Developing a modern-day samurai: a Canadian perspective

Abstract

Karate is an unarmed system of self-defence originating from Okinawa, Japan. While many of the techniques developed and taught can cause significant harm to another human being, the teachings are typically framed in the context of personal growth and development. Many karate schools’ marketing strategies boast that values such as discipline, respect, determination, and perseverance are part of the curriculum. Are these simply buzz-words used to appease the public while students are taught how to maim or kill each other or are these values realistically included in everyday practice? Whether by design or by chance, values are attached to modern day karate training and an integral part of the martial arts experience in Canada. Karate curricula include the process of teaching and learning physical techniques but rarely does a curriculum describe, in any relevant manner, a transfer of knowledge from master to pupil that promotes the development of the values the martial arts and/or sport. Through this research, I unearthed what values are imbedded in karate practice in Canada, explored how these values are transmitted from teacher to student, and discovered why this is important. I investigated how modern-day martial arts instructors in Canada promote a sense of personal excellence in their students and instill a desire for high performance (by achieving a black belt, a podium finish, or both) in conjunction with a high sense of morality and kindness. I ascertained that in karate training, the transmission of values was primarily done by the example set by the instructors through existing, traditional Japanese protocols. The curriculum itself, when carefully prepared, also serves as a conduit to the transmission of values. A Taoist philosophy was used to underpin this research. Taoism emphasizes the interconnected nature of all beings and elements. Similarly, collectivist research focuses on collaboration, interdependence, and recognizing that individual actions affect the collective iv whole. Taoism advocates for non-contention rather than asserting dominance or control. This research, then, is based on cooperation and consensus-building rather than asserting individual dominance. The emphasis is on mutual respect and understanding among the participants. In practical terms, I drew on inspiration from Taoist principles to foster collaboration, adaptability, and harmony among the participants. The Taoist approach is significant since the subject of the matter, karate, is collectivist in nature and Taoism harmonizes well with community-based research. In addition, the marriage of Schinke et al.’s (2013) traits for judging community research and Braun and Clarke’s (2006) 15-point thematic analysis checklist proved to be an innovative and thorough method of engaging in community-based research. To my knowledge, no study of this kind had taken place. Through this initiative I was able to shed some light on the teaching and learning of values in karate in Canada and I hope that any findings will help serve as a roadmap for current and future teachers and coaches (in martial arts and beyond) to discover their own values and infuse them into the very fabric of their teaching and learning. As we look to develop a healthy, well-balanced society through physical education, sport, and the martial arts, my findings can be used as a guide to help shape curriculum development and pedagogical techniques that impart values into the very exercises practiced by the students. The findings could be extrapolated and derived to fit other martial arts disciplines and organizations within the Canadian context and perhaps internationally. These concepts could also be applied to other sporting fields.