Teaching And Learning Japanese Martial Arts Vol 1 Scholarly Perspectives

In contrast to the overabundance of writings about martial arts that are often promotional and misinformative, there are rare works by scholars that are praiseworthy for their sincere, unbiased approach to writing. This is the very definition of “scholarly.” This two-volume anthology brings together the best scholarly works published in the Journal of Asian Martial Arts on the topic of teaching and learning Japanese martial arts. In this volume, you’ll find ten chapters that dive deep into Japanese martial traditions, combining aspects of history and culture that explain how teaching methods developed and evolved. Dr. Harrison-Pepper’s chapter sets the tone with a focus on the fundamental student–teacher relationship that is responsible for the transmission of any art. She uses sociological and performance studies to analyze the martial art’s maturing process. Understanding the teacher-student relationship is vital for all involved Japanese combative arts. Since Japan was ruled by a warrior class for nearly 700 years, it is necessary to understand the method by which warriors were educated through the ryuha system. Nyle Monday’s chapter presents this system. Dr. Lewis Hershey explores the way in which a martial art can serve as a vehicle for non-discursive intercultural exchange in the teaching process. His chapter provides a discussion of the importance of embodying the feeling or aesthetic of a particular system as a way of knowing and understanding martial techniques. The next three chapters were originally prepared for a meeting of the Association for Asian Studies. Dr. Paul Varley states that most who have written about martial arts practice are not trained scholars and their writings vary greatly in quality. He discusses the state of writing in this field and introduces the other authors. Dr. Cameron Hurst discusses the characteristics of the martial arts that place them squarely into the category of “artistic ways” along with such familiar arts as Noh, the tea ceremony, and flower arranging. This reflects the “family headship” system of instruction to carry on the school’s traditions. Dr. Karl Friday defines the term ryuha as “branch of the current,” representing the onward flow of a stream of thought; the branches betoken the splitting off that occurs as insights are passed from master to students, generation after generation. His chapter shows how ryuha exist to hand on knowledge with pattern practice (kata) being the core of transmission. Is it warrior’s individualism that is prized in modern conformity-ridden Japanese culture, or is this an erroneous interpretation of the idealized warrior image by Westerners? In the next chapter, Dr. Wayne VanHorne’s research is persuading, showing that the ultimate goal of the training is to foster individuals to contribute to the betterment of the collective society with social responsibility. In the following chapter, Dr. John Donohue analyzes the organizational components of traditional martial arts training and relates them to modern pedagogical theories. He concludes that the instructional theory embedded in martial arts training is at least as sophisticated and highly developed as are the techniques and philosophies of these systems. In the next chapter, he examines kata training as (1) a cultural activity that has been shaped by the structural characteristics of Japanese culture, and kata training as (2) a highly structured and effective mechanism for imparting technical skill in the martial arts. Kim Taylor provides the final chapter dealing with “progressive instruction” found in many kata-based martial arts. Using iaido (sword drawing) as an example, he demonstrates how a set of practice can build—one kata after the other—from simple to more complex ideas and provide a deeper understanding of the entire set. If you are interested in Japanese martial traditions, you will find much in these ten chapters that clarify why the arts are taught according to a longstanding tradition—and also why there have been evolutionary changes in the instructional methods. There is sound logic for the old traditions, as well as for the changes. The scholarly research presented in this anthology will improve a teacher’s way of instructing and help a student understand what to expect out of his or her studies.

In contrast to the overabundance of writings about martial arts that are often promotional and misinformative, there are rare works by scholars that are praiseworthy for their sincere, unbiased approach to writing. This is the very definition of “scholarly.” This two-volume anthology brings together the best scholarly works published in the Journal of Asian Martial Arts on the topic of teaching and learning Japanese martial arts. In this second volume, you’ll find eight chapters that dive deep into Japanese martial traditions, combining aspects of history and culture that explain how teaching methods developed and evolved. Chapter one asks: What defines and gives meaning to the practice of karate? The Dr. Wingate looks to the ideology of karate as presented in the writings of founder Ginchin Funakoshi and traditional Japanese martial arts as “ways” of self-cultivation. This ideology is often greatly different from the ideology held by modern practitioners. This chapter explores the differences. Next, Dr. Donohue comments on the ideological complex surrounding training in the Japanese martial traditions. These systems, while remaining relatively uniform through time, have, in fact, been subject to considerable philosophical interpretation and emphasis. Why many practice martial artists has little to do with the essential nature of these arts. Dr. Grossman presents a thesis in his chapter that we can arrive at a deeper understanding of any martial arts—using aikido as an example—if we consider it to be a symbolic form of communication, as well as a martial art, and utilize the science of semiotics to translate the “message” encoded in the “body language” of aikido techniques. A photographic technical section illustrates this process. The next chapter by Sakuyama Yoshinaga discusses the potential growth for learning in children. How can adults provide the best learning environment? The author believes that inspiration comes through subtle emotions of the human heart, influencing others. The theory is found in ancient samurai traditions and applied by the author in teaching Shorinji Kempo. Chapter five by Dr. Dykhuizen point out how Asian martial arts are being practiced in cultures other than those within which they originated. Specific information concerning how practitioners from different cultures understand them becomes increasingly useful to martial artists and martial arts scholars. This chapter summarizes findings of an investigation among aikido practitioners. The Japanese Imperial family is said to have been given three symbols of authority by the gods: a mirror, a jewel, and a sword. Dr. Donohue uses this symbolic structure to discuss varying perspectives on the Japanese martial arts. Each aid in our understanding and appreciation of the multifaceted dimensions of the martial arts. In his chapter, Dr. Edinborough examines how Japanese martial arts, specifically the approach developed by Inaba Minoru, can be functionally understood as a form of art. Through referring to the aesthetic theories, the article examines budo as a means of organizing experience, recognizable alongside painting, dance, theater, and literature. The final chapter by Marvin Labbate looks close at the training hall. Dressed in a uniform, students line up in a ready position, come to attention, sit, meditate, and bow. This ritualized pattern is performed at the beginning, during, and at the end of each class, but what does it mean? In this chapter, each element of the ritualized pattern will be discussed to provide a clear understanding of its original intent. If you are interested in Japanese martial traditions, you will find much in these eight chapters that clarify why the arts are taught according to a longstanding tradition—and also why there have been evolutionary changes in the instructional methods. There is sound logic for the old traditions, as well as for the changes. The scholarly research presented in this anthology will improve a teacher’s way of instructing and help a student understand what to expect out of his or her studies.

A needle may draw a thread through printed pages to bind a book. In this little memoir, I feel like a needle that drew a common thread though a segment of martial art history. This book details three interrelated activities: (1) martial art studies, (2) involvement as founder of Via Media Publishing, producing a quarterly journal and books, and (3) teaching martial arts. Publishers, writers, researchers and serious martial art practitioners will benefit with the detailed overview of Via Media and its publications. Via Media produced the Journal of Asian Martial Arts, known for its high academic and aesthetic standards. Its contents reflect the history of two decades and provides rich information for practitioners and scholars, making The Best Fighta valuable reference work. In addition to reading, the primary way to learn a martial art is through instruction. In reading about my studies and teaching experience, readers can relate to their own involvement in martial arts. What is important here is the portrayal of my instructors, their teaching methods, and reasons for being involved in martial arts. Their accounts should offer insights and inspiration for others who study and practice any martial art.

As soon as its first issue was published, readers of the Journal of Asian Martial Arts knew that it was unique in providing reliable materials on the subject. The journal brought a clearer perspective of Asian martial traditions. It presented valuable details on the history, theory and practice of various styles. Of greater importance, the journal set a standard for scholarly research to build the field. This anthology conveniently assembles sixteen journal articles that contain useful academic tools for studying the combative arts. Each chapter will prove special to all interested in the intellectual side to the martial arts. What martial art do you wish to research? Is it really a “martial” art? Or is it a martially-inspired art, practiced only for health or for theatrical performance?—A number of chapters provide fine details for categorizing the variety of what we commonly refer to as “martial arts.” While demonstrating the complexity of the martial arts as a field of study, the authors provide insights and methods that actually clarify and facilitate any discussion of this fascinating subject. Other chapters focus on the martial arts as living culture. We learn about the physical side of these arts just as we learn about other aspects of culture, except that often the martial arts being taught are from Asia. It is extremely important to understand just how a foreign art enters and adapts to another culture minus much of its associated history and culture. The social implications are enormous as shown in some of the chapters. Anyone who practices an Asian martial art may be exposed to related cultural aspects, such as Oriental philosophy and social customs. These can have an effect on the practitioner’s character. When elements of different cultures are absorbed, their embodiment can be seen in the individual’s daily actions. The question of violence is paramount in this potentially activity. With proper instruction, chances are better for a practitioner to experience a self-transformation that improves character, nurturing qualities such as patience and respect. This anthology’s table of contents hints the in-depth material that fills nearly 300 pages. This publication is for those who take researching martial traditions very seriously.

This two-volume anthology conveniently contains useful academic tools for studying the combative arts. Each chapter will prove special to all interested in the intellectual side to the martial arts. Some chapters provide fine details for categorizing the variety of what we commonly refer to as "martial arts." Other chapters focus on the martial arts as living culture and social implications. The quality of instruction can either encourage negative traits such as violence or allow a practitioner to experience a self-transformation that improves character. The paperback edition is available in a single volume.

Teaching is an art. Effective martial arts teachers must not only be competent practitioners but must also develop the communication and interpersonal skills of any good teacher. In this collection, twenty-six experienced martial arts teachers discuss the process of learning and teaching a martial art, from the 'nuts and bolts' of teaching technique to the philosophical underpinnings of training.

Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development examines teacher knowledge, beliefs, identity, practice and relationships among them. These important aspects of mathematics teacher education continue to be the focus of extensive research and policy debate globally.

' The book has been written by an international group of very active researchers and scholars who have a passion for the study of Chinese mathematics education. It aims to provide readers with a comprehensive and updated picture of the teaching and learning of mathematics involving Chinese students from various perspectives, including the ways in which Chinese students learn mathematics in classrooms, schools and homes, the influence of the cultural and social environment on Chinese students' mathematics learning, and the strengths and weaknesses of the ways in which Chinese learn mathematics. Furthermore, based on the relevant research findings, the book explores the implications for mathematics education and offers sound suggestions for reform and improvement. This book is a must for anyone who is interested in the teaching and learning of mathematics concerning Chinese learners. Contents:Overview and International Perspectives:How Have Chinese Students Performed in Mathematics? A Perspective from Large-Scale International Comparisons (L-H Fan & Y Zhu)The Mathematics Curriculum: Toward Globalization or Westernization? (N-Y Wong et al.)Thinking Mathematically by Chinese Learners: A Cross-National Comparative Perspective (J-F Cai & V Cifarelli)An Examination of Coherence in a Chinese Mathematics Classroom (T Wang & J Murphy)A Chinese Cultural Model of Learning (J Li)Official Curriculum in Mathematics in Ancient China: How Did Candidates Study for the Examination? (M K Siu)Context and Teaching Materials:The “Two Basics”: Mathematics Teaching and Learning in Mainland China (D-Z Zhang et al.)A Comparative Study on Composite Difficulty between New and Old Chinese Mathematics Textbooks (J-S Bao)Textbook Use Within and Beyond Chinese Mathematics Classrooms: A Study of 12 Secondary Schools in Kunming and Fuzhou of China (L-H Fan et al.)Thorough Understanding of the Textbook: A Significant Feature of Chinese Teacher Manuals (J-H Li)Effects of Cram Schools on Children's Mathematics Learning (H M Huang)Pedagogy and Learning Processes:Teaching with Variation: A Chinese Way of Promoting Effective Mathematics Learning (L-Y Gu et al.)Cracking the Paradox of Chinese Learners: Looking into the Mathematics Classrooms in Hong Kong and Shanghai (R-J Huang & K S Leung)Identifying a Pattern of Teaching: An Analysis of a Shanghai Teacher's Lessons (F Lopez-Real et al.)Differences Within Communalities: How Is Mathematics Taught in Rural and Urban Regions in Mainland China? (Y-P Ma et al.)Teaching Approach: Theoretical or Experimental? (J Li)Capturing the Chinese Way of Teaching: The Learning-Questioning and Learning-Reviewing Instructional Model (S-H An)The Effects of Different Representations on Mathematics Learning of Chinese Children (B-Y Xu)Inspiration and Future Directions:The CHC Learner's Phenomenon: Its Implications on Mathematics Education (N-Y Wong)How Do Chinese Learn Mathematics? Some Evidence-Based Insights and Needed Directions (J-F Cai et al.) Readership: Researchers, educators, lecturers, and graduate students in mathematics and education. Keywords:Chinese Education;Chinese Learners;Mathematics Education;Cultural Influence;Teaching and Learning;Chinese ClassroomsKey Features:Represents a concerted research effort in mathematics education of Chinese learners, the first of its kindContains contributions from the world's leading scholars and most active researchers in this area and beyondProvides comprehensive coverage and insiders' perspectives on relevant issuesReviews: “A noteworthy feature of the book is that eleven of the chapter authors work in mainland China … The edited collection is a significant contribution to the research literature and provides an important resource in the field.” Research in Mathematics Education “In a context of revolving reforms of the mathematical curricula in the West, the research presented in How Chinese Learn Mathematics certainly gives a lot of food for thought about effectively combining a problem-oriented approach to basic mathematical knowledge and skills with a conceptual and abstract representation of mathematical objects.”EASTM “The book copes with the issue of mathematics education in a culturally attentive way and offer hints to reconsider policies on mathematics education in the Western world. Hence, it should be present in the library of each education department.”EMS Newsletter '