Spartacus Maximus

To avoid going too far off course in this discussion, what the old teachers meant by a « murderous disposition » was the kind of person who seems to look for an excuse to hurt someone or will purposely hurt others without concern for themselves and especially not others. Has a confrontational attitude, a volatile and violent temper Cannot control their emotions and deal with frustrations and lacks patience Is easily provoked to anger or violence by insignificant things. Knowingly puts themselves in stupid positions, in dangerous places at dangerous. As you can see, this applies to many types of undesirables whether they have a criminal background or not. In Japan and Okinawa and one or two occasions elsewhere there has been cases where someone was turned away because of supposed(not confirmed) ties to Organized Crime(quite a big deal in some locations).

Being able to spot undesirable people comes with experience. There are a few telltale patterns of behaviour that can identify a potentially dangerous individual. Some of these are obvious even to regular people. Perhaps it was/is easier to do with a smaller select group of students than in large groups where the instructor knows only names and not much else. In such a situation, what ways could an instructor use besides discussion to determine if a particular person was of good moral character enough to be taught potentially dangerous things?

There are many reasons why respectable instructors of martial arts might delay, or even refuse teaching a person. Anyone who has trained in Okinawa or Japan for a while might be more familiar with this reason. The one and only reason was that the instructor saw what could be explained as a murderous disposition, a fatal flaw of mind and character in the person asking to learn. A responsible and fair instructor, these circles would never want to facilitate or help cause violence by teaching a violent criminal to be more dangerous and efficient in felonious assault. The curious part is how early the old timers could spot this type of character. A generation or so before now, many karate instructors would know before teaching the slightest thing, whether a particular person was morally teachable.

If one really wants to do so, there isn’t much stopping a martial artist to re-do or re-train any part of what was done before. It’s a great way to go back and perhaps take a new look from a different perspective

A lot of people have a chasing rank phase at one time or another, especially teenagers and younger adults. In that respect my case was an exception. I tested/graded because my instructor insisted and I didn’t/don’t doubt his evaluation. Otherwise I’m perfectly confident and content to keep training rank or no rank

All teachers, whatever they may teach must consider the level of mental development and varying attention spans and ability to stay focused or concentrate. Each age group has different levels and individual abilities also vary. Basic knowledge and understanding of these are essential for knowing how to teach, how much and for how long. 2hrs might be good for older teenagers and adults, but it is way to long for the average youth and younger children will be bored to tears after a half hour maximum.

Depending on their age, it’s always more productive to talk to their parents/guardians or whoever paid to enroll them. In my experience, no sensible person will refuse a refund and that is usually all it takes to get rid of incompatible students Absolutely nothing can force anyone to teach anyone, especially a martial arts instructor who has none of the constraints that say, a schoolteacher might have to abide by. Choosing with whom to share skills and knowledge is one of the advantages of the occupation.

What helped was that the instructor had trained with and was well acquainted with most of the other Kobayashi Shorin ryu instructors on Okinawa(the island is small), and mainland Japan. Also, the previous instructor and himself were taught by the same teacher(successor of Chibana). In addition to that, most of the other students had significant experience and background in all kinds of martial arts. He was very well accustomed to teaching these types of people and for some reason, those with no prior knowledge of any martial art were a minority.

One way or another it is always possible to get rid of someone who is disruptive. Give them a refund if they’re paying and simply tell the adults in charge that their child/youth’s attitude to being taught and/or behaviour is not acceptable.

The nagging thought of having key concepts and important fine-points from kata, techniques or bunkai missing; is why starting over made sense. It felt like going back to school and repeating each grade, but it became clear that the instructor is always more important than the martial art, even within the same ryuha/style.

It is possible that Jion is also done in at least some dojo affiliated with/under direct students of the late Miyahara Katsuya.

Amateur okinawan karate historian here. There is much similarity among those styles as they share most of their kata. The Naihanchi and Pinan series as well as very similar renderings of the kata Passai, Chinto and Kusanku. All can trace their origin to Matsumura Sokon(taught Shotokan founder) as well as the most influential Okinawans to introduce karate to mainland Japan such as Funakoshi(disciple of Matsumura), Motubu and a few others, all from the shuri-te, which is what it. was called before evolving into all the shorin stlyes.

The original post’s question is not exclusive to martial arts. The same can be said about any teaching situation. There is no worse student than one who isn’t interested, unwilling and thrust upon the teacher by another’s will or wallet. Fortunately for martial arts teachers, unlike regular school, the solution is simple: give them minimum teaching attention(they’ll eventually quit) or just stop wasting energy/time teaching them. A good suggestion for an instructor would be to approach this explicitly with all students old enough to understand(Even parents/guardians). Tell them: Don’t come/don’t bring your kids if for any reason you/they don’t want to be there or aren’t interested in learning.

This is something I had to do and it is still difficult. A few years ago a change in lineage and instructor meant re-doing and re-living each and every level of training from nothing to 3rd dan. Basically earned all levels in two different lineages/associations of kobayashi shorin ryu (Chibana Chosin’s karate). Looking back on the experience, it was the best thing to do. Learned more in 1 year with the second than nearly 10 with the first. All native Okinawan teachers on Okinawa and mainland Japan. There is something particularly difficult about re-learning the same thing a different way compared to starting a completely different unknown style where there is nothing to unlearn first.

without going in depth, it is now quite obvious that the answer is that it is a question of focus and emphasis. Both « methods » effectively train and develop powerful kicks, but the Shotokan/japanese way seems to target a different part of the technique than the way kicking is approached with the Okinawan method of teaching/learning the same techniques. For personal practice, both are good and useful, however it can easily be too much for teaching/training others. When teaching it would be recommended to introduce one way(Okinawan, in my case) and later get them to practise their kicking the other way to give them a different perspective to emphasize different points in kicks such as using stabilizing muscles etc…