Luohan, courtesy of V&A.
There has been a lot of discussion about what makes a good teacher or a good Sensei; and people have found value in preparing and training the new generation of teachers/Sensei; and rightly so.
But I have a feeling that maybe we need to also look at it the other way round and perhaps teach people to be good students?
We typically think of our students as the raw material; the clay from which we mold and create; the blank slate to be written upon. Oh, we nod politely towards the idea that not all students come to us as equals; but then proceed to blithely continue on as if the opposite were true.
Can we teach people to be good students?
But first we have to think that this cuts both ways. For are we not also students? Or at least we should be. We as teachers should lead by example as ‘life long learners’. As a teacher, never underestimate the student’s ability to put you under the microscope and observe how you learn and take on new material. So, while I pursue my theme, I have to cast a glance over my own shoulder.
At this point I feel I have to mention my own (additional) credentials in the area of teaching and learning, having recently retired after thirty-six years of teaching in UK secondary schools. Some of that experience boils down to very simple principles; key among these is that you are engaged with an unwritten two-way contract, or at least that’s the way it should work; the teacher gives and the student gratefully receives, in an active way (students also teach you!). Unfortunately, it doesn’t always work that way because one side of this contract sometimes welches on the deal; either actively or passively. The contract states that from the teacher’s perspective you are not doing your job if the student who walks into the room at the beginning of a lesson is the same person who walks out at the end. Something positive should have happened that results in the student growing – admittedly it might be small; it might be cumulative, but it is still growth.
Of course, this is very simplistic and there are many other factors involved. As in the Dojo, the environment has to be right to build an atmosphere conducive to development, with a positive encouragement of challenge and change; but not in a coddling bubble-wrapped way. I am reminded of commentator and thinker Nassim Nicholas Taleb’s idea of ‘Antifragile’, put briefly the concept that systems, businesses (and people) should aim towards increasing their capability to thrive by embracing stressors such as, mistakes, faults, attacks, destabilisers, noise, disruptions etc. in an active way. The antithesis of this is ‘resilience’. Resilience will protect you to some degree but it is not enough, it’s just a shell, potentially brittle, that given enough time and pressure is eventually breached.
Here is my personal take on what I think are the prerequisites of a good student:
- Empty your cup.
- Pay attention – martial artist Ellis Amdur says that progression in the martial arts is easy, all you have to do is listen. I am reminded of that very human inclination when involved in discussion; sometimes what we do when listening to someone is to fixate on one thing they have said, work out our own counter-argument in our heads while failing to listen to the rest of what they have to say. I have seen this with students in seminars, where the student asks the Sensei a question that they already know the answer to. At one level they are just looking to have their ideas endorsed, at another level they want everyone to see how clever they are – not the right place to ask a question from.
- Linked to the above; Open-mindedness. Nothing is off the table, but everything in its right place and in the right proportion.
- Understand that knowledge is a process that is ongoing; the sum of what you know is infinitely outweighed by the sum of what you don’t know. There is no end point to this.
- Self-discovery is more valuable to you than having something laid out on a plate for you. The things you achieve through your own sweat, pain and frustration you will hold as your dearest discoveries. I have seen times where a really, really valuable piece of information has been given to student and because it came so easily they dismissed it as a trifle.
- Leave your baggage behind. You may have had a lousy day at work, a fight with your partner, your kids have been ‘challenging’, but, check all of that at the door, you are bigger than the burdens you have to carry. Acknowledge that they are there but put everything in its right place. Personally, I found that troubles shrink after two hours of escape in the Dojo; distance gives you perspective.
- Avoid second-thinking the process; or, transposing your underdeveloped thinking on top of something that already exists. A blank slate is always easier to work with. I once spoke with a university Law professor who said he personally preferred the undergraduates to enter his course without having done A Level Law, he preferred the ‘blank slate’.
- Avoid making excuses in challenging situations. Nothing damages the soul more profoundly than realising that in fooling others you are often lying to yourself; it’s a stain that is really difficult to wash off. If you fail, fail heroically; fail while trying to give it your very, very best. That style of ‘failure’ has more currency than actually succeeding; not just from the perspective of others, but also from your own perspective.
- Put the time in! The magic does not only happen when Sensei is in the room. Get disciplined, get driven. Movement guru Ido Portal probably takes it to the furthest extreme by saying, ‘Upgrade your passion into an obsession’, that’s probably a bit heavy for some people, because obsessive individuals tend to be overly self-absorbed, and as such cut other people out of their lives. Whatever passion/obsession you have it is far richer when you bring other people along with you. Other people add fuel to your fire, and the other way round.
The list could go on, because teaching and learning are complex matters, much bigger than I could ever write down here. And besides… what do I know?
In our training as martial artists we are taught ‘disciplines’, but are we taught how to get in touch with our own bodies?
As part of this we may ask the question, how do instructors teach people to move? How do they help the students to have a conversation with their own bodies?
In a way students are encouraged to have a shouting match with their own bodies – like that very English thing of trying to make yourself understood to someone who doesn’t understand English by just raising the volume; our internal voice is yelling at our bodies and the body just stands there literally dumbstruck.
Often the student wholeheartedly and with good grace buys into the whole teaching method associated with their system, with the assumption that everyone learns that way, it works for them, it will work for me, because I am supposed to have faith in the system… aren’t I?
The answer is, ‘no’, ‘no’ and ‘no’.
What should be happening is that a good teacher supplies doorways and access points for each individual student, because they are ‘individuals’.
However, we make an assumption that you know your own body, but this is far from the truth. ‘We know our own body like we know our own mind’, again, a false assumption. In the case of the mind, psychologists will tell you that you have much to gain from standing back and examining your own motives, noticing the times you lie to others, but more importantly, when you lie to yourself. ‘Tough Love’ administered to your own thoughts and motivation mechanisms is hard to do.
It’s the same with the body. You are only vaguely aware of your own somatic bad habits (unless someone points them out to you, like a well-meaning and observant instructor).
For example, problems with your posture, which then become the root cause of other problems, or when one muscle kicks in to take the load for another muscle, that should be taking the main load itself. Now, why is that muscle not doing its job? It might be transferring the strain from an area that is carrying a chronic weakness, an old injury, maybe one you are not even aware of! Consciously or unconsciously you protect the weakness as an ingrained habit and it’s not always in your interests to do so. Without expert advice you could well cause that part to become atrophied through under-work, thus compounding the problem.
On top of this, the human physical framework is a complicated system, and, as with all such complicated systems, you can’t move or adjust one part without it having an effect in other places, often the whole structure has to kick in to compensate for one small movement. I heard it said that even the action of raising a single eyelid has a micro-effect on the whole body.
However, you have to cope with one key reality – the body is a bodger!
The dictionary defines a ‘Bodger’ as, ‘A person who makes or repairs something badly or clumsily.’.
When an injury occurs the body goes into emergency mode and executes a short-term fix, enough to get you out of trouble, only ever meant to be a temporary thing, Nature has designed us through survival to work this way. When we hurt our foot we take the pressure off that side of the body and transfer it across to the other side resulting in a limp. That weight transfer throws the hip and back alignment out, and if it remains in that state a chronic problem sets in.
Millions of years of evolution has resulted in this, but even then there are contradictions.
I was having a conversation with my dentist, during which I happened to say that human teeth were a lousy design, I think at the back of my mind I was reminded that when a shark breaks a tooth off a new one grows back. His answer surprised me, he said, “You are not designed to live this long, that’s why your teeth are letting you down”. A depressing thought, made even worse by what he followed it up with, he said, “as far as evolution is concerned it doesn’t care about you beyond a certain age, you are surplus to demand. Your job is to breed and then die, that’s it”.
I must have walked out of the dentists lighter in pocket, numbed in the mouth and depressed about my fragile place in the world.
I am reminded about an energetic debate I saw regarding ‘Intelligent Design’, one person said that the human body was the pinnacle of God’s design process, to which his opponent replied, “I only have three words to say to that… The Prostate Gland”. I expect most men are aware of the preposterousness of the positioning of that particular doughnut shaped gland, hardly ‘intelligent’! I won’t dwell on that particular thought, but I will leave it there for men to contemplate their own prostate and women to be puzzled.
After writing the initial ‘Use it or Lose it’ blogpost and listening to feedback, I realised there was more scope for exploration.
Right at the start I must say that I don’t hold myself up as an expert in this field, and I only have the layman’s understanding of the science behind the subject; so, as is often the case, all we are left with is opinion.
I will start by stating the very obvious; but it is useful to have these things nailed down to establish some kind of context, or framework.
It is clear that all living organisms have a limited shelf-life, and within that allotted time (which is in no way guaranteed) there is likely to be a physical peak which we as humans (hopefully) climb towards, this is sometimes referred to as our ‘prime’, and then we have to resign ourselves towards a steady slide into decline. It’s sad, but it has to be said.
What has always been of interest to me is how we manage this particular ‘allotted time’, specifically relating to our physicality. Do we stumble into an uncertain future and hope that our bodies follow some kind of unwritten innate game plan? Or should we perhaps be more proactive and realistic about how we want to develop and mature?
As I mentioned in the first blogpost, we are designed for movement; we are very good at it, well at least we start out being very good at it. Eventually, throughout our early development we emerge at the top of a very steep learning curve. Young children learn about movement through an amazing capacity to bounce back from failure and pure trial and error, while still remaining emotionally resilient they cope with adversity amazingly well, full of optimism and a ‘can-do’ attitude. If you think about it, it’s truly inspirational.
We all did it; we rode on the crest of a wave… and then the wave dropped flat and we descended into habitual modes of movement; for example; it’s much cooler to walk instead of run; take the lift rather than the stairs – there’s too much effort required to do otherwise, it’s a much smarter way of operating; or so we tell ourselves.
What happens to our youthful selves?
While still in the flush of youth we are corralled into institutionalised physical activity in schools, with one-size-fits-all P.E. lessons. For some people it worked; for the majority the wind was taken out of their sails and they had to navigate rules and regulations, militarised team structures, pecking orders, triumphs for a minority and potential humiliation for everyone else, and then, to add to the misery, a sizable majority found their ship colliding with the rocky coastline of puberty and body awareness of the most negative kind (particularly, though not exclusively, girls). The P.E. teachers I have met are always well-intentioned and very good at defending their corner of the curriculum; with talk of ‘team work’ and ‘life’s competitive realities’, they believe they supply a partial antidote to the snowflake generation. More progressive P.E. educationalists have tried to rethink what is essentially a 19th century mind-set but it’s like swimming against the tide.
But what happened to ‘play’? It always intrigued me how, in school gymnasiums and on sports fields the word ‘play’ (as in its most refined form) became redundant or even sneered at; unless, of course, it was used as a command.
Playfulness, the most valuable thing in children’s early development (of both mind and body) has been left behind. To ‘play’ is to explore. In its purest form it exists unashamedly in only a few disciplines.
Without apology or pretensions, musicians ‘play’, and when they get together they are inclined to indulge in ‘free play’, they might call it ‘jamming’ or free improvisation, a common thing with most musicians, particularly in jazz, but it’s still ‘play’ in the original meaning of the word. What is interesting about these musicians is that their freedom to play tends to come after a period of intense discipline, a prolonged apprenticeship. In the visual arts Picasso is supposed to have said something to the effect that you need to learn the rules well before you are allowed to break them. This does not mean it is the only path to the top of the mountain; some of the greatest musicians or visual artists achieved amazing expressive work without formal training, intuitively through play, unconstrained by boundaries.
Israeli movement guru Ido Portal holds ‘play’ as central to his system. He has developed some interesting practices to explore movement as a mode of personal discovery and development. One of his methods is to punch a tennis ball against a wall, to see how many times you can return the ball with just your fists; of course everyone fails horribly, but for Portal that is the point. Really the aim is not to get good at returning the ball, because as soon as you get ‘good’ at it, the benefit has gone; the cutting edge of exploration has disappeared. This is very similar to Jordan Peterson’s demarcation of the line between chaos and order (See blog post) you engage freely and willingly with chaos. As soon as we start to think this way we are in the zone of real learning.
The body needs to experience significant challenges through movement if we are to explore our fuller potential; but not in a damaging, reckless way. But beware of what your body is telling you, it is too easy to get boxed in by habitual patterns, to slump into a chair and tell ourselves we are being kind to our body, when the truth is the complete opposite.
A Pilates teacher confided in me that she observes how people get in and out of a chair; she says it tells her so much about their physical condition. After hearing this I became quite self-conscious and started observing more closely how I moved, which parts of my body were taking the strain, or rather not taking the strain when they should. Very young children use their knees when standing up; their body movements are instinctive, uncultured yes, but natural.
It’s similar with animals; I would challenge anyone not to be in awe of the movements of both hunter and prey caught on documentary films of big cats in action.
It is a truism that you really only appreciate something when it’s gone. From my observations young people take their mobility for granted; they seem to assume that it will stay with them throughout their lives, despite observing the opposite in members of the older generation.
People in the second halves of their lives tend to have a more uneasy relationship with their bodies; after a while the wear and tear begins to make it mark. It’s a complex subject but don’t believe everything you hear; sports people don’t necessarily reap the benefit of a lifetime of activity. For example; statistics seem to indicate that people who are long term and active sportsmen/women seem to go to the doctors less often. The assumption being that they are more healthy because of their sporting activities; this is not the full picture. Further research says that they may reap some specific benefits, but in their sporting lives they have also accumulated more reference points to pain and how to manage it. Put simply, they suffer pain as much as everyone else, but they just learn to put up with it.
Part of the answer is to know your own body, be aware of your own strengths and weaknesses and don’t be afraid to take advice from the experts. I know there are a lot of ‘modalities’ out there, many offering miraculous results and claiming to have the evidence, but do your own research, look at the counter arguments, and, if you have the time, look towards the science. Figure out what works for you.
My conclusions to all this (bear in mind this is advice I direct towards myself):
- Don’t take your body for granted.
- Embrace movement in all its forms, even if it is outside of your usual discipline/comfort zone.
- Enjoy movement; engage with the idea of ‘play’.
- Recognise the opportunities created by chaos.
- Learn to have an open curiosity to all forms of human movement, whether it’s dance, gymnastics, or balancing and acrobatics.
- Look towards your own habitual ways of moving, and if you don’t like what you see, change it.
- Decline isn’t inevitable; everything is under your control. If you are smart you can stack the odds in your favour by making good lifestyle choices.
- Turn human movement into a study, but don’t accept everything at face value.
- Be wary of ‘modalities’ in the same way you would be wary of ‘Big Pharma’, after all, it’s just business.
- Look towards functionality rather than vanity.
Here is quote from Fred Turok chairman of ukactive from 2014,
“By 2020, the average Brit will be so sedentary that they will use only 25 per cent more energy than if they spent the whole day sleeping… Over the last 50 years in the UK, physical activity levels have declined by 20 per cent. Even worse, they are projected to decline by a further 15 per cent by 2030.” And here we are, in 2020 (but maybe not the 2020 that Fred Turok envisioned) and have we sunk to the levels that Turok predicted?
Despite the fact that evolution has designed us for movement technology has relentlessly moved us step by step towards a utopia we shouldn’t really be aspiring to; a future of avoiding movement.
For example; we travel short distances and long distances in motorised armchairs; we seldom make our own entertainment any more, we sit back and let other people do it for us. The argument has been that ‘labour-saving’ devices have freed us from domestic drudgery; but what do we do with that freedom? We ‘rest’, but ‘rest’ from what?
Essentially we have made terrific inroads into NOT using our bodies.
If we look at the longest timeline of human existence, the vast majority of it had movement as part of its vital make-up. This is movement for survival as hunter-gatherers; movement for warfare, movement in migration and movement in rituals and dance and other creative activities.
Maybe there is some good news – but it’s mixed.
It could be said that a kind of counter-culture has been around for a very long time. The so-called ‘fitness industry’ has been in existence in one form or another since the days of the ancient civilisations, but interestingly physical culture for its own sake was mostly available to only a limited range of people. The list included; the wealthy, with leisure time available, and the young. Looking at the price of modern gym membership and who the advertising is pitched at, not much seems to have changed.
We are now being told that poor diet and obesity is a national problem (particularly in the light of developing information about Covid-19). It is an interesting observation that for the first time in many thousands of years, the rich get thinner while to poor get fatter; what a turn-around that is.
But there are other contradictions here:
I see online ads for gyms full of people engaging in what I’m sure they consider as low-tech training methods; tractor tires are rolled, turned over and hit with sledge hammers, sometimes happening in converted industrial units – oh the irony. I wonder what my grandfathers would have thought about that?
My paternal grandfather’s job was described as being a ‘hewer’ or a ‘ripper’ which Wikipedia describes as, “men who remove the rock above the coal seam and set rings (arches) to raise the height of the gate or road as the coal face advances”. I never knew him; he was killed in a roof collapse at the age of 48 in 1935. My maternal great grandfather was a railway navvy (navigator) and a bare knuckle fighter; he dug tunnels, extending the London Underground network in the 1880’s. Both of these would probably have been amused beyond imagination at the sight of people sweating and grunting with tractor tires and ‘battle’ ropes, (snort!) and paying for the privilege! Pumping iron in ex-industrial units where men used to ‘pump iron’ for real. I’m sorry to say it but, this is satire beyond satire.
My physio says he loves these people who ‘play with’ tractor tires; saying that they keep him in business. I quote, “Here are people who in their daily lives never pick up anything heavier than a pen – nobody teaches them proper lifting techniques, nobody thinks to start them off on smaller tires and they wonder why their back has gone out! They keep me in business. Give them my card”.
‘Boot camp’ training often has the same problem; the assumption being that training that is designed for indestructible 17 year old recruits is going to work for flabby office workers, really?
Forgive my cynicism, but, despite all these advancements I wonder if we have over-complicated the issue. It is true that generally we are not moving enough, we are not engaging with our bodies or celebrating our own individual capacity for movement and hence not reaping the benefits. Fitness culture is too often conflated with vanity; certainly the Ad men would want us to believe that, it sells gym subscriptions and feeds off our insecurities.
But what about movement for movement’s sake, as when young children play, run and climb, or movement as part of human expression, as with dancers? And for the older person, there are immeasurable opportunities for engaging with movement, either through structured meaningful disciplines or just taking to your feet and indulging in the clean open air, in sunshine or foul weather and celebrating just being alive.
Mudana Chikara is one of the watchword maxims used in Wado circles.
It’s one of a set of three, all described as ‘illnesses’, things to steer clear of if you want to remain on the right track. Mudana Chikara loosely means, ‘Do not use (too much) strength (to do the job)’, it is a key concept of Wado.
It is supposed to signpost the rule of economical movement, the embodiment of no waste, no fuss, no huffing and puffing and no tension.
It is so easy to describe what it is not but harder to pin down what it is – particularly if it is personal to your own technique.
Let me deal with the ‘tension’ thing first.
In between movements you are supposed to develop a feeling of live neutrality. I say ‘live’ because neutrality can easily slip into inertia, and an inert position is a dead position. An exaggerated example would be to say that you need to be in a position where you are deploying enough strength/energy to hold your posture, no more, no less. If your arm is stretched out (as in Tsuki) and someone rests their hand on the back of your hand, your hand should just gently drop under the extra weight; that’s enough.
Correct muscle management in movement is absolutely vital to efficiency. Often in our efforts to employ more power we actually end up sabotaging our objective with inefficient use of the muscles. Antagonistic muscles kick in and ruin the physical potential by actually working against what we want to achieve; I tend to describe it as like driving with your foot on the accelerator and the brake at the same time.
Wado instructors are very insistent on good muscle management; energy should be deployed appropriately and muscles should be fired off in the right order. Things can go wrong when the energy is generated from the wrong place and muscles work in isolated groups rather than a coordinated whole.
Energy should be turned on instantly, and then, just as abruptly, turned off; there should be no tensioned build-up and certainly energy should not be held on to. It is the ‘holding on to energy’ that causes an inability flow from movement to movement, or situation to situation, the energy becomes atrophied or stagnated. It is this ‘stagnation’ that can be fatal in a live situation.
But how do we know that we are using too much strength? Self-diagnosis is a really difficult thing; something might feel good but is it right? (Is it appropriate?). Clearly your Sensei can flag up if you are using too much strength, but only you can do the work on it.
My teaching experience tells me that this can often be a ‘guy thing’, women don’t tend to suffer as much from tension in their technique; guys tend to feel obliged to give their technique that extra thump; they have a model of strength in their heads and aspire to reach it, however unrealistic it may be. It is not something that can be reduced by degrees; the best approach is to soften it right back to zero and then build it up incrementally – but that takes a lot of time and some serious re-programming.
I suppose it comes down to energy investment. Some styles actually aim for over-kill, but really you have to calculate if all that investment is really necessary – can you afford it?
That is the thing about Wado, no frills, no artistic flourishes, all purely pragmatic and stripped to the bone.
As a follow on to my 10,000 hours post
in which I looked at the amount of time and effort needed to build a high level of expertise, I came across an article which set out an interesting addition to the debate; something I hadn’t really thought about.
The article was headed, ‘Generalise, don’t specialise: why focusing too narrowly is bad for us’ and was a condensed version of a larger work by David Epstein.
Epstein set up two very different examples by giving the back story of two of this century’s most stellar sportsmen; Tiger Woods and Roger Federer. Essentially this was the story of ‘push’ and ‘pull’.
Tiger Woods was famously hothoused by his ambitious father; while Roger Federer, as a youngster, was given the freedom to access all kinds of sports and generally ball-based activities.
Woods was an example of hyperspecialisation, he was ‘pushed’ while Federer was risking what’s sometimes categorised being a ‘late developer’ and frowned upon by the establishments in whose interests it is to keep this mythology alive – for, as the article shows, it is a myth that a single focus specialisation is the only way to achieve success. Hence Federer was ‘pulled’ by the opportunities and enjoyment of tennis.
Epstein was able to draw upon multiple examples where athletes bounced from one sport to another before crucially moving into their specialised field. Federer was able to draw upon a broad base of physical skills to enhance his approach to tennis; his mother was a tennis coach and she found herself having to resist the urge to check his unorthodox approach to specific techniques and problems found within a tennis match; he was liberated from ‘textbook tennis’ and as such was allowed to flourish. Federer’s mother was worried that her son was becoming too obsessed with tennis. I couldn’t imagine that Tiger’s father Earl would have thought such a thing about his son.
Specialisation has a number of negative aspects, Epstein said, “I came across more and more evidence that it takes time to develop personal and professional range – and that there are benefits to doing so. I discovered research showing that highly credentialed experts can become so narrow-minded that they actually get worse with experience, even while becoming more confident (a dangerous combination).”
Epstein’s conclusions were that although the generalised approach appears slower it has a greater shelf life than the specialising approach.
To give the other slant to this argument – very much drawing on the ‘mastery takes 10,000 hours of practice’ – read Matthew Syed’s book ‘Bounce’. Or read this neat summary by Paul Arnold, here.
As a postscript (and returning this back to being about martial arts) I wouldn’t be in a rush to go running around randomly ‘cross-training’ with other sports or other martial arts, particularly if you are at a point where you have clearly decided what your life’s focus will be.
I always think about a story of two men prospecting for gold. One just runs around digging lots of little shallow holes hoping to strike it lucky; the other does his research, locates his prime spot and invests time and money and digs one shaft really deep.
As I am a big fan of metaphors and also enjoy when the essence of one metaphor contradicts or reinforces another. On this theme, and to maybe complicate things, I would add one more; a quote from Thomas Merton.
“People may spend their whole lives climbing the ladder of success, only to find, once they reach the top, that the ladder is leaning against the wrong wall”.
*Recommended reading: ‘Range – why generalists triumph in a specialized world’, David Epstein.
I wanted to share a particular approach I use to explaining an aspect of taisabaki.
For any non-Wado person reading this, the Wado understanding of ‘taisabaki’ is very distinctive from how other schools of Japanese karate interpret it.
‘Taisabaki’ is most conveniently translated as ‘body management’. Shotokan have their way of using taisabaki, but it is a very broad brush approach – in Shotokan anything that gets you out of the way or/and in position to counterstrike, can be classified as taisabaki.
But Wado’s approach is to sail dangerously close to the wind, to dice with danger and evade by the narrowest of margins. Some might say by no margin whatsoever; because what is often viewed from the outside looks so completely suicidal; like two forces seemingly competing for the same space. But that is Wado taisabaki – body management that allows you to flow.
There are some useful ways of into working with Wado taisabaki.
I have two analogies I use when teaching.
One is to say that you must become like water; if you foolishly try to punch water it just yields, and in your efforts you end up getting splashed.
Another model I use is that you should try to become like the human revolving door; like a Charlie Chaplin comedy classic; as one side is pushed the other side swings round and slaps you in the chops. Clearly this is the physical model of In-Yo, Yin Yang, positive negative working to harmonise, all mutually cooperative.
A simple exercise.
Stand square with a partner, both in natural stance facing each other; have one side place the right hand on the partner’s left shoulder and push. The person being pushed absorbs the energy so that the solidity that the person pushing was expecting to meet just disappears – the result may well be that with the resistance gone they will be over-extended and could lurch forward, which is a good result in itself.
Next, the person being pushed could try harnessing the energy that is being supplied by their partner and feed off it by activating the other side of their body, the right side using the fist and arm and also causing the other person to lurch into it, thus requiring even less energy because the forward momentum amplifies the impact.
To make it more relevant, the person doing the pushing could move their contact point incrementally towards the centre line (much more realistic) forcing the person being pushed to concentrate on their centreline and pivoting subtly around it. Obviously, as a practice this can be developed.
However, an interesting problem occurs when the person being pushed abandons the parallel position of natural stance and adopts a stance with either left leg forward or right leg forward. Suddenly the position of the legs as related to mobility and stability becomes an issue– which way would your legs need to move to support the evasive movement?
One way gives you a neat application of nagashizuki, i.e. the front leg just pivots on the spot while the back leg has to move to support the rotation – to all intents and purposes it is a classical nagashizuki.
But what if you decided to rotate your body the other way? If you respond to that push or punch by rotating only one way you become awfully predictable, so I describe that nagashi movement as ‘heads’ and therefore there must be a ‘tails’.
The ‘tails’ movement is to rotate the other way, but that requires your front leg to do all the movement, which is a movement most Wadoka know, i.e. the second movement of Kihon Gumite Ipponme. In reality the first one is a Jun hip, while the second one is a gyaku hip, this is the best excuse (if you ever needed one) to explore junzuki and gyakuzuki.
Of course there are many ways of exploring taisabaki, and the more you get into it the more complex it can become.
It truly is three-dimensional, involving so many different interconnecting principles, including aspects of creating space, manipulating timings and psychological leading. The exploration goes on and on, but at its heart is something very very simple – like water flowing around a rock, or a primitive rustic Japanese waterwheel – or even a build-up of snow slipping off the branches of a willow tree.
In Ushiro Kenji’s book, ‘Karate and Ki – The Origin of Ki – The Depth of Thought’, he mentions that when your sensei asks you if you understand, you should always be wary of answering it with an emphatic “Yes”. A better answer may be, “Yes, but only to my current level of understanding”. How can you really state that you are fully in the picture of what your Sensei is trying to communicate? It all becomes relative to your current point of development, and (if we are being realistic) we are all existing on a continuum of expanding knowledge – or we should be.
This is nothing new. Socrates (469 – 399 BCE) had worked it out (and was despised by some of his contemporaries for this). Here is a quote from the Encyclopaedia of Philosophy [online], “[The] awareness of one’s own absence of knowledge is what is known as Socratic ignorance, … Socratic ignorance is sometimes called simple ignorance, to be distinguished from the double ignorance of the citizens with whom Socrates spoke. Simple ignorance is being aware of one’s own ignorance, whereas double ignorance is not being aware of one’s ignorance while thinking that one knows.”
In my last job I spent many years advising teenagers about to depart for university, and one thing I used to say to them was that one of the worst insults that could ever be thrown at them was for someone to describe them as ‘ignorant’; I also included shallow as well, but ignorance was the most heinous of crimes.
An obvious part of this is to be aware of the lenses you are looking through (check out, ‘observer bias’ and the closely related ‘cognitive dissonance’). Martial artists seem particularly prone to this. We see this when someone has a pet theory, or a favourite concept and feels a need to carve it in stone. Once it’s gone that far down the line there’s really no going back, and even in the light of new evidence which contradicts or turns over the pet theory they are stuck with it and it can become a millstone around their neck.
The error is in not acknowledging your own ignorance; feeling you should set yourself up as the authority in all things.
We are not very good at understanding the limits of our own knowledge. We make an assumption that in all areas of life we are existing on the cutting edge of what is possible – that may be true but we still encounter stuff that is either imperfect, or goes wrong, or breaks down; be that in systems, societies or technology. Deep down we know there is the possibility of improvement and advancement, but that’s always for tomorrow.
Take medical science as an example. Someone recently said to me that there’s never been a better time to be ill. Now, I take issue with that in more than one way; the obvious one being that really there is no ‘better’ time to be ill at all! Another point is that this comment was probably the same one used by an 18th century surgeon when he was just about to saw someone’s leg off without anaesthetic.
I suppose it is the arrogance within humanity that arrives at these rather bizarre conclusions. Perhaps in a way it is a kind of comfort blanket; maybe we are hiding from a much more sobering reality? Sometime in the future will some social historians be looking back at us and marvelling at how primitive and naïve we were? Or perhaps this is already happening within our own lifetime? Maybe my generation has been the first to witness such a dramatic rate of change and advancement. It’s a fact; compared to previous centuries the rate of change has speeded up phenomenally. One factor alone sums it up nicely – the Internet. I think we can talk confidently about ‘Pre-Internet’ and ‘Post-Internet’.
However, human skill development at a physical level does not increase at the same high speed that technological development can. Athletes can still shave a hundredth of a second off a 100 metre sprint, but it can take years to achieve this comparatively tiny gain. In fact any significant human skill still takes hours of dedicated practice to achieve. A 21st century aspiring pianist still has to put the same amount of hours in that an 18th century one did. Of course we are smarter about how we organise the learning process, this is sometimes supported by technology but the body still has to do the work. Our attitude towards human physical achievement and ambition has changed over the last 100 years. Take the example of Roger Bannister’s breaking of the 4 minute mile; critics at the time claimed that Bannister had cheated because he trained for the event! Their attitude of course was that Bannister should have done it based upon his own innate undeveloped physical attributes; his God given talent.
The acknowledgment of ignorance is inevitably a positive thing; it’s the acceptance that there is a whole big world out there, a boundless uncharted territory which is loaded with amazing possibilities.
It goes without saying Martial Arts can easily be categorised as a human skill (a Craft). It’s a trained activity directed at solving specific problems. Problem solving can be achieved to different levels depending on the competence of the person addressing the problem. It could even be argued that problem solving is binary – either you solve the problem or you don’t. But problem solving is not necessarily an ‘end-stop’ activity, there’s more to this than meets the eye.
Following this ideas that martial arts art are crafts, I would like to explore this further to see if anything can be gained by shifting our perspective and pushing the boundaries and looking at what a ‘craft’ actually is.
Sociologist Richard Sennett has a specific interest in Craft and Craftsmanship. For him ‘Craft’ is just doing the job, probably the same as everyone else, just to get it out of the way; a basic necessity. But ‘Craftsmanship’ is the task done in an expert, masterly fashion (Like the famous story of the master butcher in The Chuang Tzu). But the craftsman’s response to the problems/challenges he faces is not just a mechanical one; it changes according to the situation, and, whether it is master butcher, musician, painter or martial artist, the challenge is fluid, and as such adjustments are made on the spot and new ways of doing the same thing evolve. The craftsman doesn’t ‘master’ his art, because his mastery is ever-moving….or it should be. The skills of the master craftsman becomes a linear on-going project, not an end-stop.
Sennett says that craftsmanship at a basic level involves identifying a problem, then solving that problem; but that it shouldn’t end there. The solving of an individual problem often leads on to new problems that the craftsman may not have known existed prior to engaging with that particular individual problem. A combination of his intellect, his curiosity and his evolving level of mastery leads him towards tackling that next unforeseen problem and the process goes on.
In his research Sennett interviewed ex-Microsoft engineers who lamented the closed system of Microsoft, but lauded the open creative possibilities of Linux – for him this was an example of craftsmanship in progress. I am reminded of the comparison between the old style chess programs and the latest AlphaZero chess program. With the old style programs the moves had to be inputted by human hand; with AlphaZero the only input was the rules of the game; the computer then was free to play millions of games against itself to work out an amazing number of possibilities that just multiplied and multiplied.
It is not a huge leap to apply this way of thinking to Wado. Utilising the skills we develop in a free-flowing scenario engages with many problem solving opportunities that unfold in rapid succession. If we do it well it is all over very quickly, or, if we are working against a very skilled opponent the engagements may be more complicated, for example using an interplay of creating or seizing initiatives (‘Sen’). But to do this your toolkit (your core principles) must have a solid grounding otherwise you might have the ideas in your head but not necessarily the trained physicality to carry them out, and certainly not in the split second often needed.
If we really want to develop our craftsmanship we have to look for the opportunities that are created beyond the basic level of simple problem solving, but without losing the immediacy and economy that underpins Wado. I know that sounds like a contradiction but it is possible to be complex in your simplicity; it’s just a matter of perspective.
Early 20c Japanese Jujutsu.
I recently watched a YouTube video which was focussed upon the sanitisation of old style Jujutsu techniques that were cleaned up to make them safe for competitive Judo. Throws and techniques which were originally designed to break limbs and annihilate the attacker in dramatic and brutal ways were changed to enable freeform Judo randori where protagonists could bounce back and keep the flow going.
This inspired me to review techniques in Wado, some of which I believe went through a similar process.
We know that the founder of Wado Ryu Karate, Otsuka Sensei had his origins in Koryu Jujutsu and that Wado was crafted out of this same Koryu base; Wado is certainly still considered as a continuation of the Japanese Budo tradition. Koryu Jujutsu in particular had historically developed a reputation as an antiquated form of brutality which was not compatible with an agenda developed by modernisers like the founder of Judo Kano Jigoro.
To set the context; Wado went through many transformations, and even though quite elderly Otsuka Sensei was still reforming and developing Wado Ryu throughout his long life; a project that was continued through subsequent generations of the Otsuka family.
But how much has Wado allowed itself to be sanitised? Did we lose something along the way? Was Wado de-fanged, did it have its claws clipped? And, if it has, where is the evidence?
But beyond that – does it matter? The loss of these dangerous aspects may well be a moot point; the development of Wado may well have bigger fishes to fry, and this particular issue may just be a distraction from a much larger agenda.
However, to my mind it’s still worth considering.
First of all, I am reminded of a discussion I had with another instructor regarding the craziness of the practice of the Tanto Dori. Thinking back to when these knife defence techniques were part of the Dan grading syllabus, nobody seemed to care what kind of blade you pulled out of your kit bag; blunted pieces of stick, to razor-sharp WW2 bayonets, in fact there seemed to be a badge of honour based upon how sharp and dangerous was your Tanto! We laughed about how such practices would be looked at in today’s politically correct, health and safety environment.
In Judo there are the Kinshi Waza, the banned techniques; these include. Kani Basami (Crab Claw scissors), Ashi Garami (Entangled leg lock), Do Jime (Trunk strangle), Kawazu Gake (One leg entanglement). These are the techniques that the authorities decided were more likely to cause injury, so not necessarily banned because of their viciousness, more their proclivity to cause accidental damage.
Within Wado undoubtedly some techniques were ‘cleaned up’, even within my time.
I can think of at least fifteen techniques, most of which existed inside the established paired kata which were ‘made safe’. Sometimes this came out of trial and error, i.e. the Japanese Sensei saw too much damage incurred by over-enthusiastic students, so decided to soften the technique to minimise injury. Others were implied techniques, e.g. ‘if this technique were to be taken through to this position it would result in significant damage’. Some of these techniques were hidden; you would struggle to spot them if they weren’t explained to you. In some cases the ‘brutal’ part of the technique was actually easier to execute than the so-called ‘cleaned up’ version, but this latter version remained closer to the practice of Wado principles; a contradiction….maybe, maybe not.
A variation on Kumite Gata. The body is ‘scissored’ apart; this is combined with a leg action that completely takes away the base. It is almost impossible to practice this technique safely.
I think that most people are aware that some throwing techniques were designed so that a successful breakfall (Ukemi) would be extremely difficult or even impossible, resulting in damage that you would never recover from; not something to dwell on lightly. (A prime example in Wado is the technique known as Kinu Katsugi, which we now practice in a way that enables uke to land relatively safely).
This Ohyo Gumite technique is very effective on its own, but another variation involving standing up from this position would result in Uke being dropped to the floor with very little chance of being able to protect themself.
Right, Suzuki Sensei showing the ‘stand up’ associated with this technique.*
There are other Wado techniques which on the outside look incredibly dangerous but are sometimes so wrapped up in misunderstood formalism that the accepted coup de grace becomes a merely academic endeavour (works well on paper but could you make it do the job?). Usually this is because of a misunderstanding of the mechanism of the technique itself, or the mechanism of ‘kata’ and how the teaching model actually functions.
I remember Suzuki Sensei sometimes held ‘closed-door’ sessions, you had to be above a certain grade to participate and no spectators were allowed. I attended some of these and the best I can describe them was that they involved what some would think of as ‘dirty tricks’, but very effective fighting techniques which would really damage your opponent.
To reiterate; while it is interesting to speculate on these matters, compared to the other complexities of Wado they could be looked upon as a mere side-show, after all, just the fundamentals take a lifetime to get your head round, never mind all of this.
*Photo credit, Pelham Books Ltd, ‘Karate-Do’, Tatsuo Suzuki 1967.
Renraku Waza, Renzoku Waza, Renketsu Dosa, whatever we decide to call them Combination Techniques seem to feature on nearly every Wado syllabus.
In my early training I was as guilty as everyone else in treating combinations as a test of memory (as well as speed and power). But there are other ways to look at them. I would urge Wado practitioners to examine them more closely. Is there perhaps something inherent in their design that has more to give us?
At first sight as we advance through the grades the sets of combinations just seem to get more complex with more techniques strung together. Yes, they were physically demanding and you got a great workout and many of the strings of techniques programmed the body well for attacking combinations used within conventional free fighting. It was a good way of reviewing your available range of techniques, but it was impossible for it to be all-encompassing. Hand strikes seemed particularly limited. In the early UK syllabus created in the 1960’s and still used by many organisations, there were only three main strikes used in combinations, as well as only three kicks (albeit deployed to different levels) and there were no explicit blocking or covering techniques, they may have been there in some small way but they weren’t really highlighted. Admittedly, since then organisations have become more creative, either by adding more techniques or completely deconstructing combinations, with varying levels of success.
The lower level combinations give good foundations on how to utilise moving in a formalised fighting guard and how to operate the mechanics of particular movements while being in that guard. But if combinations have been designed well they add another vital component that is often overlooked – transition.
Combinations looked at as a test of ‘transition’ gives a whole new perspective. When you fight you are in transition all of the time; you can either do that well, or you can do it badly. When you do it well it allows for snap changes dictated by the ever fluid physical challenges in combat scenarios and puts you a great position to deliver the necessary payload. An image that comes to mind is of the great French tennis player Jean Rene Lacoste (1904 – 1996), it is no accident that the Crocodile is used as the Lacoste logo, Lacoste’s ability to ‘snap back’ from nowhere when returning the ball was the embodiment of the ferocity of the Crocodile’s movement. For the fighter this type of tenacity and flexibility is a terrific skill to aspire towards. Look within combinations; examine what positions you find yourself in, what techniques demand the most commitment in stance and posture? Where do you feel dangerously close to over-extension and then you find yourself having to move from one extreme to another?
Some combination strings seem to create relatively easy transitions from one attack to another; while these have some value I think they are red herrings; examples being ones where the hip extension from one technique automatically and comfortably flows from that technique to another. But these are not the ones I am referring to.
Within the combinations in the Shikukai Karate-Do International it is no accident that there are numerous examples of these transitional challenges. If instructors are devising their own teaching combinations I would heavily recommend looking at what transitional challenges you are including.
‘Never rely on autopilot, it will always let you down’. In kata training I am always saying this to students; particularly when preparing for grading of competition.
Autopilot in kata is just switching your brain off and letting your body take over and rattling through the moves at top speed. Most of the time you will get through the kata okay, but at what cost? Mindful practice is infinitely more valuable. But all too often autopilot will stall or glitch and then all the wheels will come off. The more kata you know the more it is liable to happen. Many of you will know what can go wrong part way in to Kushanku kata… everything was going well then suddenly you have missed out four shuto uke and slipped into Pinan Yondan!
That is one type of autopilot error. The other one affects the more senior experienced karateka. This is the one where you let your body take over assuming that all the moves are spot-on perfect, even at full throttle! It may not be the case. If you do that be wary of what audience you are putting it in front of. A knowledgeable audience will see all your weaknesses. If you are a senior Dan grade always give the same scrutiny to your own techniques that you give to your students; don’t assume you are getting it right.
There is another aspect that connects with the physical understanding and performance of kata and that is the question; is it possible to depart from the kata while still staying with the kata? Sounds like a contradiction but it’s not; it all depends on how you use the kata. It is possible to go so far into the kata that you come out the other side. The second grandmaster of Wado Ryu gave some methods of departing from the kata while still holding on to its integrity. He had two methods of free-forming within the kata, but to do this demanded supreme confidence and knowledge of the character of the kata. It reminded me of something I had heard which was common to the creative Arts (visual and performing), the concept was; ‘Once you know the rules inside out and every which way, then you are allowed to break them’. This is the same with painters as it is with musicians. Jazz trumpeter Miles Davis famously said, “It’s not the note you play that’s the wrong note – it’s the note you play afterwards that makes it right or wrong”. This example from jazz fits really well with the second grandmaster’s approach to aspects of kata.
Otsuka Sensei performing Tobikomizuki.
Without a doubt nagashizuki is a hallmark technique of Wado karate; it is also one of the most difficult to teach.
In other styles of karate I have only ever seen techniques that hint at an application that could loosely fall into the area of nagashizuki, with a very rudimentary nod towards something that could be categorised as Taisabaki, but at risk of contradiction nagashizuki in karate is pretty much unique to Wado.
But there is so much to say about nagashizuki as it features in the Wado curriculum as it helps to define what we do.
If you were to explain nagashizuki to another martial artist who has no knowledge of Wado, you could describe it as being very much characteristic of Wado as a style; a technique pared to the bone, without any frills or extra movements. Done properly it is like being on the knife-edge, it is brinksmanship taken to the extreme. I have heard a much used phrase that to my mind gives a picture of the character of nagashizuki, as follows:
‘If he cuts my cloth I cut his skin. If he cuts my skin I cut his bone’.*
Here is a technique that flirts with danger and requires a single-minded, razor sharp commitment, with serious consequences at stake.
Technically, there are so many things that can go wrong with this technique at so many levels. In an active scenario you have to have supreme courage to plunge directly into the line of fire, the timing is devastating if you get it right. Many years ago it was my go-to technique when fighting people outside of Wado, particularly those who took an aggressive line of attack hoping to drive forward and keep you in defensive mode. But I also found out that this technique had added extras, which you must be aware of if you use it in fighting; one of which is the devastating effect of the strike angle.
On two occasions I can think of, to my shame, I knocked opponents unconscious with nagashizuki. When delivered at jodan level the strike comes in from low down, almost underneath the opponent and its angle is such that it will connect with the underneath and side of the jaw. As I found out, it doesn’t need much force to deliver a shockwave to the brain, and, if the opponent is storming in, they supply a significant amount of the impact themselves – they run onto it.
This last point about forward momentum and clashing forces illustrates one of the oddities of the way the energy is delivered through the arm. A standing punch generally has to have some form of preparatory action (chambering), depending where it is coming from; nagashizuki when taught in kihon is deliberately delivered from a ‘natural’ position, and as such the arms should just lift as directly and naturally as possible into the fulling extended punch – my favoured teaching phrase for that is, ‘like raising your arm to put on a light switch’, that’s it. The arm itself acts as a conduit for a relay of connected energy generators that channel through the skeletal and muscular system into and beyond the point of delivery.
This is where further things can go wrong; the energy can be hijacked by an over-emphasis on the arm muscles or the ‘Intent’ to punch. Don’t get me wrong, ‘Intent’ can be a good thing, but when it dominates your technique to such a degree that it becomes a hindrance this can cause all kinds of problems.
The building blocks to nagashizuki could be said to begin with junzuki, then on to junzuki-no-tsukomi and then to tobikomizuki and finally to nagashizuki. Lessons learned properly at each of those stages gives you all the information you need, but it is important to go back to those earlier lessons as well. Junzuki-no-tsukomi for its structure is the template for your nagashizuki, but not just for its static position, but how it is delivered through motion; it is an amplified version of things you learned in junzuki – it is junzuki with the volume turned up.
Nagashizuki is a good technique to pressure-test; from a straight punch (at any level) to a maegeri, even to a descending bokken; this is very useful because it emphasises the slipping/yielding side of the technique; a very determined extension of one half of the body is augmented by a very sharpened retraction of the other half, the movements feed off each other, but essentially they are One. In fact everything is One, in that wonderful Wado way. And here is the conundrum that we all have to face when doing Wado technique; you always have a huge agenda of items that make up one single technique BUT…. They all have to be done AS ONE.
*I am reminded of a line from the 1987 movie ‘The Untouchables’, where the Sean Connery character says, “If he sends one of yours to the hospital, you send one of his to the morgue”.
‘Waza o Nusumu’ is a phrase I’d heard and read about some time ago; essentially it means ‘stealing technique’. It relates to an old style aspect of direct transmission of knowledge from Sensei to student. We know that verbal transmission or just telling students how techniques and principles work is not an efficient method of passing high levels of skill and knowledge on to future generations. We also know there are other models; for example in old style Budo teachers passed information to their students by having them ‘feel’ their technique, but even that is a flawed method. How do we know if the student is really getting to the core of the technique, or is just mimicking the exterior feel of what they thought was going on?
Waza o Nusumu sounds subversive or even dishonest, but really the teacher is in cahoots with the student; he wants to present the technique to the student, perhaps in an oblique way, a hint here, a hint there, or even a quick demonstration to see if they have the ability to grasp it.
I am reminded of a Wado Sensei I know who wanted to explain Okuriashi foot movement to a junior student and so had a £5 note on the floor with a piece of cotton attached and told him if he could put his foot on it he could have it; every time the student tried to put his foot on it (with Okuriashi movement) the note was snatched away.
It also makes me think of Fagin in the musical ‘Oliver’, the scene where he encourages Oliver to steal the handkerchief dangling out of his pocket.
Image credit Columbia Pictures.
As mentioned earlier, all of this can fall apart if the student only grasps a part of the picture. It is entirely possible for the student to make the assumption that they’ve ‘got it’ when they haven’t, probably because they’ve projected an understanding on to it that is immature or underdeveloped; this is where the importance of ‘emptying your cup’ comes in.
Another side of this is that the student has really work at it to decode what they have ‘stolen’. There is significant value in this; partially because understanding with your head only is never enough, this is part of making the technique or principle your own. If you are to truly value it and ‘own’ it it has to come from your own sweat.