It used to be that most things taught were functionally flawed, but a movement has been steadily gaining traction for well over a decade that has seen a change in the way things are done... For most schools.
Other schools cling to whatever it is they have been doing for many decades without question, though these things to which they cling ARE functionally flawed and serve no real purpose insofar as instilling functionality and applicability in the Student... In other words, it cares more for the Tradition that it does for each Student and their ability to utilize what they are learning (and in the majority of cases PAYING to learn).
Do I feel that my own lineage is free of this? As though I stood on a pedestal above all others looking down out them while lecturing and pointing a finger?
No. In point of fact the lineage to which I belong is especially guilty, although some individuals have seen the light, many have not, many remain closed, many cling to the idea that most of what they are doing serves a purpose and what they had learned is functional, applicable, practical.
I am not here to cow-tow to Tradition, it is my duty to burst bubbles and tell the truth, most of what is being taught serves zero purpose insofar as functionality is concerned, it only serves as something to memorize in order to have something for a testing board to evaluate on each exam... Most times they do not evaluate for functionality, but form alone.
Does it look crisp? Is it done to standard? Is it how one would expect it to LOOK at that particular level?
This is not going to sit well with many people, but frankly I don't care. Functionality is not going to look pretty, it is not going to look STANDARD, it is going to be functional, simple, and direct, working with principles that make it functional and this is going to change the outward expression a bit, that thing we call Form... It is not Form that determines things, it is Functionality.
There is not even a standard Bunkai or Drill that one can point to in order to say 'That is it!' No. Principles determine function, function takes place in chaos, it is not about memorizing responses, techniques, stances, postures, none of it... It is about training principles until they become so internalized that they arise to the occasion regardless of what comes your way.
Blocks, Stances, Strikes, Posture, Chamber, Kicks, Steps, Turns, NONE OF THIS STUFF EXISTS BEYOND THE DOJO FLOOR!
These are segmented out so that it is easier to point to principles and mechanics... Like Chinese Calligraphy, a character is a word, thinking as a whole rather than as pieces... There is no 'Block' and then 'Punch,' these are segmented out to point out specific principles and they have mistakenly been given names that do not necessarily apply, but CAN apply as a descriptor in some instances.
The uses or Applications are FLUID, the Principles are not... The Mechanics are not... Understanding things here, without names to bog things down in specific ways, is how one can take their Karate to the next level.
Drills should be formulated around principles... Specific principles to which a Teacher wishes to call attention... Specific Strategies, Tactics, Mechanics, ect.
None of this 'same drill, but with open hands and angles to make it seem different.' Kiso Kumite Shodan has some stuff that could work, but it would need to be reworked for Principles based training that leads to good mechanics and application.
Kiso Kumite Nidan is one of the most unique, and reworked slightly, it could be an excellent Principles/Strategies and Tactics based drill.
On the whole though, most of the Kiso Kumite Drills we practice are just the same drill with open versus closed hands and no real call out of what it is these drills are meant to instill, other than rhythm, timing, and 'distancing' (which is often not even the proper sort of distancing to an actual altercation).
This type of training can be achieved with two drills, there is no need for twenty of the same thing.
There is not even a need to have set drills for anything, drills can be created on the spot by the Teacher in order to Teach something (imagine that) meaningful rather than just focusing on specific requirements a Student needs for the next rank.
Rank itself is a huge obstacle for this sort of training and really has no place on the training floor. Everyone should know who the Teacher is, everyone should know who the seniors are, this should be apparent in skill, knowledge, and understanding.
Don't like what I am saying? Time to get over it and take a look in the mirror. Is what you are training giving you what you are looking for? Yes? Great! No? Well then it is time to rethink this whole thing and find out why, then fix it or find something that does.
Twelve Kata? Maybe that is a bit much? Thirteen? Twenty? Definitely going overboard there. It makes sense to have a number of different Kata one needs to learn for ranking purposes, but why would one have even eight Kata if one is focusing more on principles and practicality?
I have said before that two or three is more than enough, but one COULD justify having twelve if one is truly looking to diversify strategies and tactics, but even within a single Kata, if one were to truly come from a fluidic approach that was truly principles based, in a single Kata are contained all the others.... So even then, what would be the justification?
Kata should also be reserved for solo practice, at the latter part of class and outside of class, while class time should focus on learning the Principles, Mechanics, and Application of Principles and Mechanics through partner work.
No lecturing, no endless line training, just partner work in actually APPLYING and ANALYZING Principles and Mechanics via specific drills created on the spot by a Teacher with some understanding of what it is they are doing and what it is they wish to accomplish.
PRESERVING Tradition means that Tradition is now dead. A real testament to a LIVING Tradition is in its' constant growth and ability to carry on effectively.
A dead Tradition serves no purpose.
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