1. Who is the dojo’s founder and what prompted him/her to build the school? Is there any rich history behind its making?

The UA-Huntsville Bujinkan Dôjô was founded in 2002 by Dr. Leland Cseke (presently a 6th Dan, Shidoshi). Our Dôjô is affiliated with the University of Michigan Bujinkan Dôjô run by Shihan Michael Asuncion (15th Dan). The Dôjô was founded due to our commitment to the correct transmission and preservation of the Bujinkan martial arts (see next question). 2. What forms of Japanese martial arts do you teach in your school? Can you please share with us the history behind them?

Bujinkan Budo Taijutsu (more commonly known as ninjutsu) is a traditional Japanese martial art with a rich history that spans over ten centuries. Developed by the legendary ninja and samurai of feudal Japan, the Bujinkan martial arts have survived the test of time and continue to flourish worldwide under the direct guidance of Dr. Masaaki Hatsumi, thirty-fourth Sôke (grandmaster) of the nine distinct ryu ha (budo traditions) that make up this martial art. The Bujinkan Dôjô or “Warrior God Training Hall,” is a worldwide Dôjô organized in the 1970’s by Hatsumi Sensei and headquartered in Noda, Japan. Hatsumi Sensei inherited the nine ryu ha from his teacher, the late Takamatsu Toshitsugu in 1972. Hatsumi Sensei has been revered by leaders of the military, police forces, and even presidents. He has received several international peace awards, Japanese cultural awards, and an accommodation by the previous Pope for his work in the preservation of an ancient art. The UA-Huntsville Bujinkan Dôjô attempts to follow in his footsteps. 3. What are the principles and concepts that you uphold and try to instill in your students?

Budo Taijutsu is a very practical martial art that has found use in military and police forces throughout the world. However, there is much more to the art than mere physical techniques. With proper understanding, it not only becomes useful in allowing smaller people to generate immense power but also rouses the natural powers of human beings that can make the world a better, more peaceful, and more prosperous place. 4. Why do you think it is important for people to learn martial arts?

From our point of view, there is a big difference between martial arts and martial sports. As with any art form, the aim of martial arts is to achieve perfection of performance, feeling, practicality and some argue the human soul. Just like a guitar player has only a certain number of notes he or she can play, there is an endless amount of music and feeling that pours forth from those notes when the musician becomes really good at the art. In this sense, Budo Taijutsu is a true martial art. It is not a martial sport, focused on winning or losing. It is a perspective that embodies true survival approaches and not simply collections of fighting scenarios. 5. What difficulties and obstacles have you encountered so far with regards to teaching martial arts and how did you overcome them?

Because this martial art is a “hard” form (we do not use pads, we tend to hit one another, and there are no rules other than common respect), this martial art tends to be difficult for children. We have found that people age 16 and above have the proper physical and mental development to make good use of this art. 6. Can you please give a short biography of your dojo’s instructor(s)?

Dr. Leland Cseke, 6th Dan, Shidoshi has over 16 years of experience in Budo Taijutsu. He has been an integral part of Bujinkan organizations at The University of Michigan, The University of Arizona, and Michigan Technological University. He also holds ranks in Aikijustsu, Judo, Tai Chi and Karate. ]]> http://www.samurai-sword-shop.com/connector/ua-huntsville-bujinkan-dojo/feed/ http://www.samurai-sword-shop.com/connector/ua-huntsville-bujinkan-dojo/ http://feedproxy.google.com/~r/maconnector/~3/UCGvtOQCumg/ http://www.samurai-sword-shop.com/connector/ji-kai-martial-arts/#comments Sat, 17 Oct 2009 16:15:45 +0000 Liz http://www.samurai-sword-shop.com/connector/?p=549 1. Who is the dojo’s founder and what prompted him/her to build the school? Is there any rich history behind its making?

I started Ji Kai Martial Arts in 1992. I have taught in the Mobile area at several locations. I started teaching because of a promise to Soke Shogo Kuniba. I along with others promised a dying man that we would keep his art alive. Soke Shogo Kuniba taught the most complete art that I have been exposed to. I had been asked to teach on several occasions before then, but wouldn’t commit to a set schedule.

2. What forms of Japanese martial arts do you teach in your school? Can you please share with us the history behind them?

I teach what has been loosely called Kuniba Ryu. But because of respect for Kuniba Kai and Soke Shogo Kuniba’s heirs, I call what I teach Ji Kai Karate’, Kobu Do, and Iai Do. I have changed most of the Karate’ kata a little bit, so as to avoid teaching the same style or ryu as anyone else. The Karate’ is Shito Ryu from many influences. Kuniba Soke trained with all the top masters of the day. Okinawan Sensei visited his home, were friends with his father, and so taught young Kuniba. This from of Shito ryu has many kata, some from Goju Ryu, Shorin Ryu and Shorei Ryu, etc. Shito Ryu is a blend of Naha Te and Shuri Te, with some influence from Tomari Te. There are thirty five or more. I teach about thirty. I also teach Bunkai, or application of kata moves.

The Kobu Do is some of the best that I have seen in thirty five years of training. It should be though, Soke Shogo Kuniba was the first person to demonstrate Okinawan Kobu Do to the Japanese Sensei and Soke. Let me say to all the Kuniba Kai and Chikabu Kai that I hope not to offend anyone. I have been lucky enough to train with the best martial artists in the world. I have trained with many people and Soke Shogo Kuniba was the best.

I only know and teach a few Kobu Do kata. Five Sai kata, three Tonfa kata, and two Bo kata. The only other kata that I have learned is Kama Shodan from O’Soke Dave Shelton. I had always wanted to add that weapon to my curriculum. The Kobu Do kata was the main reason I wanted to meet Soke Shogo Kuniba. I had heard stories about this man since I started Karate’ classes in 1975. Before that, I learned Ju Jitsu.

The last five students that have joined my dojo are there for the Iai Do. I have taken what was taught to me by Soke Shogo Kuniba’s students and expounded on it. When I met Soke Shogo Kuniba in 1990, he ordered me to take Iai class with Darren Myers Sensei. I couldn’t tell them no, you just don’t tell someone with that much experience that you don’t care for it. I figured I would try it, and I laugh because Bill Price, Soke Nidai told me in no uncertain terms that I had better be at that class!

So, now for 2009, I belong to a wonderful organization called the IMSS, or International Matsumura Seito Society. Under the guidance of O’Soke Dave Shelton I started teaching anyone in the IMSS who wants to learn Iai Do. Before 2008, I only taught Iai Do to my top students, now I have many students in many states learning my version of Iai Do. Now, I did keep Soke Shogo Kuniba’s original kata. I don’t know if there are more Kuniba Iai kata out there, because Soke Shogo Kuniba had many, many students! I and my highest ranking students have added kata until the total count is thirty five, with three two sword kata, using the wakazashi and Katana.

3. What are the principles and concepts that you uphold and try to instill in your students?

Ji Kai means Temple organization, your body is a temple and should be taken great care of. I try to promote a no drinking, smoking and over eating life style. I train in physical fitness classes with my student Kenya Dennis. I also train for sprint triathlons, swimming, biking and running. But the street is the final test of your skills in Martial Arts. I want my students to be mentally and physically prepared to meet violence calmly and coolly. Hopefully it will never come! The human brain is the most powerful weapon we possess. If you can’t talk your way out of a situation, then be ready to fight. It is most difficult to stop someone from hurting you without seriously hurting them! I also want them to learn the philosophy behind the Martial Arts, self control, self discipline, self motivation, etc. The code of conduct for us is rigid. The code of the Samurai applies to us, the code of Bushi Do too. The eight phrases of Karate’ Do. And I say “us” because I will always be a student too. Whatever my students see me do, they will also do. Soke Shogo Kuniba had, and O’Soke Dave Shelton has a no worry attitude that I hope to have one day. They both are the finest examples of human beings. I think the Phrase Soc Shin, applies. They take whatever comes with composure.

The really great Martial Artists that you meet are humble guys and just plain nice too. They realize how fragile human life is, it can be taken away with the slightest touch. These guys are nice to everyone, whether equals or inferiors! And if you ask a real Martial Artist to sweep the floor, he will give that floor the best sweeping it’s ever had! They will try to be the best at whatever!

4. Why do you think it is important for people to learn martial arts?

I think that Martial Arts aren’t for everyone. If the person who will find the cure to cancer is an unwilling participant in my class, then the whole world will suffer! Only certain people or types of people really love Martial Arts. I have witnessed lambs become like lions and lions become lambs. I learned to fight to get my way early in life, it was my way or the knuckles of my punch! If you won, we did things your way. That has went on since Cain and Abel. There are certain types of people who need to let the warrior out, or they self destruct. I learned from my first Sensei, Wesley Lambert, how to say please, thank you, no sir and yes sir all over again. And the old ‘my way or else’ don’t work on everyone. I learned to be nice to people and very respectful…..until they go too far. Some people take this attitude as one of fear, when it couldn’t be farther from that. There are some rude people in this world, and the next time you cut line in front of a kindly old man, he might be a highly skilled Martial Artist who could cripple you with one blow! If people gave other people a little respect this would be a better world. But I always tell my students that “if you have no self respect, you cannot give others any”.

So, enough of the philosophical side of Martial Arts. If you go to any physical fitness class, you are studying Martial Arts! The arts came from Egypt to India to China. They were expanded to include exercises for out of shape monks. If every person who spends a lifetime training adds some small technique over a thousand years, well, here we are today! Being in better shape than most people separates Martial Artists from ordinary people. That is one of the things I love about Martial Arts. It ain’t easy!!! It’s a cross trainers dream come true!! Hand- eye coordination, flexibility and physical prowess are by products of training. Bruce Lee was a great example, that guy was in shape!

5. What difficulties and obstacles have you encountered so far with regards to teaching martial arts and how did you overcome them?

Wow! What a question! I’ve been teaching since 1992 and have taught autistic, wheel chair bound, bullies, pacifists, rape victims, house wives who were getting beaten up by their husbands, kids with ADD, etc.! I have had to get parents to stop trying to make their kids into killers because they got picked on. I’ve made students quit because they wanted only to be “bad assed”. I’ve turned away people who wanted to “learn how to hurt” people! Wow! The really good students are still there. But, some people wanted to get in great shape, learn to defend themselves, get hand-eye coordination for sports, get some self confidence, self control. They learned what they wanted and left. I love to run into them now and see what kind of people they’ve become. Some kids learned great concentration skills. Athlete’s stayed sharp in the off season. Most didn’t stay long, some got bored because, to them, it was too easy! Some struggled to keep up, but some learned that it’s a personal journey that will take a lifetime to complete! The challenge is picking out the gems that come my way. I don’t have riches in money or valuable possessions, but I want to share my Martial Arts with everybody! If my students don’t learn anything from me but that good old don’t ever give up attitude! Or, as my Japanese Sensei would say ” Shita Nana, Ue Hachi”, seven times down, eight times up! When I don’t feel like getting out of bed, I remember the students who are watching me! The little kids will even emulate me sometimes, and that’s scary! All I have to do is come to class with a bad attitude and guess what? My students will adopt my attitude!

So, if I have learned anything in the Martial Arts, practice what you preach! Don’t be lazy and expect to have go getters for students! If you are physically able, sweat with the students, work out with them, be nice, and be pleasant, treat them with respect and you’ll get it back. You only get friends by being one!

6. What advice and/or insights can you share with our readers who want to pursue their interest in the Japanese form of martial arts?

If I have found one way to describe Martial Arts, it goes like this, ” Chicken with stars, chicken with rice, chicken with pasta, chicken with plain broth, etc, etc. All Martial Arts are supposed to teach you self discipline, self defense, self confidence, and self control. If you don’t get self control, the others aren’t important. You should find an instructor that will meet your expectations and needs. If you don’t have great flexibility, don’t go for a Tae Kwon Do class. High kicks aren’t for you. Find an instructor that really cares about his or her students. The good ones aren’t interested in getting rich in money, just good students.

If you show the high ranking black belt kata from most styles to new people, they won’t be able to tell the difference from Karate’ and Kung Fu! Then there are the hundreds of off shooting styles. My style isn’t mine, and I cannot show you one “new” technique. I can only try to show you what I have been taught and hope you take it and make it better! And never give up! I always wanted to learn “real” Japanese from a “real” Japanese person. It took me thirty years, but finally the opportunity came!

7. Can you please give a short biography of your dojo’s instructor(s)?

Kyoshi Terrell D. Lambert, 7th Dan black belt. Ji Kai Ryu Ha Master. Born 1956 in Mobile, Al. Trained in Ju Jitsu under Dr. Loper, 1973. Started Karate’ Do training under Wesley C. Lambert in 1974, first Menjo dated 1975. First Black Belt 1982. Started training in Kuniba Ryu 1990. Kuniba Ryu Iai Do 1991. Started Ji Kai Martial Arts 1992.Joined IMSS 2005. Promoted to 7th Dan and awarded Kyoshi title by O’Soke Dave Shelton 2008.

Renshi Jake Lambert, Kyoshi Lambert’s son. Born 1978, Mobile, Al. Earned a brown belt rank under Hanshi Bob Kucera. Started assisting with Ji Kai classes 1992. Earned rank under Kyoshi Lambert, awarded a 4th Dan black belt from O’Soke Dave Shelton 2008 and the title of Renshi. Renshi Jake Lambert has a Menkyo Kaiden in Ji Kai Iai Do. He is also Kaicho of Ji Kai Martial Arts.

Kenya L. Dennis. Born in Mobile, Al. Started training privately with Kyoshi Lambert in 2005. Sensei Kenya received her 1st Dan in Karate’ in 2008, her 3rd Dan in Iai Do in 2009. She holds a Menkyo Kaiden in Ji Kai I ai Do. Sensei Kenya is my personal trainer and friend.

Randy W. McGee, born Mobile Al. Received his 3rd Dan black belt in Karate’ 2009. Has been training since forever, is Sempai, number one older student! Sensei Randy is my best friend.

Doug Drake, 2nd Dan Karate’, 1st Dan Iai Do.

Robert Hutchins, 2nd Dan Karate’, 2nd Dan Iai Do.

]]> http://www.samurai-sword-shop.com/connector/ji-kai-martial-arts/feed/ http://www.samurai-sword-shop.com/connector/ji-kai-martial-arts/ http://feedproxy.google.com/~r/maconnector/~3/JIWLMhb_p0M/ http://www.samurai-sword-shop.com/connector/jka-wf-chicago-karate-institute-inc/#comments Sat, 10 Oct 2009 12:23:14 +0000 Liz http://www.samurai-sword-shop.com/connector/?p=507 1. Who is the dojo’s founder and what prompted him/her to build the school? Is there any rich history behind its making?

The JKA WF Chicago karate Institute, Inc., was founded in July 2008. Sensei Neeraj Dhawan is the Director and Chief Instructor of the Dojo. Born in New Delhi, India, Sensei Dhawan started travelling from the age of 3. His childhood was spent in North Africa, where he started Karatedo under Sensei Okamoto, the Chief Instructor for the Middle-East & Africa region for the Japan Karate Association, JKA, (www.jka.or.jp). He then travelled to England and trained with Sensei Enoeda, Ohta, and the KUGB British Instructors. In 1993, he moved to back to India to support his mother and enrolled with the JKA India to become a JKA Instructor.

In 1997, he was selected to be part of the Indian National Karate Team, and has since, been a senior member of the National Team, he has competed extensively in National, Asian and World Championships, including 4 JKA World Shoto Cups. He has been holding the title of the JKA All India Men’s Champion since 2003, and is a licensed Instructor, Examiner and Judge with the Japan Karate Association.

He has also been very successful as a Coach, producing numerous Indian National Champions from his Dojo in India, and since 2008, the Children’s National Champion in the USA. This year, at the JKA WF America (www.jkawfamerica.org) National Championships in Santa Fe, New Mexico, 2 of his students won the Childrens’ and the Men’s Individual Kumite Title respectively.

In 2006, he moved to Chicago, USA, to support his wife, and has since been a staunch supporter of the JKA WF America, for which he also holds the position of the Director of the Central (Midwest) Region.

He continues to go back to India every year to compete at the All India National. You can watch his tournament clips here: http://www.youtube.com/watch?v=Rroik0kn8RE

He is very passionate about his Karate and visits Japan twice every year to train at the JKA headquarters in Tokyo.

2. What forms of Japanese martial arts do you teach in your school? Can you please share with us the history behind them?

Our Dojo is dedicated to imparting instruction in the Shotokan Karate of JKA – Japan Karate Association. The JKA was formed by Master Gichin Funakoshi, (pen-named, ‘Shoto’), who brought Karate to the mainland Japan from Okinawa. The JKA is the oldest and largest single style Karate organization, with its corporate headquarters in Japan, and branches in over 126 countries world-wide.

The JKA emphasizes on practical and scientifically proven training methods, in line with safety and correct body-mechanics.

Also, JKA Karate is the only style or school of Martial Arts that emphasizes on training and developing a ‘one strike, one kill’ approach. Even in our tournaments, one wins through one deadly shot/technique, instead of accumulating points and playing tag. This keeps training very real, and obviously, very practical for combat and self-defense.

3. What are the principles and concepts that you uphold and try to instill in your students?

L to R: EJ Trio, Sensei Dhawan, Marco Maciel (2009 USA Men’s National Champion), Arjun Singh, Jude Pinto (2008 & 2009 USA Children’s National Champion), Savio Pinto.

Students are always encouraged to listen to their bodies and identify their limitations, because at the end of the day, it is ‘with’ these limitations that one must try and overcome the obstacle/challenge that one faces.

We also strongly believe that the JKA Dojo Kun are the guiding principles for a Karateka’s life… And we all strive to live by these codes:

One. Seek perfection of character.
One. Be honest and faithful.
One. Endeavour.
One. Respect others.
One. Refrain from violent behavior.

4. Why do you think it is important for people to learn martial arts?

Well, apart from the obvious physical, mental and spiritual benefits, Karatedo also helps you in all aspects of your life. You use the principles of the Dojo Kun in your day to day life, applying them in your personal and professional fronts. If you can have a better understanding of others around you, and be in harmony with them, then you will have lived your life without any regrets, and full gratification.

5. What difficulties and obstacles have you encountered so far with regards to teaching martial arts and how did you overcome them?

Students are the same everywhere in the world, but cultures and economies are different. In the east, when I used to teach in India, we would train outdoors, even in the monsoons… And the indoors dojo was floored with concrete tiles. The eastern students are definitely more respectful, and understand that it is a long journey.

In the west, now that I teach in the USA, we have 5-star facilities in our dojo… Wood-sprung floor, tatami & EVA mats, Air conditioning & Heat, but we lack the patience, diligence, and proper etiquette in the culture. Hopefully, through studying the art, the students, irrespective of where they are from, will adopt the Dojo Kun in their lives, and develop their personality as well…

That is the objective of Karatedo, and I have seen it work wonders.

6. What advice and/or insights can you share with our readers who want to pursue their interest in the Japanese form of martial arts?

The journey is more important than the destination.

Never forget to maintain proper etiquette and attitude inside and outside the Dojo. Identify and accept your limitations and learn to work with them.

Remember, there are no excuses… only intentions.

7. Can you please give a short biography of your dojo’s instructor(s)?

The Core Group: L to R: N Dhawan, N Lawrence, W Zemlak, S Pinto.
(In the group picture)
Savio Pinto
Hon. Assistant Instructor
3rd Dan, JKA WF America

N Dhawan

Director & Chief Instructor
5th Dan, Japan Karate Association
Licensed Instructor – Examiner - Judge, JKA

William Zemlak
Hon. Assistant Instructor
1st Dan, JKA WF America

I founded the Budo Ryu Ninjutsu Dojo back in 2004, I wanted to bring back the tradition of Japanese Bujutsu, something that I felt has been lost in the modern world. To do this I established the Budo Ryu Ninjutsu Dojo, meaning School of the Japanese Warriors Ways of Stealth. After receiving Menkyo Kaiden in Tomo Ryu Shinobijutsu from Master Ichiro Kobayashi and full permission from my other Masters, The Budo Ryu Ninjutsu Dojo was established.

2. What forms of Japanese martial arts do you teach in your school? Can you please share with us the history behind them?

The Budo Ryu Ninjutsu system of martial training was developed by the collection of 7 Japanese Traditions and combining them into a way of training to fully develop one’s mind, body and spirit as one. Each of these ryu has is own specialty in certain aspects of warfare and combat tactics. The Traditions that are taught in the Budo Ryu Ninjutsu Dojo are:

- Tomo Ryu Shinobijutsu
- Tenjin Ryu Bushi Jujutsu
- Koto Ryu Koppojutsu
- Togakure Ryu Ninjutsu
- Gyokko Ryu Kosshijutsu
- Koka Ryu Dakentaijutsu
- Muso Jikiden Eishin Ryu Iaijutsu

Through the training the student will learn each of these arts individually and as they train they then understand movement and the principals and how to move in and out of all of the 7 traditions when they need to. Instead of having one set strategy (DO / 道) the Budoka learns 7 different combative strategies. This is the understating of the Budo Ryu, to be able to move freely in and out of each of these old family traditions to fit any situation in life.

3. What are the principles and concepts that you uphold and try to instill in your students?

The principals that we teach is a collection of understanding called NINPO (忍法) these are the methods and understanding of the Ninja. In the Samurai Arts, teaches the feeling of “bushido” that is stressed to the student; this can be understood as a means of “winning”. Winning was not the main action to the ninja, the idea of the ninja was to “not lose’ so if a samurai pulled their blade on a ninja, and the ninja threw powders in the eyes and used evasion skills, the samurai would see this as cowardly, the ninja would see this as creating an opportunity to get back to their family, and in this even if they did not “win” they did not lose either.

This is the foundation of thought with the school; the understanding and importance of family. So at the Budo Ryu Ninjutsu Dojo, we do not fight for ourselves, for the “win”, we learn the 7 arts of Budo to protect ourselves and our families; to become better people and to understand the art of Ninjutsu.

4. Why do you think it is important for people to learn martial arts?

I think that it is very important for people to have the ability to protect themselves, but more importantly I feel that people need to have the opportunity to see who they truly are. So many times you see people wishing that they could do this and that. In the Ninja arts, all areas of weaponry, stealth, hand to hand combat, survival skills and so much more is covered. To not just learn how to punch and kick but to learn self empowerment and to have the ability to understand life this is why I feel that it is important to learn the martial arts.

5. What difficulties and obstacles have you encountered so far with regards to teaching martial arts and how did you overcome them?

There are two main obstacles that I had come across for myself now that I have been teaching on a larger scale worldwide.

#1 - I am a woman, so no matter how many videos that we do, DVDs that we produce, and books that I write, the majority of this martial art culture is male dominated and with that, there is always going to be the thought that a woman cannot do what a man can do. I will admit over the past 5 years it has got a lot less now that I travel all over and do so many seminars, training camps as well as all of the DVD’s and Books that we produce; but because of the image of combat being so dominated by men, it is still there, but it always will be too.

#2 – INTERNET POLITICS! It is amazing how many people actually get on forums, message boards and free video sharing sites to talk negative and false statements of others in the martial arts.

I never thought that the Budo Ryu Ninjutsu Dojo would grow to where it is today, but as the school has grown larger there are those that want to discredit us, make up false and ridiculous statements. Anytime that someone reads a negative comment online, one should understand that it is a cowardly attack, as the person just has a user name (that is usually not their real name) and a lot of bad and hateful things to say. We, as martial artiss, should not pay any attention at all to those that want to slander our schools or our organizations as this is not an act of Budo, in fact slandering others, personal attacking someone for “your opinion” and belittling others go against what many of us learn in the martial arts.

I feel that every student needs to find the best teacher for them, if they like the way that a certain individual teaches and they can relate to them, then that is the master that they need. For someone to not ever met another person, train with them or talk to them in any way, and then to go online and negatively talk bad about someone is a dishonorable action.

This world is getting worse as greed, hate and crime gets higher and higher. We need to stay focus on our training and make our skills as sharp as the sword that we carry. By taking time away from the things that are important like family and training we are taking time away from making us better as a people. We all need to stay focused on the things that are the most important.

6. What advice and/or insights can you share with our readers who want to pursue their interest in the Japanese form of martial arts?

GO FOR IT! Learning the Japanese arts will help you in all areas of life not just in combat. There are so many ways to learn martial arts today with the internet and such that anyone can find the right program and the right master if they just look for it. This shows the great growth of the martial arts. As the centuries move on, the masters of the present keep finding new ways to relate the old ways to the students. Just as we grow, Budo must grow with the times too and hopefully the people who truly want to learn these old traditions will have that opportunity to not just help themselves but become better people and help those around them.

Thank you for the opportunity to touch someone’s life through the message of Budo, I deeply appreciate it. Take care, be safe and Good Luck in your Journey of Budo.

Bujinkan Bukeyashiki Dojo was started back in the late 90’s as a shibu (training group) by Mike Reina, with only 2 students. Classes were held in his basement with just barely enough room to roll from one end to the other. When the weather permitted classes were held outside in a local park.

Since 1995 Shidoshi Reina has been training in the Bujinkan. His first visit to Japan was in 2006 and again in 2007 when he earned his Godan (5th degree) certificate. What prompted Shidoshi Reina to start the dojo was out the love for the art and the camaraderie it instills. This art has a long history with numerous life lessons to be learned and mastered.

2. What forms of Japanese martial arts do you teach in your school? Can you please share with us the history behind them?

At the Bujinkan Bukeyashiki Dojo, we only teach Budo Taijutsu as taught by Dr. Masaaki Hatsumi, who is the head of the Bujinkan. Dr. Hatsumi is the 34th Grandmaster head of nine warrior schools which was passed to him by his teacher Toshitsugu Takamatsu – the last ninja of the 20th century. The following are the nine koryu (a traditional or ancient martial art) schools: Togakure Ryu, Gyokko Ryu, Kukishinden Ryu, Shinden Fudo Ryu, Gyokushin Ryu, Koto Ryu, Takagi Yoshin Ryu, Gikan Ryu and Kumogakure Ryu.

Ninjustu, as this art is more commonly known deals with many different arts and survivalist techniques. It was developed by groups of people mainly from the Iga and Koga areas of Japan. During the warring state of feudal Japan the ninja used their art to ensure their survival. Their skills in espionage and assassination were highly useful to the warring states during that era. Because these survivalist techniques were seen as dishonorable to the samurai class, many samurai would hire a ninja to perform these tasks. Some of these tasks involve training in disguise, escape, concealment, archery, medicine, explosives and poisons, just to mention a few. Today however the main focus of Ninjustu deals with the techniques relating to armed and unarmed combat.

3. What are the principles and concepts that you uphold and try to instill in your students?

We have several but the most important to us are: Respect yourself, Respect others and be responsible for your own actions. We also believe heavily that “you are responsible for your own training”. One main idea that we try to push to all our students is that we don’t fight to “win”, we fight to survive. Getting home to our family is the only prize that we are after.

4. Why do you think it is important for people to learn martial arts?

In my opinion the martial arts teach human interaction. It teaches patience, determination, self reliance, discipline, self preservation, and reflection/wisdom. Not to mention, the camaraderie that you establish with your dojo friends. It teaches you to push your body and mind and to constantly reach for new goals.

5. What difficulties and obstacles have you encountered so far with regards to teaching martial arts and how did you overcome them?

I think the most difficult is getting students into the door of the dojo. This is a dynamic art. Accordingly, training with different people and different body types is extremely important in your development. The size of the dojo is another obstacle in that you need space to throw people around and to swing weapons of different lengths.

6. What advice and/or insights can you share with our readers who want to pursue their interest in the Japanese form of martial arts?

Find the right art for you and your personal situation. Then find the right teacher and school. It might take a while, but its well worth the investment in your time. Don’t be discouraged if it’s not the school located within your town. Sometimes travel is necessary in order to find the right match.

7. Can you please give a short biography of your dojo’s instructor(s)?

Currently we have Mike Reina, Shidoshi as the head instructor and John Soto, Shidoshi-ho as the assistant instructor. Mike and John started together back in the late 90’s and have gone through the ranks together. Along with a long history of training together their friendship has also continued to grow into what is turning out to be a life long friendship. Their friendship is used as an example to the other members of the dojo and a cornerstone of how we treat our students - friends’ first and then students second.

Mike and John both have many years of experience in Tae Kwon do as well. Mike has taken several other arts including Aikido, Judo and Kung Fu. Currently Mike and John have started to train in “Reality based” scenarios and passing onto the students not only the rich history of the Bujinkan but also how it relates to today’s attacks.

We have two dojos - one in the north of Auckland (New Zealand) and a brand new, fulltime dojo which we have built on my property in Silverdale, about 20 minutes north of Auckland City. The new dojo is built from a converted barn and we are lucky enough to now have a fulltime training facility, with 110 mats, and basic facilities for live-in students. I am the senior instructor at both dojos, and I currently hold the rank of 4th dan.

The dojo I “grew up in” in the UK was the Hut dojo in London. I started there aged 10 back in 1974 under sensei H W Foster 7th dan, who is still teaching there today at the age of 84, and is the technical director of the Institute of Aikido worldwide. Sensei Foster was one of the original students of Kenshiro Abbe Sensei back in the late 1950’s, and the Hut dojo was the birthplace of Aikido in the UK.

I emigrated with my family to New Zealand in 2005, and it has taken us a few years to built the new dojo and get an organization established. We are very lucky to have a great group of students who are really enthusiastic, and I think this shows in the atmosphere we get on the mat and is contributing to the rapid growth of our group.

2. What forms of Japanese martial arts do you teach in your school? Can you please share with us the history behind them?

Traditional Aikido. We don’t follow a particular ’style’ per se, but due to Sensei Fosters strong links with Saito sensei we do follow the Ria-ai system of using Jo and Bokken weapons systems to improve our tai-jujtsu. I am a strong believer in looking at all the information available, including within martial arts, so if a student goes away to see another sensei, we always have a session afterwards to examine what they thought was interesting or valuable. In 2003 I published “Aikido – A beginner’s guide” and the DVD “Aikido – the first steps” to try to encourage people into our beautiful art, and we purposely kept the information as non style-specific as we could to give make it as relevant as possible to as many people as possible.

3. What are the principles and concepts that you uphold and try to instill in your students?

Train for others to train yourself. We have a wide variety of ages, nationalities, shapes and sizes, so everyone has to find their own Aikido, within the constraints of the syllabus. We are very lucky to live in a country where diversity is seen as a good thing. There is a strong focus within our training upon ukemi – the ability to fall safely is a valuable life skill.

4. Why do you think it is important for people to learn martial arts?

Within the modern lifestyle, it is easy to become lazy and internally focused. Studying a martial art is a bit like having children – it makes you realize that you are not the most important person in the world and it keeps you fit as well.

5. What difficulties and obstacles have you encountered so far with regards to teaching martial arts and how did you overcome them?

In 2005 I was diagnosed as a type I diabetic, so now I have to inject insulin 4 or 5 times a day and do regular blood tests. I try to be as vigilant as I can as this condition can make you very ill if not managed properly, but there is no doubt that my fitness level has dropped a bit since, and I have to be careful when training that my sugar levels don’t drop too low. In 2008 I dislocated my left shoulder and damaged the AC joint, and this has also been a slow healer. I think the reality is that when you get past 40, the body does start to fall apart a bit, so you just have to look after yourself a bit more carefully. As far as teaching is concerned, the biggest challenge for me is my kids’ classes. We take children from the age of 8, and sometime keeping their focus and concentration is a real battle. Over the years I have gradually developed a set of exercise and games all based upon Aikido movement and technique, and by delivering these in short segments mixed in with ‘proper’ aikido syllabus work and keeping the class moving we seem to have built a very successful youth group.

6. What advice and/or insights can you share with our readers who want to pursue their interest in the Japanese form of martial arts?

• Make sure your family and friends realize that training nights are sacred. None of my friends would even consider asking me out on a training night. If you miss one class, it’s easy to slip, and hard to get back into the routine.

• Don’t be bullied. If you are at a school where the instructor or senior students expect you to bow and scrape and treat you like inferiors, leave! There are many good dojos in every city in the world, so visit a few before you pick one.

• Train to your comfortable limit. If you don’t push yourself you’ll never make progress, but we are not living in Feudal Japan so be sensible – you have to go to work tomorrow!

• Keep an open mind. I have added a lot to my understanding of Aikido from training with Jujitsu people, Eagle claw Kung Fu people, Tai Chi people, even Yoga.

7. Can you please give a short biography of your dojo’s instructor(s)?

Dunken Francis 4th dan (Born 1964)
Sensei Francis trained under H.W. Foster sensei since beginning his Aikido career as a child in 1974, and for a several years was also a student of Ron Russell sensei.

Training at The Hut dojo instilled a commitment to the principles of Riai – “Blending of Truths”, and subsequently he is a strong advocate for the regular practice of Aiki-jo and Aiki-ken.

In 2005 he moved to Auckland with his wife and daughter, and in 2007 set up the Institute of Aikido dojo in Okura, with plans for a new, full-time dojo in Silverdale later this year.

Mainly focusing upon teaching beginners and bringing newcomers into the art, and to help newcomers clarify the myriad of techniques and technical terms used, “Aikido – A Beginner’s Guide” was published in July 2003 (see www.aikido4beginners.co.uk .)

The founder of the Shodokan dojo is sensei Matjaž Dobravec who has trained aikido since 1993. In 1999 the dojo joined Aikido Association International, then headed by shihan Fumio Toyoda. The dojo has grown steadily since then. We are currently one of the largest aikido dojos in Slovenia, with regular practice taking place in five towns, including the capital Ljubljana.

2. What forms of Japanese martial arts do you teach in your school? Can you please share with us the history behind them?

We teach aikido in the style of aikikai, as taught by shihan Fumio Toyoda. Occasionally we cooperate with schools of martial art to broaden our horizons. For example, we have had karate and grappling lessons. Lately some of the senior dojo members have started practicing iado.

3. What are the principles and concepts that you uphold and try to instill in your students?

We follow the teachings and philosophy of O Sensei Morihei Ueshiba, the founder of aikido. Perhaps the most important principle taught by the founder was that one should resolve conflicts by seeking harmony (’ai’ in aikido) with the opponent, rather than resorting to aggression.

4. Why do you think it is important for people to learn martial arts?

In our experience, training martial arts has many practical benefits, such as staying fit and being able to defend oneself. On a deeper level, vigorous training unifies body and spirit. In other words, it makes a person whole.

5. What difficulties and obstacles have you encountered so far with regards to teaching martial arts and how did you overcome them?

For many years our main logistical problem was lack of permanent training place. Lately, things have been much better as we opened dojos in several towns so that we are not dependent on a single place of training anymore.

6. What advice and/or insights can you share with our readers who want to pursue their interest in the Japanese form of martial arts?

Serious training of a martial art requires long-term personal commitment and devotion. Only after many years of training can one begin to look beyond particular techniques and gain true understanding of the basic martial principles. A beginner should therefore not be discouraged by initial confusion or apparent slow progress. On the contrary, one should expect to progress slowly and to keep discovering new insights in old lessons that one has heard a thousand times.

7. Can you please give a short biography of your dojo’s instructor(s)?

The chief instructor and the club president is sensei Matjaž Dobravec, who currently holds the yondan degree (4th dan). He started practicing aikido in 1993, and has taught aikido since 1997. He received his yudansha degree in 1999 from Shihan Fumio Toyoda. In 2000 he was invited as an uchideshi to Toyoda’s dojo in Chicago.

There he received instructor training and learned the teaching methodology of Shihan Fumio Toyoda. In 2002 he successfully tested for nidan. He received his sandan degree in 2005, and the yondan degree in the spring of 2009.

In October 2008 sensei Matjaž Dobravec received a special recognition for his devotion to and promotion of the Japanese culture and martial arts from his Excellency Mr. Maruyama, the Japanese ambassador to Slovenia.

- About Sinchijudokan

The meaning of “Sinchijudokan” is “Warrior Center of the Judo”. Name formed from two voices: Kechua voice Sinchi (native language of Peru) that signifies “warrior”; and the Japanese voice judokan that signifies “center of study of the judo”.

Sinchijudokan is an institute in St Luis, MO created for the purposes of promoting, teaching, researching and developing the Kodokan Judo, stimulating at the same time in men, women, and children a positive behavior and an adequate physical condition as a result of the study and efficient practice of Judo biomechanics.

- About my Judo experience:

I founded Sinchijudokan in 1996, in St Louis, Missouri, USA, and also started a branch of Sinchijudokan in the city of Lima, Peru with the purpose of training high performance athletes.

However, I began my career in Judo at the early age of 13. In 1963, at the age of 17, I had already started my own free Judo school in Lima, Peru South America, and although I offered my basic practice sessions like a novice instructor, two students from that small group, would become national champions many years later.

I had the privilege of being formed in Judo by Japanese teachers. I learned from them the style, the attitude, the technique, the discipline, the order, the efficiency and the love to do each thing efficiently.

As everything in life, maturity is an important asset for all things to reach their proper development. I believe that there are experiences in life that are meant to be shared and transmitted, but at the appropriate time of their development, so that other people with better talents and ambitions may harness them with art and prowess. This was the motivating determination that pushed me to found my school. I have unceasingly advised my students since then that modesty, perseverance, diligence, order, discipline, perfection, efficiency, self-control, self-evaluation, and patience are important tools in the task of studying and practicing Judo.

2. What forms of Japanese martial arts do you teach in your school? Can you please share with us the history behind them?

We teach Judo Kodokan and Japanese Jujutsu. Just ahead, and with the guiding concern not to push aside the essences of Judo, let us name and comment on the five fundamental elements of Judo Philosophy, which should also be the manner in which it should be taught in schools and clubs to beginners, intermediates, as well as to advanced students; for competitive goals as much as for recreational ones.

Kodokan Judo is a Gendai Budo discipline of Japanese origin. Dr. Jigoro Kano was a Jujitsu expert and researcher of this art, however, he wanted to develop a discipline that would transcend of being a street fighting method.

The new discipline would be helpful not just for self-defense, but also for educational purposes and for the physical, mental and ethical training of the person who would practice it; as a result of his research Master Jigoro Kano created Judo in 1882.

With the passing of time, Judo has let go its roots and essences of Budo Art, as well as its etiquette, discipline, and spirituality that has characterized it since its origin. The modern Judo is different from how it was conceived by Master Kano.

The word “Judo” basically means “the path of smoothness and flexibility.” “Ju” is the smoothness in the sense of mechanical flexibility and “Do” is the way and the method, the form of action; but in the philosophical sense of one’s conduct in life.

The primary principle of the biomechanics of Judo is Kuzushi, the art and science of making the opponent lose his balance, with the purpose of efficiently using the imbalance through the processes of expansion and contraction of movements, in which Shintai or displacement, and Shizei or posture, play a large part in the success of the imbalance.

In the Judo discipline, the person utilizes the strength of the opponent: yielding, dodging, and applying his opponent’s own weight and strength to make him lose his equilibrium.

A good visualization of this is when in winter the branches of a tree are pushed down by the weight of the snow, they bend and the snow falls, but the flexible branches go back to their original position.

There are two principles that are basic and applicable in the daily live of any judoka or judoist:

1. SEIRYOKU or MAXIMUM EFFICIENCY that inspires that anything done in Judo and in life must be well done, for personal and for the other’s satisfaction. Applying the least effort, to obtain the highest efficiency.

2. JITA KYOEI or MUTUAL BENEFIT AND WELFARE, that inspires to perform a healthy Judo, with no tension and without challenges, having mutual satisfaction, progressing reciprocally and in harmony.

All martial arts are good and effective and demand long time of hard training and perseverance in order to gain dexterity and mastery. Undoubtedly, the different skills and attitudes of the individuals that practice them cause the difference in the results.

Judo promotes the emotional balance and the strengthening of the positive attitudes of the individual. It is a discipline that allows the building up of self-control, patience, discipline, diligence, respect, courtesy, self-confidence, self-esteem, friendship, etc. All of these factors contribute to the foundation needed for an individual to achieve success in life.

In the mental level, Judo helps to stimulate the concentration, the determination, and the decision taking, as well as the coordination and reflects. The judoka learns to know and apply his biomechanics in the study of the wazas or techniques; he identifies and understands how the principles of the Physics - Mechanics are applied to Judo. By way of meditation (Zen), he learns how to relax, to restore, and control the inner harmony.

Judo is a discipline for all ages and sexes because it can be practiced at the proper pace of each individual’s need. In the physical aspect, Judo stimulates the cardiovascular and breathing functions, as well as the muscles, tone and nerves. It improves the speed, resistance, strength, flexibility, and agility that a healthy body at any age needs.

3. What are the principles and concepts that you uphold and try to instill in your students?

The pedagogic spirit and the didactic forms and methods were the light that shone on master Kano’s work throughout his life. He was a leader per excellence, as well as a promoter, and he impregnated and shared with his disciples this mysticism in Judo. This is how we find in his work 4 pedagogical policies that, we believe, frame for a pedagogy of Judo.

a) A Theoretic Body

Within the preparatory training of any discipline, there must be a developed body of knowledge, doctrine, study, research, and theoretical development, which is found in the methodology of Judo, with both artistic and scientific bases, as essential teaching elements to reach development and mastery in the discipline. Although in Dr. Kano’s times, even having a scientific composition, Judo was essentially described as having a pragmatic content.

b) An Ethical Spirit

Knowledge cannot be positive unless it is put to the service and benefit of the community, within a necessary structure of applicable ethical and deontological values, that may be experimented; and from which a way of life may be built, with personal satisfaction and at the service of others. These elements, of course are found in Bushido or Judo philosophy.

c) Physical Training

Judo discipline carries with itself a pedagogy that focuses several points of interest, through the efficient practice of one if its prime elements, which is physical culture.

Also, the concern for a training methodology and the efficiency of this Physical Culture, as an element for the education of the body, mind and health, for the improvement of the quality of life, without which Judo art and science would not have support for their biomechanical perfecting.

d) Transcendence of Pedagogy

The four above-mentioned suggestions belong to Judo’s pedagogy, and are fundamental in reaching maturity, beauty and perfection in Judo. However, modern Judo is lame, due to the lack of the first two elements, since it has only focused on the development of the physical aspect of the discipline, especially as a pragmatic and primary factor of competition.

The importance of scientific methodology in Judo is necessary because without it the transmission of knowledge and experiences will become disarticulate and pragmatic, more so today, lacking a standardized Judo theory by world consensus.

4. Why do you think it is important for people to learn martial arts?

In this time the Martial Arts respond to an urgent need as agents for human development; the Martial Arts visualized like a social system can be applied in order to incorporate social values in people, to deal with a better quality of life, to diminish the social violence, to have harmonious interrelationship with the family members and others, achieving in this way better citizens and a better society.

One of the most noble and important purposes of life is the development of the human being; this could be reached through social sport and the martial arts. To live a life requires of certain standards; people must have comfort, opportunities, basic facilities that would allow them to develop integrally. It is necessary to take into account that the erosion and deficiency of moral values in a society or underdeveloped nation originates from a chaotic situation and it is a social and economic sign of a country set back.

A society without citizens united in moral values, spiritual values, patriotism, politeness, education, solidarity and social sensitivity is a society without capacity of socio-economic change, and far to reach someday a healthy development, with opportunities and justice for all.

5. What difficulties and obstacles have you encountered so far with regards to teaching martial arts and how did you overcome them?

I think the problems that the martial arts face are: lack of a genuine pedagogy, lack of good disciples, and lack of social objectives; there is much violence and commercialization of the martial arts disciplines. The competitions are loaded with violence, and some of the leaders’ stingy interest makes them fight for positions to obtain money through the sport. I believe that we need capable teachers who would transmit to their students not just the techniques, but the social values; also we need leaders who are capable of managing the sport to be able to promote quality of life.

Quality of life and social co-existence are two inter-related states of life, which if associated harmonically, are the purposes of a healthy family and society. They are the foundation of the human rights to obtain better conditions of life, since the human being has the aptitude to offer quality of social co-existence like an answer to a demand of the surroundings. Under this thought, the teaching of the martial arts contributes to the process of formation, instruction and learning of the individual in the knowledge in order to make him useful, available, effective, and participating in the development of his community.

6. What advice and/or insights can you share with our readers who want to pursue their interest in the Japanese form of martial arts?

I cannot give advice, only my modest opinions. I believe we must cultivate more humility, investigation, fellowship, honesty, and respect. In essence, the teachers and leaders of the martial arts must learn social values, and apply values in their lessons.

Why is the sport important in the life of the society? The sport as such can be seen as a science, a social activity, a program of the government, an interest and political instrument, as leadership eagerness, as an intention of social development, or as a recreational activity.

Martial arts can be practiced for competitive or recreational purposes; without differences of age, or capacities, or economic levels. Socially speaking, the sport should be reached by all the population of a nation because it is a need for the human being and for the society. The practice of the sport fulfils expectations, and purposes in the development of a nation; then its diffusion, promotion, and massive acceptance, must have correlation with that social attribute of development.

The purpose of the Social-Sport Development is the physical, mental, moral and spiritual formation of the individual in order to make him an instrument useful and acceptable to the society, to forge him in the participation and the social and economic contribution with efficiency in the interaction of his surroundings.

7. Can you give a short biography of your instructor(s)?

Professor Nestor Figueroa is an American Peruvian martial artist, MBA and is in charge of the academic direction of the Sinchijudokan Institute. He is a native of Lima Peru, South America. He was a university professor for 15 years in the Business Administration field, a writer and publisher of several books, and manager of a number of enterprises in Lima Peru.

Professor Nestor Figueroa has been involved with Judo for 43 years, as student, competitor and instructor. At age 13, he started practicing Boxing in an amateur league, and then he started learning Kungfu and Jujitsu; soon after that he started studying Kodokan Judo. At the present time Sensei Figueroa holds 7th Dan in Kodokan Judo and Godan Dan in Sinchi Ryu Jujutsu, and is well known for his knowledge and technique, as well as for his appreciated quality of teacher and researcher of the methodologies of teaching and training Judo.

In his long career as judoka, Sensei Nestor Figueroa has had as teachers Sensei Shozaki Murayama 2nd Dan, Sensei Yutaka Akatsuka 7th Dan, Sensei Hidenori Yamanaka 8th Dan and Sensei Philip E. Porter 9th Dan, the father of the American Judo. Sensei Figueroa has trained in Kodokan, Tokyo with Sensei Yamamoto, 8th Dan, and Sensei Murata, 7th Dan. He attended the Budo Seminary at the International Budo University & Nippon Budokan, held in Katsuura, participating in training with Sensei Kashiwazaki 7th Dan, two times world champion, and with Sensei Tadanori Koshino 6th Dan, world champion. And has participated in some Martial Arts events in Europe, Asia.

Sensei Figueroa is member of The Kokusai Budoin International Martial Arts Federation (IMAF), United States Judo Association (USJA), United States Judo Federation (USJF), United States Martial Arts Association (USMA), GMAU International, United States Jujitsu Federation (USJJF), and Kokusai Senshu Tokukai.

Nestor Sensei has had many outstanding students in the USA and Peru. He was the coach for the Peruvian team in the Pan-American games, and the South American selected infantile in 2002. He is dedicated to the promotion of Judo within children and young people through his project “Social Sport with Values for the Human Development”.

In 2005, Sensei Figueroa started a project to teach judo in the schools of the city of Arequipa, Peru; this continuous program is successful, and allows to improve the yield of talented children, teaching them also social values, and peace, reducing the violence in their community.

Sensei Figueroa teaches Taichi Chua as voluntary service in “Larco Herrera”, the Hospital of Psychiatry in Lima, Peru. He has written and published books in several fields of the human activity, business, and social subjects, showing his social and Christian vocation, and his sensitivity for the less socially favored extracts. He has also written two books of Judo: “Pedagogy of Judo” and “Theory and System of Judo”.

Evan London is the founder and head instructor of the Jinenkan Inazuma dojo, located in Milford CT. He created his school in 2005, at the request of his teacher Fumio Manaka, also known as Unsui Sensei, of Noda, Japan.

Unsui Sensei is the founder of the Jissen Kobudo Jinenkan organization, more commonly referred to as the “Jinenkan”. The Jinenkan was created in 1996 to allow Unsui Sensei to freely teach the kobudo (old Japanese martial arts) that he learned during his 40 plus years of training.

2. What forms of Japanese martial arts do you teach in your school? Can you please share with us the history behind them?

The materials included in the Jinenkan curriculum include six historical koryu kobudo (old martial ways) ryu-ha (schools), as well as a new school (gendai kobudo), developed by Unsui Sensei himself.

The six koryu schools we train in include different forms of unarmed combat, three different schools of swordsmanship, and a wide variety of classical Japanese weapons. These include several lengths of staff, wakizashi (short sword), yari (spear), naginata, kusari fundo (a chain weapon), shuriken (throwing implements), and a number of other weapons.

The unarmed arts we train in contain the original forms of modern sport-oriented arts such as judo, aikido, and jujutsu. As such, we do throwing, grappling, choking, kicking, and striking seen in other arts. However there is a significant difference between such sports and kobudo. The focus in kobudo is to preserve the safety of one’s self and others in life-threatening circumstances, as opposed to scoring points or winning a match. The intent in kobudo is to severely injure and/or incapacitate an opponent. As such kobudo has retained highly dangerous and damaging techniques that have been lost in modern Japanese arts due to their being constrained by the rules inherent in the competition-based arts. Techniques that attack the eyes, breaking of bones and joint, throws where an opponent lands on their head or spine, etc. are commonly practiced in kobudo.

The three sword schools we study are quite different from each other, both in their origin, type of sword used, and the manner of movement used. For example Kukishin Ryu uses a heavy blade and is intended for battlefield fighting. Both combatants are expected to be wearing a samurai armor, making targeting and movement very specialized. Jinen Ryu is modeled after edo-period type swordwork and is designed for day-to-day fighting. Practitioners would be wearing kimono and most likely on a street, in a house or some other such location. Jinen Ryu also addresses combat against various types of Japanese weapons other than sword, such as spear or naginata, as well as fighting multiple opponents simultaneously. Finally, Togakure Ryu is a ninjutsu school and is highly specialized in its movements and sword methods. This school uses a shortened version of a traditional katana, which allows for its use in a unique manner. Photo file name: Kukishin Ryu Hanbo Ev vs. Leif Angestam 1

The koryu ryu-ha we study date from the feudal “warring states” period of Japanese history (approximately 1400-1868). As stated earlier, the focus of these schools is the preservation of life, and not competition.

The schools include:
• Koto Ryu
• Gyokko Ryu
• Togakure Ryu
• Kukishin Ryu
• Shinden Fudo Ryu
• Takagi Yoshin Ryu

Each ryu-ha has a different focus and philosophy that dictates how a practitioner of the ryu moves and approaches combat. For instance, as stated before, Kukishin Ryu was developed as an art for fighting on the battlefield in full armor. The movement used involves low stances to maximize one’s balance while using strikes that target openings in an opponent’s armor and offsetting their balance. Takagi Yoshin Ryu on the other hand was developed for every day use dressed in kimono or light armor. Among other tings, it involves fighting from a seated position on the floor, where Japanese people would traditionally be when at leisure or eating. Another differentiation could be illustrated by the differences between Koto Ryu, which focuses primarily on bone breaking techniques vs. Gyokko Ryu, which involves striking to muscle groups and nerve centers. Each school we study has its own unique approach to how the practitioner moves in relation to their opponent, as well as how the opponent is to be manipulated.

Finally, Jinen Ryu contains full training instructions for 6 separate classical Japanese weapons (using a single sword, using two swords at once [nitojutsu], tessen [iron war fan], tanto [knife], kusarifundo [weighted chain], and jutte [cudgel]). Sensei chose these weapons for various reasons, but primarily felt that the existing schools in our repertoire did not address these weapons in a systematic manner that would allow modern students to fully understand their use in a rapid manner.

3. What are the principles and concepts that you uphold and try to instill in your students?

As with any other art, physical fitness and flexibility are very important in kobudo. Additionally, the Jinenkan prides itself on maintaining a high level of technical excellence in our movement and in the execution of kata. This requires an exacting attention to detail, as well as a variety of important and specialized skills that every budoka (someone who practices kobudo) need to learn and polish.

The first and most important principle of kobudo training in the Jinenkan is captured in Japanese saying “Bushin wao motte toutoshi to nasu”, which may be translated as “the martial artist’s most important achievement is that of peace and harmony”. Put into practical use, this philosophy entails approaching life from a perspective of conflict mitigation and avoidance. While we train hard to be proficient in combat skills, the better path is to avoid conflict and to be at peace. The key way in which this is accomplished is by being polite and courteous at all times and to be the best person you can be. In this manner you will win every fight without even lifting a finger, because you will win over foes with your personality and good nature.

Another important way to avoid conflict is to be aware of what is going around you and be ready and able to act appropriately to whatever happens. This is accomplished through the development of “zanshin”. Zanshin refers to the ability to be aware of your surroundings at all times. In order to be a good budoka one not only needs to focus on one’s opponent at the time of a conflict, but they need to be aware of everything that surrounds them at all times. This includes, among other things, the presence of potential foes and other people, obstacles such as walls, chairs, fire hydrants, and lamp posts, the surface one is on or approaching, where light is coming from, and other things that may hinder one’s movement or may be used to one’s advantage. Just as a wall or lamp post can interfere with how you may move, it may also be used as an obstacle for your opponent, or even used as a weapon. For instance, if you can throw your opponent into a wall or the side of a car they will be injured, which will be to your benefit. One must also be aware of the surface one fights on. Is there a curb behind you? Is there broken glass, gravel, or ice on the ground? Are you on a slope? These things may also be a hindrance or a benefit, depending upon whether or not you know where they are located and how to use them to your advantage. Zanshin is not something you turn on and off, it needs to be a part of you. One needs to know their surroundings at all times. You never knows when your skills will be needed, whether to avoid slipping on an icy sidewalk, avoid being hurt in a fight, or avoiding a fight all together.

Another aspect of training I emphasize, one which is closely related to the principles mentioned above, is the control of the ego. If a student has a big ego and is easily offended or angered, they are more likely to act rashly without proper planning or thought to their own safety or the ramifications of their actions. Conversely, if a person is less easily angered, and allows minor offenses to roll off their skin, then they will be safer. When the time does come to act, they will keep their head about them and be able to think and plan more clearly, improving their probability of a successful outcome. This is probably the most difficult part of training for many people. If one trusts their teacher, accepts that they do not know anything regarding kobudo, and approaches their training in that manner, they will have a much more fruitful time and their training will progress faster.

Patience is also very important to me and how I teach. Training slowly is a critical skill I try to develop in my students. Anyone can easily move quickly through a technique. The question is, “are they doing the technique correctly and accurately”? How do they know if they rush through it? Did they have enough time to pay attention to what each part of their body was doing? If their foot was placed in the wrong position for a few moments, leaving an opening for their opponent to attack, would they be aware of it? When beginning a new art or technique, moving slowly allows one to be aware of where every part of their body is. Kobudo requires a highly exact awareness of the position, direction and rate of movement of each and every part of the body. It also requires the development of an acute understanding of one’s distance from their opponent and their surroundings. Timing of that movement in relation to everything else is vital as well. Only by beginning one’s training slowly and methodically can a student come to understand how their body moves and begin to develop the control needed for effective kobudo. Once such understanding and control is gained, a student will not destroy their technique by moving more quickly, which is obviously needed to effectively apply kobudo in the real world.

4. Why do you think it is important for people to learn martial arts?

I think everyone can benefit from martial arts training. Aside from the obvious benefits of physical fitness and knowing how to protect one’s self, there are a wide variety of other potential benefits. What exactly those benefits are depends upon the individual, as well as the art being considered. Each person has unique needs and desires, and each martial art has something different to offer. Looking at it from the individual perspective, for someone who has anger or temper issues, some arts may be able to teach them patience and self control. For someone who is weak and timid, they may be able to gain strength and confidence. For others who are uncoordinated, they may be able to gain balance and better body control. For a person who is lacking the ability to focus mentally, training can provide plenty of opportunities to practice in a specialized format.

From the perspective of the type of art, the Japanese martial arts provide a wide variety of approaches to training as well as types of arts to choose from. On one side of the spectrum are the non-combative arts such as kyudo and iaido, which focus on mental and physical control to prefect highly specialized individual movements. Then come the sport-oriented arts like judo, kendo, karate, jujutsu, and naginatajutsu, which focus on overcoming an opponent in the sports arena. Finally, on the opposite side of the spectrum, is the combative art of kobudo which focuses on real-life combat and survival. Another factor to consider is the use of weapons, some arts focus solely on weapons techniques and some don’t have any. An important thing to understand is that the individual and art need to “fit” in order to get the most out of training.

5. What difficulties and obstacles have you encountered so far with regards to teaching martial arts and how did you overcome them?

I think the most challenging thing I have had to deal with in both my own training and teaching is balancing family time with kobudo time. I came to this art later in life than most people I know and I found Unsui Sensei and the Jinenkan after I already had a wife, advanced academic degrees, a mortgage, a career, and a child on the way. Unlike some of my peers, I cannot devote all my time and focus into training, and I’ve had to find a balance that allows me to be a good father and husband while attaining my goals as a budoka and a teacher. Fortunately, working cooperatively with my wife, my students and my peers, I have found that balance for myself after many years.

Something more concrete that I’ve had to deal with was a major training injury. Very early in my training I was involved in a training accident and I was injured quite badly. I was unable to fully train for about a year, which was extremely frustrating. With the help of my teacher I was able to focus on training exercises that I was allowed to do in my condition. These exercises were very highly repetitive and physically demanding and required me to train in a manner most people would not want to, or even think of doing. This led me to several major insights into my own training and my teaching methods, as well as vastly improved my skills.

6. What advice and/or insights can you share with our readers who want to pursue their interest in the Japanese form of martial arts?

There are so many things to address here! I will try to address a list of things I place a high priority on:
1. Find the art that is right for you. Not sure what you want? Shop around.
2. Be sure to try a school out for a month or two before committing yourself. All schools are different, with their own culture and atmosphere. It pays to find one where you are comfortable.
3. Train with someone who has authentic credentials. If a teacher is unable to or unwilling to provide proof of their rank and associations to a Japanese organization, then perhaps they do not have the skills and training they say they have. If you are not sure their credentials are real, contact the organization directly. Almost all Japanese martial organizations have websites and e-mail addresses.
4. Make training you own. Work hard and practice often. You can only get out of training what you put in. If you do not put an adequate amount of effort into training, you will not gain that which you seek.
5. Ask a lot of questions of your teacher as well as senior students. Don’t be shy, but be sure to be respectful about it.
6. Once you’ve found an art you love, seek additional training beyond your own dojo with respected individuals in the art. I’ve had the fortunate opportunity to train with many of my fellow budoka both within and outside my own art; each instructor has provided a different perspective on technique in general and provided me valuable insights that have benefited my training in significant ways. Training with only one instructor will lead to holes in your knowledge and technique.

7. Can you please give a short biography of your dojo’s instructor(s)?

Evan London has been studying various martial arts since childhood. He has been studying the art of kobudo since 1998 under the guidance Fumio Manaka “Unsui” Sensei, founder of the Jissen Kobudo Jinenkan. In May 2004 Mr. London achieved the rank of sandan in the Jinenkan. At that time he was also was granted the honor of becoming a Dojo Cho (licensed training hall leader) by Unsui Sensei and subsequently founded the Jinenkan Inazuma Dojo. He is also an instructor at the in Jinenkan Koseiyugoh Dojo (formerly the Jinenkan Yasuragi dojo) in Mahopac, N.Y., lead by Jinenkan Dojo Cho Adam Mitchell.

This dojo is the hombu (home) school for the Shorinji Tetsu-Ken Kamishin Ryu Kempo-jutsu system and the Nippon Kobudo Rengokai organization in which I inherited.

2. What forms of Japanese martial arts do you teach in your school? Can you please share with us the history behind them?

The styles I teach are Kempo and Jujutsu. The style I inherited did not originate in Japan but China. The art over the years went from China to Korea and eventually to Japan. While in Japan, the art was reviewed by the Zen Nippon Karatedo Renmei and the Zen Nippon Kobudo Renmei and recognized as a hard/soft art likened to modern day Hapkido. The head-master by succession, Albert Church, received recognition through Shogo Kuniba, Soke, Motobu Ha Shito Ryu. The system was broken down into Ryugi of Kempo (Fist Methods) and Jujutsu (Take-down / Throwing Methods).

We also teach Iaido based on Mugai Ho Kuniba Ryu. This system of Iaido is based on Shogo Kuniba’s teachings of Mugai Ryu Iaido as learned from Ishii Gogetsu, Soke, Mugai Ryu.

3. What are the principles and concepts that you uphold and try to instill in your students?

As a Christian Minister and Martial Artist, I believe that the principles of traditional martial arts overlap well with the moral code of Christianity (as well as most religions). As such, I teach the moral code that must be learned in order for a martial artist to be able to have the proper reasoning to know when to use his martial arts in defense. From a physical point of view, our art conceptually relies on the use of the circle and the angle. The use of these physical concepts teaches an underlying principle to the student of evasion (angle) and deflection (circle). This being said, if the student finds him or herself in a bad situation, the art teaches us to evade or deflect the situation before it escalates. If necessary though, our art is self-defense, and to that end a student is taught to use whatever is necessary (but only that) to defend themselves.

4. Why do you think it is important for people to learn martial arts?

Traditional Martial Arts, besides being self defense, has an underlying effect on the practitioner of self-development. This being said, the most important obstacle that most students face is their own self-limitations. The traditional martial arts can be a great tool to help a student overcome these self-imposed limitations and begin to believe in their own ability to achieve seemingly impossible tasks and goals.

5. What difficulties and obstacles have you encountered so far with regards to teaching martial arts and how did you overcome them?

I really have not had many difficulties in teaching. I do not teach the martial arts from a business perspective, so I do not have the trouble that some schools have. As a traditionalistic style, my only goal is producing quality martial artists that are willing to help ensure this system continues in the future.

6. What advice and/or insights can you share with our readers who want to pursue their interest in the Japanese form of martial arts?

The traditional martial arts can be a great way to learn great martial skills as well as life skills. Check out the dojo you are looking to train at and its reputation. Check out the background of the instructor and the style of martial arts that is being taught. There are many great places to train at but in the same way there are many schools that are not what they claim. Do a little research and ask questions of the students at the dojo in order to make a good decision on the school.

7. Can you please give a short biography of your dojo’s instructor(s)?

I began informal training in 1979 within Isshin Ryu Karate which began my love for the martial arts. After joining the US Army in 1986, I began concentrated studies of the martial arts, earning a black belt in an “Americanized” style of Karate. It was during this time that I was first introduced to Jujutsu at the local YMCA (I was later graded to the Shodan - 1st degree Black Belt - level in that art).

After returning to South Carolina in 1989, I began training in the family art of Shorinji Tetsu-Ken Do Kanda Ha Kamishin Ryu under the Kamishinkai International.

Over the past 20 years, I have trained with numerous Shihan of Kamishin Ryu most of which were trained directly by Church sensei. During this training, I earned several gradings in the separate teachings (Kempo - Jujutsu) to the Shihan levels.

In 2003, I began private instruction with the inheritor of the system, Harold Martin. In 2006, I was named by Harold Martin, Soke as the next generation inheritor of Shorinji Tetsu-Ken Kamishin Ryu and Kaicho (president) of the Nippon Kobudo Rengokai organization.