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Judo-Ron 67- Judo Culture Neutralizing Bullying

Judo-Ron 67- Judo Culture Neutralizing Bullying

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An essay to suggest the use of the judo culture and etiquette as the fundamental protection against bullying incidents.
An essay to suggest the use of the judo culture and etiquette as the fundamental protection against bullying incidents.

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Categories:Types, Brochures
Published by: Ronald on Mar 25, 2013
Copyright:Attribution Non-commercial


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Zuihitsu- Random Notes about Judo by Ronald Désormeaux
Judo-Ron 67- Judo culture neutralizing the bullies
You may have read or heard the word
being applied in many quarters in the past.There are current Canadian and Provincial draft legislatures that define bullying as:1.
An action causing or intending to cause physical or emotional harm, damaging another’sproperty or creating hostility.2.
A behavior that could cause fear, intimidation, humiliation, distress or other forms of harm to another person’s body, feelings, self-esteem,, reputation or property.You may believe that within the micro-culture of our judo organization, the local dojo life cyclehas been exempted. Yes, to a certain degree, but there may be behavioral elements that maybe conducive to such intrusions.To a certain degree, our martial art culture has prevailed over the incursion of bad practicesassociated with bullying. Teaching the respect for others, towards different venues andincluding pride in ourselves have been part of the legation left by Jigoro Kano Shihan in 1882. Itis reported in the work of Sensei Naoki Murata in 2005
that Professor Kano wrote:
«Whilecombat may have been the core of Jujutsu practice, it also had related goals of physical education and mental training.” 
We have inherited more than a sport; judo is also a socialdiscipline. We nevertheless have to remain vigilant in order to detect, resolve and educate bothour teaching staff and students about the potential incursion of bullying practices.
: This article tries to suggest and highlights selected interventions to minimize the risks of aconfrontation with potential bullying incidents.
Ukiyo-e of Sensei Taiso Yoshitoshi 1839-1892 (Water lady Oiko placing and armlock on Samurai Seaki)
Zuihitsu- Random Notes about Judo by Ronald Désormeaux
Bullying may appear in different forms
Within the current academics, sports and social milieus of our society, we are frequently hearing of people being confronted with bullying practices. (Pushed aside, ridiculed, isolated, assaulted for no goodreason etc...). Such behaviors are often targeting selected persons or students who cannot adequatelydefend themselves due to a cultural or physical imbalance occurring in the distribution of the socialpower or ranking levels between individuals or groups.Forcing any kind of action upon someone who does not necessarily want to perform that action is also aform of bullying or dominance. If left unattended, certain verbal pressures or physical actions fordominance or control will often lead to social isolation and the development of particular forms of inferiority complex or social stigma. We always have to be careful how we express ourselves, how weinteract with others and what kind of images we may project. Professor Kano incited us to pass theancient martial arts values top new comers for the good of society. Even if we find the judo milieu to beflourishing, we have to realize that it is not totally exempt from such confrontational situations and theiradaptations or modifications.Within the adaptation of our communal skills in the judo environment, we should endeavor to followthe recommendations of Professor Jigoro Kano;
No matter what the situation, there is only one paththat people must follow in every case; the only course is to consider to do what is the right thing and  proceed in that direction” “Jin-Sei no koro wa tada itsu aru nomi” (There is only one path in life)
 Let us take a few examples where potential forms of bullying may take hold within our judo milieu:1.
Pressure to participate and compete. Different levels of pressures may be exercisedintentionally or not by some coaches or instructors in local dojo with regards to having judokaconstantly win their matches in order be selected to be part of the regional, provincial or thenational teams. As the total attention is oriented towards the winners, others are not given dueconsiderations. The excessive requests or extreme demands to exhibit extra aggressivebehavior, to attend all additional training sessions beyond the prescribed general trainingschedules which may be even complemented with the odd menaces towards the individuals of losing their place on the team should they forfeit. This kind of pressure and Spartan trainingschedule should not be imposed without the due consent of the players involved.We have to realize that judoka should be able to practice judo not for the exclusive purpose of competition. It is possible for everyone to excel in different facets of judo. It is important for all of us tobe cognizant with the general rules and prescriptive types of training available for each selection. Thedemanding schedules of competitive judo and the commitments desired have to be well explained atthe outset and the judoka must be informed of both the goals and the obligations being sought whenone is seeking to be part of the Elite training team. The theory of “M
y way or the highway” 
is to bediscarded from our local training vocabulary as it projects a feeling of insecurity by the other group of non-competitors who may think that they must follow the avant-garde team or be chastised for simplyseeking recreational judo or a general conditioning activity.
Zuihitsu- Random Notes about Judo by Ronald Désormeaux
3Better approach suggested. Because Judo must be made accessible to all, there is a need torestructure our judo approach and review the class composition to permit more freedom to the judokafor their involvement with one or numerous of its facets and still be able to advance in grade with equalopportunity to excel.There is no need to copycat the performances of the strong competitors in order to advance or get theattention of the Sensei. (5% to 8% of the membership will make it to the National teams). Seeking thesublime in all what we do is a nobler objective that needs to be recognized. To develop such anapproach requires proper times to undertake a review of who are our clients (age, skills levels, amountof expertise etc…) and with whom we need to undertake and develop a worthwhile partnership. Ourgeneral objectives and approaches must be subject to an independent scrutiny and review in order toestablish where we should best employ our resources to meet the various demands for new skillsdevelopment in the selected components or special groups. (Shiai, kata, general fitness, etc.)2.
Dojo-Shu and Sensei attitudes. Although most people involved in the teaching andadministration of a dojo try to do their best to teach the judo fundamentals and thepreservation of the judo culture, there may be the odd occurrences where a slippage towardsbeing known as the constant ultra dojo disciplinarian is predominating.In their quest to control classes’ formation and exercises routine, some teachers oradministrators, by being too much centered on the task, may show signs of being ultra-autocratic and demonstrate some forms of abusive power towards other junior ranks or exceedtheir acquired or delegated authority level.For whatever intents or reasons and by their apparent actions, some instructors discriminatelyreprimand and give punishments when high quality performance is not reached; give unduerewards for competitors’ good report cards; make indiscreet derogatory remarks; ignore thepresence of some students while giving full attention to favorites who may potentially bringfame and glory to the dojo; they withhold grading to those who were not so fruitful or ignorethem completely because they failed to comply with some dogmatic instructions scenarios.Better approach suggested. Let us remember that in judo, there are true principles andfundamentals based upon the Bushido moral code encouraging virtues of sincerity, respect, self-control, politeness, honor, modesty, bravery and friendship. These qualities should guide teachersand students alike.The teaching of the ancient’s techniques has been preserved over many centuries by devotedpersons and masters in their own discipline. The principles have withstood the influence of bothtime and culture. What did change in the course of the transmission of knowledge and savoir-faireare the different interpretations applied according to individual experience, aspiration,comprehension and conviction. The Gokyo has been modified several times; competition rulesadapted to meet Olympic presentations, Kata displays were adjusted under modified internationalpresentation rules etc... Although the principles have remained constant, their interpretations weresubjected to changes.

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