F1217 The Origins and Development of Japanese Martial Arts and Western Interpretations (F1217)

Tuesday 15.15-16.45
Thursday 15.15-16.45

Budo, in its modern form, has existed in Japan only since the twentieth century. Its origins and influences, however, can be traced back to well before the Meiji Reformation, when Japan undertook a remarkable and rapid programme of modernisation and reform.

These days, Japan is no longer the mystery it once was. Japanese cuisine is almost as common in the Western world as McDonald’s is in Japan; Japanese manga and anime have devoted fans around the world; the word “karaoke” has entered the English dictionary; and Japanese martial arts have gained a level of popularity outside of Japan that at one time would have been inconceivable.

Stereotypical images of Japan have been reinforced as this once-elusive culture has become more accessible. The traditional concepts of purity and beauty, exemplified by the serenity of zen gardens and the art of flower arrangement are, however, in sharp contrast to the neon lights and frantic bustle of modern Tokyo. Similarly, the concept of a respectful, conforming and diligent workforce who place the good of the group above the individual, is hard to reconcile with the bosozoku motorcycle gangs who flout the law with apparent impunity, the behavioural problems and lack of discipline witnessed in many Japanese schools, or even the bizarre and extreme fashion of some of the younger generation glimpsed on the streets of Harajuku at the weekend.

Like all stereotypical images, there is undoubtedly some truth to be found, and indeed, much of the image is happily perpetuated by the Japanese themselves. It is necessary to look beyond the surface, however, if a clearer, more accurate picture is to emerge.

These days in Japan, budo is once again being viewed by the government as a possible tool in combating the social woes from which Japan, like every other modern nation, is not immune. The traditional “Martial Ways” are once again to become a compulsory part of the curriculum.

So what is it exactly that budo can offer? How reasonable is it to assume that the practise and study of budo is going to have the desired positive result? How has budo changed and developed within Japan, and how significant are those changes that have taken place?

Modern-day martial arts are even more popular in the West than in Japan. However, to what extent are “Western” interpretations valid or legitimate? An art form is not static, but continually progressing, developing and evolving. However, it could be argued that changes based on misunderstandings or insufficient knowledge are not progress but deviations.  How much of Japanese culture is inextricably tied to the traditional “Martial Ways” of Japan that without an exerted effort, will remain elusive to the non-Japanese exponent? Or is it all largely a myth perpetuated by the Japanese to keep an increasingly fragile dominance on the organisation, if not the execution, of these ancient Japanese art forms.

These are some of the questions we shall consider during the course. In addition, there will be a practical component where Japanese concepts of etiquette and behaviour will become an integral part of the learning environment in which karate is introduced and practised.

Learning Outcomes of the Course:

At the end of the course, students should have an understanding of the differences between classical and modern bujutsu and budo, and be familiar with the terminology used in the field. The practical classes will not only give students a rudimentary knowledge of how a traditional martial art is taught and practised in Japan, but will enable them to make an informed assessment and evaluation of martial arts courses that they might subsequently encounter. Finally, students will have been introduced to various aspects of Japanese culture, which they will have been able to investigate and consider within the context of their own cultural backgrounds and experience.

Teaching and Evaluation Methods:

The teaching will involve some conventional lecture-style classes, so that the necessary background information can be introduced.  Class and small-group discussion activities will play an important part of the course, and each student will be required to select a related topic to research in more detail, and then present to the class.

Each individual presentation will be followed by classroom discussion.