Shotokan, walking the way: Part 3

George Carruthers and Charles Gidley

Fallowing on from our last article where we discussed the kyu-dan grade system using the JSKA grading syllabus as an example of the requirements for progression we would like to continue by discussing the relative time scale required between gradings and the gradings themselves.

Not all organisations follow this exact time scale between grades, the old English Karate Governing Body and therefore Karate England (KE) follow a progressive 2 years between shodan- nidan, 3 years between nidan-sandan etc., where compliance of there own requirements must be met by all groups in membership before gradings are accepted.

Although a few associations may not legislate for age requirements relating to their dan grading structure, it would seem however, that in the vast majority of Shotokan organisations, as in many other traditional styles, the attainment of 10^th Dan would be awarded to individuals of over 70+ years of age and in some cases much older. These individuals, who have trained in their chosen style for many years, are few and far between and are held in high esteem by their peers both internal and external to their own group, the latter being the most credible. Currently we are only aware of Mr Kanazawa of the SKI, who holds a legitimate Judan within the Shotokan system; although others may exist that we are unaware of.

However our own grading syllabus (JSKA) covers grading requirements up to and including hachidan (8^th dan) which reflects the current trend in mainstream groups, where all dan grades are being asked for some form of testing. Unlike some other styles, within mainstream traditional Shotokan groups both nationally and internationally, the black belt is worn by all dan grades and unlike some other styles, it does not change at any level to red, red and white, red and black, gold or variations of the theme. This is reflected in the belts worn by our styles’ most senior instructors, whether Japanese or non-Japanese. Many senior karate-ka further believe that a rank has not been fully achieved until their progression to the next grade, a situation that we both accept as reflecting the progressive and individual nature of karate-do.

The Gradings

Gradings themselves allow the instructors/associations to compartmentalise a series of techniques in a set manner based on progressive complexity and increased understanding. These techniques which, when built one upon the other, attempt to turn the raw apprentice into a master craftsman. It is therefore important for every grading examiner to realise that the individual is being graded against himself and a set baseline of skill and knowledge and not necessarily the standards of others. Each individual karate-ka has different attributes, weaknesses and strengths. The grading is therefore a mid point which compares where an individual is going to, to where he has come from. What is important is the karate-ka gives his all and is seen to be offering this ’personal best’ in the true spirit of karate-do. As individuals progress through the stages of the grading ladder, it has been said that there is a level in which flexibility and agility are compromised due to age and injury, but experience and knowledge increases. This of course as a collective statement, is a group of variables which should be considered during any examination. Some individuals maintain flexibility for many years but have no concept of budo/bushido; some may look good during kata but are weak on kumite. However, the ‘physical’ baseline in all gradings must in part be in the understanding and performance of kihon whether in kumite or kata, and therefore the application of the same. 

Gichin Funakoshi writings suggest that of all the precepts of our style’ perfection of character’ is the most important. However, within his writings it is further noted, although we paraphrase, that karate should give the weak, strength but should induce no intention to inflict harm. He goes on to suggest that karate fosters courage, integrity, humility and self control, and also that the essence of karate is in kata. Is it therefore kata which carries the essence of our style, or rather the techniques within? These are interesting concepts when considering an individual karate-ka’s progress within the grading process itself. The suggestion is that a karateka must have an understanding of kata, not just as a numerical process of movement but as a series of fighting techniques. So does the individual only need kata and an understanding of kata bunkai (application) based on karate kihon (basics) in order to truly progress within our style? Is it through this aspect of study that the individual will gain confidence to remain calm and humble in situations which would normally intimidate others. Of course this statement leads to further questions: does that then restrict the individual’s ability to engage in kumite? Is there any necessity for kumite in the grading process?

In his very early writings, master Funakoshi clearly states that in the past the grading process itself was based on an individual’s reputation, number of years in practice or the influence of their teacher. The difficulty for karate- ka was the ‘deadliness’ of the weapons they had available and the accuracy in which they were used. He further suggests that grading, purely on the performance and understanding of kata would not be viable. This in itself makes the grading concept as previously stated, lacking a valuable component. The missing piece, as alluded to previously, is that of kumite which comes in varied forms. We believe it is for this reason that Shotokan is seen by some to be well rounded in its grading system. This is through its utilisation of all three aspects of karate thus allowing a fairer grading process in order to evaluate the individual’s skill and understanding.

Conclusion

It becomes apparent as we evaluate the grading process itself based on the teachings of our seniors, that throughout its history, content, structure and rationale, we come to understand that the learning and practice of Shotokan karate must extend beyond the physical ability to perform. It should also progressively encompass that all important attempt at perfection of self within the context and collaboration of mind, body and spirit. What are we therefore looking for in a student, what do we expect from an individual on the day, is their any flexibility in the requirements for awarding a grade? As previously alluded to, the individual is tested on kumite, kata and kihon; however they must also show an understanding of correct timing, distancing and judgement, as well as good etiquette and manners and progressively a maturity in both their style and personal behaviour. Within the grading process the evaluation of a student must cover a combination of all these parts. It is by this analysis of the physical which allows an individual’s ‘internal’ strength to be evaluated. Their previous training, age and injuries however, must be taken into consideration and as we progress, also the individual’s character and commitment. It is important to recognise from an early stage, whether as an examiner or as a student, that in time the physical ability will wane. However, as any examiner appreciates, it is a judgement call on the day, as a fine line exists between common sense and maintaining high standards.

To summarize, Funakoshi sensei said that once the student passes their shodan, they may shout with joy. But as the karate-ka matures as a yudansha, their attitude should change to the point that on attaining Nidan they will quietly inform those close to them and on Sandan they will walk in the shadows so no-one notices. Training and testing with the correct attitude can only lead to the virtues of modesty and humility in the karateka, it is therefore important to realise that the grading process is just part of the training as a whole and not the end point, which many at least in their earlier years, fail to understand.

George or Charles are happy to accept comments and can be contacted through jskagb@aol.com website: www.jskagb.org ___________________________________________________________