Judo

Farming communities have a unified identity. Unlike boom towns such as Tombstone and Deadwood that were established by those trying to get rich quickly, farming communities are established through generations by families and a family belief system.

The term “family values” has significant meaning, not the talking points that politicians use in an election year as a mantra. Community members also have a strong work ethic and the concept of bailouts and “free stuff” is repugnant to them. This sense of community is real. Community members work together in order for their community to thrive. In my community I have witnessed a “barn raising” for a young couple who lost their barn to a fire.

Growing up in a community has many advantages, but one disadvantage is the degree of protection these communities provide. It is understandable that individuals raised in farming communities believe that individuals have similar value systems. They believe that honor, integrity and ethics are a universal belief.

College life is very interesting. While technically it is a community, it is a transient community. The values that students bring are as diverse as the students themselves. The military attempts to create pockets of communities. Military discipline is a functional method by which the leadership organizes and gains productivity from its members.  Being faced with confusing circumstances such as changing from a familiar environment with clear values to one of narcissistic confusion and chaos is difficult. When individuals are faced with the disequilibrium of dysfunction their quest is to regain their equilibrium.

When high school student athletes go to college they tend to gravitate to that with which they are familiar. During these encounters, they are often disappointed that the ethics and honor they experienced in their community is lacking or non-existent in the college atmosphere.

Having started Judo training at an early age, it was difficult for me to understand the ritual of Judo. After a few months of training the value of the rituals became part of my understanding of Judo. What has remained consistent where ever I have trained is that the rule of Judo has remained consistent. Judo training provides the student a safe place both physically and psychologically to gather thoughts and feel a sense of well-being, the terminology is consistent and for the most part, instructors have the same agenda.

During college, Judo provided a sanctuary for me. No matter where the military sent me, there was always a Judo program that welcomed guests. If there was not an official program, the military supported me starting one even if it was temporary and just an introduction to Judo.

When I first went to Japan the people at the USO were kind enough to write in Japanese the directions to the Kodokan. Once there, Judo students volunteered to show me Tokyo and travel with me for additional training and sightseeing. On subsequent visits this cordial behavior continued. During my military leaves, throughout Asia, I experienced the same courtesy. There is a camaraderie that is unique to Judo. Aikido purports to have a universal family belief system, but actually it does not. Aikido instructors have conflicting approaches and beliefs on what Aikido is and how it should be taught. Even the terminology in different Aikido systems is different as well as inconsistent.

We are bombarded with constant misinformation. Young people need to have consistency, honesty and support. Judo training reinforces the ethics and moral compass that parents want to establish for their children. Judo training supports and reinforces these principles. Judo provides the guidance, support, direction and consistency that will encourage students to continue to thrive with and pass on the knowledge to the next generation.

“Reason encompasses and judges all things. This is the very principle of Judo. This principle itself is a unique, unparalleled, universal world view.”   George Ohsawa

Advanced Training

“Advanced skills are basics mastered.”  Bruce Lee

“Why do you think the extreme fighters look sloppy when they are in the ring? I trained many extreme fighters when I was in Korea and their basics were very good. When they got into the ring to compete they looked as though they did not have good basics.” This was the opening of my recent conversation with Mr. Kim.

He went on to explain that many of the full contact fighters he’d trained, as well as others he’d observed, had fought not to lose. Therefore, under the stress of competition they relied on the skills with which they have the most confidence. For example, skilled wrestlers who enter the cage often spend most of their energy on attempting wrestling moves even though they have acquired exceptional striking and kicking techniques.

Mr. Kim is consistent in his belief that psychology is an important aspect of training. “How does an instructor incorporate psychology naturally into training? I think that a clear understanding of the power of the basics is the most important aspect of truly learning martial arts. The more skilled that a student is at the basics the more a student trust them, consequently under stress an understanding of basic techniques a student will use all the tools that he trusts he will be successful under a variety of stressful situations.”  Kim, Sang Cook

This discussion of psychology and the basics began after a rigorous practice at Pacific Rim. It was not 1972 but in fact 2012. Mr. Kim watched class for a brief period and then, as he has numerous times before, began explaining the importance of basic techniques. With that introduction a particularly rigorous practice began under his tutelage. As usual, his insight and observation skills provided an invaluable lesson for all of us. When practice had concluded, the mats had been cleaned and the students had left Mr. Kim still had not changed into his civilian clothes. It was obvious that our lessons were not finished.

Through the years Mr. Kim has been systematically organizing his thoughts and teaching strategy in order to provide students with an extremely functional way to grasp much of the intensity of Chung Do Kwan. During the private tutoring that Mrs. G. and I experienced, Mr. Kim concisely explained what he was expecting from future Chung Do Kwan Black Belts. Students outside of Korea have had little exposure to Chung Do Kwan and those that make claims from what they have stated may not have the depth of knowledge Mr. Kim expects Black Belts to possess.

He began by drilling us on punching combinations His focus was on breath power with each movement. He then applied this process to sparring. It will be a task to apply this information in written form. However, it is important for future students to understand his strategy. His sparring is significantly different than any other instructor and clearly embraces Chung Do Kwan philosophy.

He has a unique understanding of Chung Do Kwan martial philosophy and teaching method. The information that Mr. Kim shared was an accumulation of a life time of training and teaching. The fact that the next generation of students are able to benefit from Mr. Kim’s expertise is exciting for those of us who continue to be in awe of his history and ability.

What is his secret: A clear understanding and appreciation of basic techniques! He has an appreciation for his early Karate training as he sees and acknowledges its influence on his Ching Do Kwan. He also references the fact that repetition of basic techniques is the secret to becoming a skilled martial artist. Other intangibles such as understanding psychology, anatomy and physical science are a “must” in training as well.

It is my wish that those students who are serious about their training will study Mr. Kim’s method and insure the tradition of quality martial arts will continue.

The Test

“We fear our highest possibility (as well as our lowest one). We are generally afraid to become that which we can glimpse in our most perfect moments.”  Abraham Maslow

Mr. Kim arrived at Pacific Rim in his usual unscheduled manor. His timing, as always, was impeccable. The night of his unscheduled, unannounced arrival was during our quarterly belt examination. The test included 16 advanced Black Belts on the test panel.

When Mr. Kim appeared at our door we were both surprised and thrilled. For some, it was a scene front the past when Mr. Kim would magically arrive during important events. Among those present was Master Morgan, who started practice with Mr. Kim 38 years ago, Officer Michael Stradley one in the first group of students Mr. Morgan and I promoted under Mr. Kim’s direction over 35 years ago. For some it was their first experience actually watching Mr. Kim in action during a test.

Most students perform well during their test. However, in Mr. Kim’s presence the room was electric. Not only were the students performing at their highest level, the Black Belt panel was intrigued with the instruction as well as Mr. Kim’s historical information. It was the most electrifying under Black Belt test that Pacific Rim has ever held.

Mr. Kim and I have visited many schools and presided over countless Black Belt tests. It is always rewarding when instructors you trained demonstrate through their students the continuation of Mr. Kim’s legacy. To have the next generation of this evolution present at the same time is an experience that is memorialized as special memories. It has little relevance whether a student is a seasoned Black Belt or one who has recently received their Black Belt promotion, their response to Mr. Kim is the same. He is simply awe inspiring to those who have been in his presence. This is a universal response especially when he is in Asia where he is very well known.

In years past, I was always amazed when an instructor would call or write asking who Mr. Kim was. They would comment that their instructor never heard of Mr. Kim. In discussing this situation with Mr. Kim, without animosity, he would call the Korean head instructor and within a short time I would receive an apology from the instructor who initiated the call. Except for Master Morgan’s book, Warrior Mind, finding accurate information regarding Mr. Kim and his continuing contributions to Korean martial arts was difficult. Suffice it to say that when encouraged to be forth right, senior instructors are well aware of Mr. Kim’s significant historical role.

During the test Mr. Kim was very intense. He observed every student with equal interest from white belt to the most advanced student. Many believe that traditional training is staid and the techniques have not kept up with modern times. They also have the misconception that senior instructors also have not kept up.

When Mr. Kim returns from his meetings in Korea he consistently instructs us on current technical methods and other changes in philosophy and technique. After the test he asked me to translate these changes. It may be difficult to understand, but in many ways Mr. Kim has a shy side. Often in the U.S. he has asked me to interpret techniques, philosophy as well as historical perspectives. In situations where he feels at ease, he will eventually start explaining techniques and strategies as only someone of his skill is capable. As many times as senior instructors experience him in action his knowledge, movement, strategy and intensity are unequalled.

Mr. Kim and I have often discussed the fact that he is a teacher of teachers, a role model for those who love the study of martial arts. He, of course, resists the notion. However, after the test and everyone had left I had the opportunity to re-affirm the role model concept.

It was easy to point out the fact that there were multiple generations, 4 decades, of students who have benefitted from his knowledge and willingness to share this knowledge with us. While he may have appreciated my information he remains a humble man who has dedicated his life to traditional martial arts training and instructing.

Self-Esteem

“As parents we have the awesome responsibility of instilling character, virtue, integrity and discipline as well as providing the educational and experiential opportunities that will prepare our children to lead healthy and productive lives. Perhaps the single most important thing that we can do as parents, educators and other shareholders in the development of the future of our children is the development of their self-esteem.” Stephen J. Del Castillo

What is self-esteem and how does it evolve? The term, while illusive, is plastered on the windows of every storefront Karate School located in every shopping center! Apparently, it is to indicate that those that use the term have inkling as to what it means. If the instructors of these schools were asked for their definition of self-esteem their answers would vary significantly. Experts in child therapy would also have a variety in their explanations of the meaning of self-esteem.

The fact is: self-esteem is an elusive concept! Rather than attempting to define self-esteem it is more educational to explain it, by describing observable behavior that clearly indicates positive emotional growth. Even though defining self-esteem is complicated, observing its development is not. By the time a student joins a school they bring a unique set of skills as well as a personal preconceived view of their world.

It is an instructor’s responsibility to ascertain each student’s strengths and anxieties during their initial phases of training. Many seasoned instructors were trained during the era when students were expected to prove their worth to be accepted as students. Promotions and rank were forbidden to be discussed. New students cleaned the school, washed and folded the instructor’s uniforms and generally were expected to be prepared to be uke whenever the instructor summoned them.

When I started training, during the initial phase, students trained on the wooden floor of a basketball court. The Judo program was at the YMCA and the mat was a boxing ring. Beginning students were not allowed to be on the mat or have a uniform until they could demonstrate basic Judo etiquette. When the instructor felt that beginning students were ready to be tested, he tested them. All basics were executed on the wooden gym floor. The final requirement was to demonstrate basic hard falling. This included a no-hands flip fall on the wood floor! Not only was the training process unhealthy it also discouraged students from continuing practice. Six of us started together and only two of us continued.

I have often thought about those students and how they felt when they were asked to leave or when they refused to do a flip fall. What a loss for Judo as well as a significantly negative experience it was for the young men.

Initially, martial art training was to train warriors for wartime. During the period of enlightenment, the benefits of this training extended beyond the military. There are instructors who believe practice is a right to passage. While that may have some basis in fact, the phrase “right to passage” has similar confusion in definition as does the term self-esteem. It might be that both terms have similar meaning. What is true is the fact that we know the setting up situations where students do not have success and are alienated does not prove anything except to demonstrate a poor teaching method.

It is easy for an instructor to be swayed by students who appear to have it all. These students demonstrate confidence in many aspects of their lives. Martial art training enhances their level of confidence. The student that has been excluded much of their social life is a different matter. Martial arts training should provide the type of success and encouragement that these students have not experienced in much of their everyday life. The unique quality of martial arts training is the fact that there are many aspects of training where students of all abilities can excel.

Instructors should provide specific training requirements for these students. This theory strikes in the face of conventional thinking that a student must fit into a program. There are some who believe that this theory of training minimizes the quality of martial training. To the contrary, this training philosophy includes students that otherwise would experience the same aspect of neglect that they experienced prior to entering training. They deserve a training program that will ensure that they have an equal opportunity for success. What instructors observe when presenting this curriculum is a physically and emotionally healthy student population where students of all levels experience success. While belts are important, there are many useful ways to acknowledge a student, which not only includes belt promotions, but also other individual achievement awards.

“The turning point in the process of growing up is when you discover the core of strength within that survives all hurt.” Max Lerner

Martial arts training should be designed to provide the support and guidance to assist each student with this self-explorative learning process. Whatever term is used it is obvious that with personalized training plans each student experiences a level of success that had not been available to them previously.

Relationships

Besides my mother, the longest sustained relationship I have experienced with another person is with Mr. Kim. After 42 years we have begun to discuss the sequence of events that have contributed to this relationship.

As a Marriage & Family therapist I am often asked what the main contributors are to a healthy, sustaining relationship. In the words of Phil Collins, famous lead singer of the Group Genesis when he was asked the same question “I wish I knew I wish I knew.” However, after 40 years of attempting to help couples answer that question it is clear that one of the fundamental requirements for a long term relationship to sustain is respect.

Prior to meeting Mr. Kim I had trained with many instructors. Except for Mr. Dewar in Portland who was an extremely enegmatic figure, most of the other instructors, while very knowledgeable and capable instructors had little interest in the students other than their physical skills. Mr. Dewar wrote to me regularly while I was teaching and training when stationed in Texas with the Navy. He paved the way for several opportunities by sending letters and making phone calls on my behalf. When I went to Vietnam he wrote to me regularly. The only criticism he ever expressed to me was his disapproval of my “hippie” facial hair that I dawned when returning to Portland. In order to begin training in the area he made me promise to shave it off. He stopped short of “requiring” me to return to the G.I. hair cut I had before joining the military. It was all in good fun as Mr. Dewar had a great sense of humor. My respect and trust for him has never wavered.

A sense of humor should also be on the list of requirements for a sustained, long-term relationship. The instructors that take themselves too seriously seem to cultivate disgruntled students whose focus is not on the long term benefits of martial arts training. Senses of humor and respect generate loyalty and a lack of these ingredients creates disequilibrium. A good example of the disequilibrium and dysfunction is the jumping from camp to camp of mixed martial arts students.

Taking responsibility for your actions whether they are positive or negative also should make the list. Many instructors project their difficulties onto the students. The Asian belief systems focus on solving problems rather than finding fault. For some reason Asian instructors who teach in the U.S. take on non-Asian process of attaching blame to students rather than a problem solving philosophy.

When Mr. Kim and I met we were immediately very respectful of each other. From my point of view it was clear to me that this man was special. As a general rule I am a respectful person, a belief system that was role modeled to me by both of my parents. Even so, Mr. Kim was clearly a person who had qualities of which I had yet to learn. Unlike other instructors I had met he was not interested in talking about how good he was, how many tournaments he’d won or how many Black Belts he’d trained; he was interested in my view of martial arts and martial arts training. Our initial conversation was not as though I was being interviewed. Nor was he deciding if I was worthy to train with him. He was simply interested in my belief system. Throughout the years this interest an approach has not wavered.

He has not promoted hundreds of black belts but he has taken a special interest in each one of the few that he has promoted. Even though he may not have personally talked with many of them for some time, he expects that I have current knowledge of them.

Like many relationships ours has had its share of stress. Except for one unresolved issue, we have worked out those differences in a positive way. I often receive letters from instructors who are having problems with the head of their system. Most want to quit their association and instructor and join WOMAF. It is clear that the expectations of both individuals were not being met. Their communication has never been strong and mutual respect between then has never actually existed.

We have also had “would be” members who had no concept of respect. Their narcissism excluded their ability to connect. These individuals will always be disgruntled regardless of what is offered to them.

Mr. Kim has an uncanny way of seeing these individuals almost immediately. I have supervised experienced therapists who spent months being conned by narcissists. Yet Mr. Kim and my father could identify individual personalities more precisely than any therapist that I have met.

Mr. Kim remains consistently curious. I also am very curious by nature. Although I have learned much about his martial arts history I have been curious regarding his non-martial art childhood. The fact is that his childhood always contained martial arts training. He has always been reserved about how extensive and innovative his training had been. Suffice it to say, volumes could be written regarding his history.

Mr. Kim is spending more time at Pacific Rim than he has in years. He has been instrumental in renewing our affiliation with Mr. Ohm and the World Chung Do Kwan as well as the Korean Judo Association. We are training together regularly again and he plans to be on the mat teaching in a short time.

Our relationship has sustained by exhibiting mutual respect and trust. While our communication is often in foreign languages, for each of us, we problem solve in order to not experience misunderstandings of the past. We learned to take responsibility for our failures and to not project blame.

We have grown old together and are able to laugh at the ability we can no longer exhibit. I have been on the receiving end of Mr. Kim’s punches and kicks many times. Even more intimidating has been attempting to match psychological wits with him.

He remains how his teacher, Mr. Ohm the president of the World Chung Do Kwan Association describes him, as a “100 year man”: an instructor, who is a complete martial artist, an instructor who only appears only once every 100 years.

We are blessed to have him continue to guide us.

“You Know Funakoshi”

“You know Funakoshi”, Mr. Kim asked me recently. He then went on to say that when he was a teenager he studied everything he could find on Funakoshi and his “one punch” training theory. Many Korean martial arts instructors at that time, as well as many to this day, reject the idea of Korean martial arts having any Japanese or Chinese influence. Consequently, he raised the ire of a few black belts when he tried to discuss Funakoshi with them.

Mr. Kim has never been one to avoid or distort the truth and believes his students need to understand the authentic history of Korean martial art. For example, when Mr. Oyama moved to Japan to develop his system he combined his knowledge of Chung Do Kwan with his training of Shotokan. Mr. Kim was one of the few Korean instructors who initially supported him.

Funagoshi’s “one punch” theory was a primary focus of his Shotokan. When I practiced briefly with Nishyama Sensei, one of Funakoshi’s top students, he focused on “one punch power”. His kata emphasized that theory in each move.

In discussing this theory Mr. Kim went on to explain how he shaped it to work for him. During his illustrious 60 year martial arts career, Mr. Kim has developed many innovative techniques. He worked for years perfecting the “one punch” power. During this process, while the one punch concept worked well, he realized that it had its limitation. This realization became clearer when he began to develop Ho Shin Do Hapkido.

In addition to perfecting the power of the “one punch” he studied the theory of blending and taking balance. For this, he began an earnest study of Judo and became a high school Judo champion.

There are many stories of Funakoshi’s training methods. In his book he describes hours of standing in horse stance focusing on his middle punch. Nishyama Sensei told us that Funakoshi stood on the roof of his families’ house during severe wind storms, in a horse stance, punching into the wind.

Whether the stories about Funakoshi training methods are fact or exaggerations, Mr. Kim believes that training under a variety of intense conditions not only strengthens the body, improves techniques but it also strengthens the mind. Besides rigorous outdoor practice, Mr. Kim credits his Judo training and competition with the development of his incredible throwing and “one punch” techniques. He also mentioned that while he did not train with professional Boxers for an extended period, he learned that Boxers practice one punch theory on all of their punches.

While in the Army, Mr. Kim competed with Boxers in ‘Karate vs. Boxing’ Exhibition Fights. During those bouts he was able to apply his theory in unconventional circumstances. He maintains the fact that Funakoshi was the major theorist who not only understood body mechanics, but the psychology of Karate. Mr. Kim has been able to incorporate these ingredients to not only become the icon but also the Master innovator of Korean martial arts.

During a practice session at Mr. Kim’s “1310 S.W. Washington” school we were visited by a young man and his entourage. I introduced myself and asked what questions the man had. He informed me that he and his students were training in “Bruce Lee’s system” in his garage. Although he did not give belts to his students he assured me that their ability was equivalent to that of Mr. Kim’s black belts. He himself had mastered Bruce Lee’s style and therefore considered himself a Master Instructor.

His stated reason for the visit was that he was offering to teach Mr. Kim and his black belts the Bruce Lee style that he had mastered. He would teach two times a week at no cost. As the conversation continued he asked me if we (which included Mr. Kim) knew anything about Bruce Lee’s “one inch punch”. Since he was an expert on this technique that would be where he would start his teaching.

Mr. Kim came to the entrance of his office and watched the conversation. He motioned for me to come over to him, which I did. He asked “What talking about?” At this time Mr. Kim was just learning English and I was struggling to learn Korean.

I did my best to translate the conversation I was having with the young man, especially focusing on the man’s expertise in the “one inch punch”. Mr. Kim looked at me and then at the young man. He said “All punching is one inch” and with that, he punched the door jamb of his office.

It did not look as though the punch traveled even one inch. The impact was incredible. The building vibrated! Students stopped practicing and stood in place and the atmosphere became uncomfortably silent. The young man’s color turned ashen, he and his students backed out the door, showing the upmost respect. Without saying another word the young man bowed politely to Mr. Kim, who returned the bow.

“Those who would declare themselves masters should seek guidance, thereafter, in the hearts of those who would become students.”     Shimabuku, Eizo Ju DAN

Unique Positive Energy

“There are no beginnings and no endings. The universe is process and the process is in me. When I fight this process or ignore it, I am in trouble.” Barry Stevens, Gestalt Therapist, Aikido & Tai Chi student.

Every school that Mr. Kim and I would visit had this incredible positive energy. For the first few years I thought the feeling was just my excitement of being able to train with such great masters. After several years of visiting the schools he was associated with I realized that in addition to being excited, the fact was that these schools contained a unique, positive energy.

I discussed this phenomenon with Mr. Kim on several occasions. His response was that energy in the school is a direct result of the quality of training the senior Black Belts have received. He believes that the head instructor has the responsibility to demonstrate by example to the senior instructors how to present an encouraging, positive approach to their teaching. That does not imply that this training is easy. Personal discipline, focus as well as learning to assist each student to be their best require consistent training. The balance of support and being a disciplinarian is a skill few senior instructors possess. That ability, and the positive energy they learn to exude, is what contributes to that special energy in a school. .

Mrs. G. and I have visited many beautiful martial arts schools. It is logical that schools in the Cayman Islands and Puerto Rico that have beautiful beaches on which to practice have small mat areas and lots of positive energy. In San Diego we visited schools where the main door opened onto the ocean. In Florida, several schools were situated right next to or very near the beach. In Montana one beautiful school had a breath taking view of the mountains. Each of these schools has a positive energy that makes them special places to practice which is enhanced by the head instructor.

When I was in Texas I trained at a Judo school in San Antonio. The school was designed similarly to my instructor’s school in Japan. It was pagoda style that overlooked a Japanese garden.

“At the heart of each ‘way’ there exists a shrine constructed by those who have journeyed before.” Shimabuku Eizo, JuDan

Sensei Satome’s school in Washington D.C. is located a few miles away from the Capital. It is part of his home. The mat area is beautiful. Stepping into the practice area is as if stepping into the practice area on a mat in Japan. During training, Satome Sensei opens a very large sliding garage door on the side of the dojo. Outside of the door is a lovely Japanese garden. During training, he often puts on his work kimono and works in his garden. This process contributes to the peaceful nature of his Aikido. Working in his garden added the tranquility which is much like his approach to Aikido.

Mr. Kim is a master gardener. At every house where he has lived he always has tended to as large of a garden as the property would allow. He also is an excellent calligrapher. He has spent many frustrating hours attempting to teach that skill to me. He believes that in order to understand martial arts, being with nature (as with gardening) a student can better understand patience. By studying calligraphy a student can not only understand and practice patience but also study being free and working toward perfection at the same time. During his teaching he explains that this is training at the highest level. Through this understanding of the martial arts the student experiences commitment.

Pacific Rim has a black belt who studies Tea Ceremony. Experiencing “Tea” leaves a student with a profound feeling of tranquility. Martial Art Students should experience Tea Ceremony at least one time in their training.

Throughout history, martial artists believed that the essence of their training was contained in their working with nature and being able to convey that understanding through writing and art. Working with what the earth provides also includes outdoor practice. The late Shihan Toyoda, an Aikido expert and Zen priest, spoke often of how important working with and understanding nature is and how martial arts training contributes to this understanding. On the wall at Pacific Rim, proudly displayed, is calligraphy by Toyoda Shihan. Not only was he an expert in Aikido, he was an accomplished calligrapher. He believed that a true calligrapher should make his own ink, which he did.

Students are encouraged to train toward balance, which includes mind, body and spirit. My father worked with wood, winning several awards, he was also an avid gardener grafting roses which resulted in the development of his own unique rose. Even though my father did not train in Asian martial arts, he had the heart of a warrior. He was a farmer and a truck driver. He knew that to be a complete warrior meant more than the ability to fight.

It seems as though every advertisement, martial art catalogue, or TV interview (especially local TV) is obsessed with MMA. The media is fascinated with it despite the brutal “win at any cost” mentality, even though the same media types opine on the deplorable aspect of bullying. Most academic schools have a zero tolerance toward violence; yet at the same time romanticize MMA by encouraging MMA leaders to give talks at their schools. Can they not see the correlation between the “hit them when they are down” and “bullying” behavior?

The unfortunate fact is that the unknowing public is not provided the proper information about what it means to be a warrior. Parents are consequently left with the misconception that martial arts training is composed of instructors and students whose focus is on winning and the physical destruction of their opponent rather than the safety and good will that comes from healthy, appropriate competition.

Warriors train to protect their family, community and country. To keep a proper perspective they train themselves to be one with their universe. They believe that if they improve themselves intellectually, spiritually, artistically and creatively that they will make the world a safer place for everyone.

“I usually incorporate calligraphy in my Tai Chi sessions because it is another expression of the same discipline, another way of showing what we do in body movement.” Sifu Al Chung-Liang Huang

Students need to understand that if they are dedicated the physical aspect of martial arts training is only a portion of what they will learn.

“To see as far as one may, to feel the great forces that are behind every detail… to hammer out as complete and solid a piece of work as one can, to try to make it first-rate and to leave it unadvertised.” Oliver Wendell Holmes

Experiencing the Passion of Martial Arts

“They do not display themselves; therefore they are illuminated.

They do not define themselves; therefore they are distinguished.

They do not make claims; therefore they are accredited.

They do not boast; therefore they advance.” Lao Tzu

“Lao Tzu believed that the ideal way to direct events was to use methods that did not create resistance or elicit counter-reactions.” RL Wing

“The true martial art should not be mistaken for a simple combat sport.” “It is the great art of outer pacification and inner harmony.” Fauliot

Dr. Lekas, DC finds very interesting videos and regularly shares the links with Pacific Rim students. Sensei Toshihiko Koga is the latest of these outstanding videos that he has recommended. I would encourage everyone to watch his talk with the young students he was addressing. The fact is that martial arts principles have long been based on the contents of his speech.

Respect for your training partner, train with those stronger as well as weaker, learn from everyone and show respect for everyone. We have always stressed keeping a clean training area, everyone cleans, all ranks-no exceptions. Students wear clean, white or blue uniforms. Sensei Koga’s talk included not only wearing clean uniforms but also showing respect for those who purchase them. Children, preteen and teenagers should wash and take care of their own uniform with respect. Students should not wear worn or tattered uniforms with holes in them. According to Sensei Koga, to wear an improper uniform is showing disrespect to your art.

Years ago I was asked to present a Hapkido seminar to a Jujitsu Association. The promoter was well known for his books and articles on Jujitsu. The school where they practiced was in a community center. The exterior grounds were well kept and gave the appearance of a neat, organized facility. However, the interior and mat areas were cluttered and filthy. The student’s uniforms were also ill-kempt. The senior Black Belt instructor’s uniforms were the worst!

The promoter, who was also the head instructor, had at least a dozen metal pins attached to his black belt. In doing mat work these pins could easily cut the face and other exposed areas of his partner. I asked him how he could do mat work wearing his belt. He shrugged and said that with his Jujitsu system his students did not do mat work. He stated that his system was so advanced that, he did not need to teach mat work.

Korean Hapkido schools are often located in the poorer areas of town. Rent is very expensive and operating a school has many financial challenges. In the higher rent areas, instructors have had to provide a pick-up and delivery service for young students. Others, like Mr. Herr the Korea WOMAF representative, has added a weight lifting gym to his successful Hapkido program. His advanced Hapkido does not lend itself to children’s training. What you find in these schools whether the focus is on adults or on adults and children is that they are spotlessly clean, pristine in nature and not cluttered with self-promotion materials.

Every Korean school I visited or trained at was extremely clean. The students wore clean, pressed uniforms. Their equipment, while often showing signs of wear, was well cared for.

It is interesting that most of the U.S. shopping mall schools are not very clean and the practice area is cluttered. The exterior is littered with self-promotion which is often contains historically inaccurate information.

For some instructors, teaching has been relegated to an “activity” or an “after-school-day-care” program. Their goal has become one of monetary pursuit rather than teaching the beauty and completeness of martial arts. It is not their passion or their bliss.

It should be encouraging for all dedicated instructors to listen to the devotion that Sensei Koga has for Judo. Many instructors will not understand the meaning of his words. Those few that do understand his words also know that feeling of gratitude when they put on their clean uniform, step on a clean mat, in a pristine training hall, and give thanks when they bow and begin practice.

“The martial arts…extend into every act one performs throughout one’s life. A positively motivated mind makes the seemingly impossible possible. In their capacity as art; as a physical exercise and as a spiritual discipline, the martial arts are method of unifying matter and spirit in such a way as infinitely to broaden and deepen human life.”  Saim Sang Kyu

Judo from the Beginning: A Perspective

“Victory of Defeat: It is not the critic who counts, not the man who points out how strong men 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 and dust and blood; whose errs and comes short again and again; who knows the great enthusiasts. The great devotion and spends himself in worthy causes. Who at best knows in the end the triumph of high achievement and who at worst if he fails, at least fails while daring greatly, so that his place shall never with those cold and timid souls who know whether victory or defeat.”   Theodore Roosevelt

O’Sensei Major Phillip S. Porter passed away on August 7, 2011. His Judo accomplishments are legendary not only as a competitor, judge, but also the promoter of American Judo. Along with Professor Walter Todd he freed American Civilian and Military Judo students and instructors from the oppressive political yoke of Japanese dominated Judo policies. Virtually controlled for years by Japan, American Judo’s progress was consistently impeded. It is difficult for new Judo students to understand the politics of Judo in the early years. O’Sensei Porter and Professor Todd with support from General Curtis Lemay of the U.S. Air Force opened doors for U.S. Judo that were previously thought not to be possible.

Mrs. Porter recently released the revised version of his book Judo from the Beginning. Originally published in 1974, it was the first book written by a non-Japanese that was approved by the Kodokan. The book’s value lies primarily in its historic significance. Having had the opportunity to train with many of those mentioned in the book adds nostalgic significance for me. These were the pioneers of American Judo. It is important for the current students who are serious about Judo to study American Judo history in order to appreciate these pioneers.

Chapter Two, The Soul of Judo, is especially profound. The concept of O’Sensei has been convoluted by the self-promoted. This chapter deals with the meaning of Sensei a title which, in the past, was bestowed on those who had dedicated their lives to teaching and sacrifice. Now, titles are bandied about with little regard, knowledge or understanding of their real meaning.

There is a sad and disappointing note to his story. When O’Sensei Porter first wrote this book he was continuing toward the pinnacle of his teaching prowess as well as USJA’s unlimited potential. He had been a successful competitor, promoter of Judo, referee and founder of two Judo organizations. He was the supportive and powerful voice for students and small schools. These schools had been ostracized by the politically orientated Japanese controlled organization. It is unclear what happened with his administrative board’s support. I’ve heard both sides of the story, at the very least he was undermined and blindsided by those he had faith in and trusted.

I know how hurtful it is to be betrayed by a student that you tried to help. It takes years to get over, if you ever do get over it. The outgrowth of USMAA was the result of the change in leadership at USJA.

Most students have no interest in associations. They trust the organizational decisions to their instructors. It is the head instructor’s responsibility to select the organization that best supports their programs. Students should study all areas of history including American history, the U.S. constitution and state histories. To truly understand martial arts, students should also have a historical understanding of their organization as well as its founder. The value of this book is not in the politically revised aspect which focuses on USMAA. This may be of interest to some, but should not be considered the focal point of the book.

“Too many Judo organizations, most of which do not have the athlete’s best interest at heart, coach. The existing Judo organizations are not concerned with the future of American Judo, but only with their own personal gain…in all the time that Judo has appeared in the Olympic Games, since 1964, the United States has never won an Olympic Gold Medal. Taekwondo has won more medals in two Olympic Games than Judo has in six.” Sensei Willy Cahill, Olympic & Pam American Judo Coach

During all of the years that I knew him, his goal was to improve Judo for everyone. He envisioned a better organization and training opportunity for the elite international competitor as well as the local competitors and their dedicated instructors.

“Martial art begins and ends with respect.” Lowry

There are those who were never supportive of the Armed Forces Judo Association or the United States Judo Association. They have been a continuously noisy voice. O’Sensei Porter was responsible for the emancipation of Judo from negatively controlling factions. The fact that he was successful in this endeavor, beyond everyone’s expectations, may have been what caused the betrayal of his vision for USJA and American Judo. Whether or not he would have been able to have such success with USMAA we will never know.

For his life’s work and dedication to martial arts and students from white belt to advanced black belt we will be eternally grateful.

Open Heart to Learning

“Your mind should always be composed, quiet and without any sort of restlessness. It should be at peace. Your words, especially, should be calm and few in number. You should not talk things of no use. This is, indeed, an excellent method of nurturing your chi”. Ekiken

Ms. Yoko Tanabe’s credentials are impressive. Her Judo career spans two decades. Among her competitive accomplishments are two time Olympic Silver Medalist and six times All Japan Judo Champion. When she entered Pacific Rim Martial Arts Academy it was obvious that Ms. Tanabe was a special person. Her demeanor was confident, humble and she displayed a sense of dignity that comes from a true understanding of traditional martial arts training.

While her techniques were flawless, her skill in communicating the essence of Judo was what was especially impressive. True martial art training has a language that is universal. That language is available to any sincere student. The only requirement is that a student has patience and compassion for all individuals.

Watching Ms. Tanabe teach younger students was a lesson in understanding dedication to teaching and especially dedication to Judo. Not only did she flow and blend comfortably with beginners, her communication of advanced Olympic techniques struck a special note to those who have experienced international competition.

When I first met Professor Walter Todd he had just returned from testing for his 5^th DAN Judo promotion at the Kodokan in Tokyo, Japan where I had taken my 1^st DAN Judo test two years earlier. My test consisted of what seemed like hours of demonstration of falling. From the falling demonstration there was a demonstration of Nage No Kata where I was briefly tori but mostly uke with an advanced Black Belt.  As uke, I took more falls. The rest of the test is a blur. What I remember is being thrown very hard by several Black Belt spectators. It is possible that even the custodian took his turn at throwing me. When I asked Professor Todd about his experience he smiled. He went on to explain that he had experienced a similar test. It is important to note that Professor Todd was personally trained by Mifune Shihan. He stayed at his house and they had a strong teacher/student relationship. In addition his wife and her family were personal friends with Ms. Fukuda, the first woman Judo 10^th DAN.

Even with his Judo history and political connections he was still required to formally test. His test consisted of demonstrating falling, in a variety of situations, and he had to randori with 7 much younger Black Belts, whom he dispatched with ease. Even though he was acquainted with, and personal friends of, the examiners he was expected to demonstrate not only the technical requirements, but also how to properly teach the techniques that the Kodokan instructors were teaching.

Ms. Tanabe was very complimentary about the students at Pacific Rim. She stated that their techniques were strong but what she was most complimentary about was their willingness to have an “open heart to learning”. The other compliment she gave was regarding the Pacific Rim student’s ukemi. She explained that the quality of ukemi is not just in the technique, but more importantly quality ukemi means that the student has made a commitment.

When Mrs. G. and I were on the seminar circuit we were scheduled to give a seminar on the east coast. We met with the promoter who seemed like a nice enough person. As is my usual custom I asked the promoter, a high ranking Hapkido instructor, what portion of the seminar he would like to teach. My seminar custom is to have the promoter teach their specialty in order for them to feel a part of the training. His first response was that he did want to do any techniques that required throwing or falling. He owned and operated 4 schools. None of his assistant instructors knew how to fall nor did they teach any techniques that would normally require throwing or falling.  All of his assistant instructors were 3^rd DAN and 4^th DAN Hapkido Black Belts. Can you learn proper technique without learning ukemi? Is there true commitment without ukemi?

“Martial arts should be studied with the goal in mind of perfection: perfection of form in movement, perfection of mind in activity, perfection of principle within the system. Therefore to achieve true mastery, study the art to its roots. The sage recognizes that there is always more to learn. Learning in martial arts is a step-wise process, advancing through the proper order. But learning is infinite, ceaseless throughout life.” A Simpkins, PhD.

What is encouraging is that an instructor, the caliber of Ms. Tanabe, is willing to share her vast knowledge with a small school. Not only did she share her knowledge with us, she also conveyed the true essence of martial arts.

Throughout history there are instructors who defy the mass production and emphasis on monetary gains for the purity of the art. Instructors with that deduction are difficult to find. Their focus is on the art they love and nothing could ever compromise that belief.  Ms. Tanabe is one of those rare and dedicated master instructors.

“The great learning takes root in clarifying the way where in the intelligence increases through the process of looking straight into one’s own heart and acting on the results.”  Pound