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Discipline conjures up in one's mind something unpleasant such as punishment. That may be a tool used to instill discipline (we prefer the concept of correction), but it is not discipline itself. Discipline is the internal motivational drive of a person to perform certain tasks, behave in a certain manner, and/or reach certain goals. That internal drive is something, which is learned, either in a healthy or an unhealthy manner. In Jeremiah 18:1-4, Jeremiah goes to the potter's house at God's command. He watched the potter work and rework the clay. Even though it is God who does the molding, shaping, and reworking in us, the martial arts instructor can be an instrument God uses to mold and shape the students in his charge. Unfortunately, many chisel away as if working with stone. This image of the chipping away at someone as if stone connotates the breaking and shaping of a student and as a result he or she is made smaller. The image of working clay is that of forming and guiding someone in the growth process. Reworking the clay is a corrective measure when flaws begin to mar the work. Some of the students we receive often have flaws that will mar the work and will need corrective work in the growth process. In The Master-Disciple Relationship we discussed a contrast between the eastern relationship and the Christian relationship of teachers and students. Within this text, some of the discipline that is instilled was discussed. It will be marked with * whenever used as reference, but outside references will not be repeated here. You may check the Master-Disciple Relationship for those.
The eastern religions in martial arts rely heavily upon Zen Buddhist doctrine. Zen indoctrination uses the apprenticeship system of a master impressing upon his students ancient wisdom from Zen. Discipline began from the time a young man would request instruction from a master.* He would have to petition sometimes 2 or 3 years patiently and respectfully. Only someone who was patient and persistent would be taken in. The training would be intense set in a daily living situation. As the student worked in daily chores at the master's home, he began his study. Since martial arts was considered to encompass all of life, this setting was ideal to teach the young man Bushido as a lifestyle. Training was rigorous and painful, preparing the student for combat. He would learn to use such concentration to block out pain and persevere against enormous obstacles. Being struck with a bamboo rod was common for correcting the student's techniques. If he missed a block, he was struck forcefully. Jumping over trees and off rocks to learn aerial kicks and other jumps resulted in bruises and cuts until the skills were perfected. Meanwhile, he would study Zen doctrine from the master through question-and-answer sessions called koans*. Sometimes the student would be struck for answering in a conventional manner. Meditation was important to empty the student of his own thoughts in order to take in those he was learning. Breath control during mediation helped him control his heart rate and flow of adrenaline and endorphins (ancient masters called it Ch'i.) The breaking of the student's own will to match that of the master's was imperative for him to unquestioningly follow and serve the master. As the student progressed in his study, his determination became almost fanatical and extremely controlled. His belt darkened and became tattered over his training time. The student began as somewhat disciplined, but raw, to having such control over his mind, will, and body that he would be nearly invincible. The entire goal was to reach Ultimate Reality, or Nirvana.
In most traditional martial arts schools, it is not unusual to see some similar treatment of students. Dojos, as they are called, usually teach Zen and Taoist philosophies as the base of the morals and ethics. B Total dedication to the art and to the instructor are expected. Here in America, though, the almighty dollar takes precedence over making a student petition for a long time to get in. But a student may be shunned if he disappoints the instructor or grandmaster. Although there are times to simply instruct the physical aspects and setting a professional distance may be pertinent to keeping the boundaries for teacher-student set, this goes far beyond that. The student is not given the attention the other students receive, but is just there. The master does not even come over to correct or comment on the student's techniques. He will be acknowledged and "welcomed back" when the supposed offense is corrected.
Many of these teachers do not allow laughter or any idle talk while students wait their turn. Some of it is for safety, but for the most part, it is to aid in breaking the will of the student to conform to that of the instructor. Sitting, standing, or line up is always in ranking order so that the higher belt students get the most beneficial position while the lower ranking students get the least desirable spots. Rather than humility being fostered, arrogance usually builds as the rank level increases. This has a tendency to lead to abuses by higher ranks against lower ranks.
If students makes mistakes, some schools still use rods on the backs of students' legs or arms, but many use bare knuckle push-ups on concrete or wood floors and other calisthenics in extreme numbers to discourage the student from continuing in the undesirable behavior. Many of these students are almost robotic in their behavior and relentless in their fighting. Mindless reaction to certain stimuli is taught in order that the student would be able to defend against anything. One friend of ours who studied in a secular martial arts school left because that kind of mindless reaction he was taught. This almost caused him to hurt a family member for no reason. Discipline or mind-control?
From the Christian perspective, this sort of behavior is unacceptable. Unfortunately, many Christians flock to such schools because they believe that this "discipline" is good and is compatible to their own beliefs. True discipline for the Christian is out of willful obedience to God who wants us to be self-disciplined (because we want to and should) not because of fear of reprisal or retribution of a human being. The base of Zen Buddhism is far different from the base of Christianity, even though the general concept may sound the same. The ACMA Instructor's Certification Manual Chapter 14 (we highly recommend this book) states these kinds of concerns from a secular standpoint. They state that the extreme hierarchical structure tends to cause abuses. A healthy structure nurtures respect for all people-students and instructors alike. This runs along similar lines to love your neighbor as yourself and to treat others as we would like to be treated. All other world religions have a similar thought: Don't do to others what you would not like to be done to you. It leaves too much leeway for abuses. Jesus narrowed that scope down by having us examine the treatment of others in relation to ourselves.
As instructors, if we only took those who tenaciously sought training, we would have overlooked wonderful gems that needed polishing. Some of the best students we have weren't always the easiest nor the most respectful when they first came. Some we initially thought were gems, were really "fool's gold". They weren't what they appeared to be. Many times they were the ones who came willingly in the beginning, being very teachable initially. Later, they became belligerent and obstinate; unteachable. Suddenly, they knew more and better than the instructor. Guidance and direction of the Holy Spirit is something we must rely upon heavily. Those who will not work with us or are continually resistant to God's Word, usually leave of their own free will. We should do what we can, but the decision is up to them. No bamboo rods or extreme numbers of calisthenics ought used. Accountability, integrity, honesty, and commitment are instilled through Bible study, verbal moral instruction, example, and insistence upon regular training. Rules and guidelines help set the expectations of the instructor upon the student. Enforcement of these instills responsibility. Grace may need to be given for special circumstances, though. Obviously, there may need to be built in consequences such as sitting out, reasonable sets of extra calisthenics or chores around the school, even temporary suspension. We personally take behavior into account when we consider belt ranking. Keep your standards high, but not unattainable. Rewards and other incentives sweeten the pot, not bribes. Students will respect you for caring about them in this manner. If they do not, then it is their problem to bear.
Each student should feel important to the instructor. However, the continually resistant ones may need to be given exactly what they seek- simple instruction. When we get the proverbial brick wall, we may need to cut down our contact other than the instruction these students have insisted on receiving. We still should take the time to comment on the form of their techniques. But professional distance in order to set the boundaries could be all that is needed. These students do see the difference; however, some may continue with the bad attitudes and gradually fade out. Let them leave; they shut out the instructor a long time ago. Sometimes confrontational students might need to receive "humble pie". Instead of going at a lower level of sparring with them, rushing them with speed and our best techniques and strategies can be an eye opener to someone who thinks they have "arrived". They are not injured outside of a couple of possible bruises and a deflated ego. We must still love them and show that. Love is not always warm. Love can be very firm with the best for the students in mind.
Our human nature could take over upon occasion, but we should learn from it. Our students see that we learn from our mistakes and hopefully they will see that they can, too. Our biggest job is to point students to the only perfect person who walked this earth-Jesus Christ. He is the one who is their example to follow. It is His teachings we convey, not our own. Jesus never pulled rank, but did exert authority. Jesus loved each person in the manner he or she needed whether it was warm or tough. He never bribed nor was He abusive. He served rather than demanded service. Who else better for the Christian martial artist to emulate? Who else could teach them discipline better?
You can read about Jesus in the books of Matthew, Mark, Luke, and John in the Bible. If you do not have a Bible, go to your local Christian church and ask them for one or how to get one. May God bless you!
copyrighted 1999 Charlaine Engelhardt all rights reserved
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