training was inferior.”

What was Musashi’s secret? Was he that much better than the others or did he understand human nature better than his enemies? Many of his combat exploits are documented. What is apparent is that he had an uncanny understanding of psychology. He combined this knowledge with a fighting strategy that was unsurpassed.

A certain “so called” Hapkido instructor’s complaint about my teaching method was that I spend too much time talking about the psychological aspect and the strategy of Hapkido rather than teaching technique. I believe that no one truly wins a fight. I believe that fighting leaves both physical and more importantly mental scars. If faced with an avoidable, aggressive situation I believe that psychology and strategy are your best weapons.

Included in the strategy training is the study of what the founders were trying to teach us. What we are exploring at Pacific Rim is another way to look at what “taking center” means. Hapkido, Judo, as well as Aikido, use this term in some way. Taking center has many hidden meanings.

Why do Musashi’s writings discuss a two sword fighting style? His system is named after a two sword system, yet it does not appear that any of his duels included the use of two swords.

The movie “The Seven Samurai” is a classic. You should study the techniques they used. Better yet, study “The Blind Swordsman: Zatoichi” which is one of my favorite movies.

I am often asked if after all of my years of training I ever get bored. With so much to learn, practice can never be boring! I am looking forward to discussing the use of angles when “taking center” when I next talk with Mr. Kim. The Korean approach to training is to insure that the techniques are practical and then dissect them physically. At Pacific Rim we have the privilege of having several active police officers who actually do real police work and not just write speeding tickets or sit around pointing a radar gun. They provide us with feedback on what has worked for them.

In addition we have Ms. Sakai teaching Judo class. We can study her excellent technique as well as her competitive approach to different techniques. Dr. Flores is a researcher as well as a technician and he provides us with a different aspect. There are always exciting and different ways to approach training.

The founders like the founders of the United States gave us so much to ponder. The Constitution is an amazing document that has been studied intensely since it was developed.

The founders of true martial arts systems also gave us so much to study. A word to those who have developed their own systems by “dumbing down” what the founders prescribed: If you have roots in your training, besides just attending seminars, and if you respect martial arts, find a qualified instructor and study what the real founders presented. Without doing so, you are doing a disservice to yourself, to your students, as well as to the honor and truthfulness of martial arts.

Ho Shin Do

In 1983 Mr. Kim met with the leaders of Korean martial arts in Seoul, Korea. The purpose of this meeting was to discuss the formation of a non-political martial arts federation.

I began studying with Mr. Kim in 1972, shortly after his arrival in Portland. I was his second student. The first student lasted only one week. His expectation was that I be properly Korean trained. During our visits to Asia we met with most of the senior members of the significant systems of Korea and Japan. Each visit included discussions of the instructor’s concern for the deterioration of “traditional training” outside of Asia.

Judo is rigidly controlled by administrators in Korea as well as in Japan. Korean Hapkido is different in the fact that outside of Korea there are many who have formed their own organizations. The quality of instruction and expectation of skill level of these instructors, and their organizations, in no way resembles what the Hapkido founders intended.

Mr. Kim was past president of the Korean Hapkido Federation and has years of experience as a leader in Korean martial arts. Because he spent much time traveling outside of Korea, the other masters felt it was logical for him to present correct training to those interested in understanding true Korean martial arts.

Mr. Kim was not only an exceptional Judo competitor; his understanding of Chung Do Kwan is unsurpassed. His skill in Chung Do Kwan was a major factor in the development of the Hapkido that is taught in Korea. Mr. Kim believes that techniques should be taught in a similar manner to Judo, not static as it is so often in the U.S. He also believes that the ability to demonstrate striking techniques is the key to functional Hapkido training.

After a series of meetings with other martial arts masters, it was determined that the time was right to establish a federation that taught proper training of not only techniques but also history and philosophy. It was decided that the requirements would remain the same throughout WOMAF. The manner and order of teaching these basics would be determined by each senior instructor who would also be allowed to keep the name of the style they taught. There was much debate about this and Mr. Kim agreed that each instructor should maintain an appropriate level of independence.

When WOMAF became officially recognized, Mr. Kim reluctantly accepted the nomination for President. He sees himself as a “practice man” and not as an administrator. However,  he felt that for the benefit of Korean martial arts he would agreed to take on the responsibility of President. For the past thirty years WOMAF has made several changes in teaching requirements. Mr. Herr remains as Korea’s Representative overseeing regional members and is also responsible for the changes in teaching and new requirements for promotion.

In the U.S. instructors not recognized by WOMAF have made outrageous claims regarding Hapkido’s history. In order to preserve the original intent of the founders, Mr. Kim has authorized WOMAF to use the original name of the style taught in Korea.  Ho Shin Do is the original name that Mr. Kim and the other founders named their system.

These instructors, in order to commemorate this truth, had five 24K gold lapel pins made, one for each of the founders. I do not know if the family members of these individuals still possess their pins. Mr. Kim presented his pin to me in order to preserve the true history of his art and his role as founder of the system. This pin represents Mr. Kim’s legacy.

For many years I have hoped that Mr. Kim would allow me to tell the story of his martial arts life. As his teachers of Chung Do Kwan are ageing, he is less reluctant to discuss his history. I want the truth to be told. As beginning, Mr. Kim has authorized that all WOMAF certificates will reflect his role in the founding of our system: Ho Shin Do.

“This system has always worked well, since scars and bruises serve to underline a lesson learned.”   Bill Jordan