This series of posts were initially intended to focus on the ‘faults’ (for want of a better word) in Jan de Jong’s (JDJ) teachings in order to ‘see further by standing on the shoulders of giants.’
The first post got sidetracked when it tended to focus on Greg Palmer as being the best teacher at the Jan de Jong Self Defence School (JDJSDS) because he was a professionally trained teacher. I still stand by that argument, however, that’s not what this series of posts are intended to explore.
I use the word ‘explore’ intentionally. As it turns out, and frustratingly so, my learning process tends to involve exploring ideas by writing about them. If I was writing a book, as I am on another subject, I wouldn’t necessarily share my learning process. I’d use it in drafting the book but then I’d only share the final product. That’s not the process, or hasn’t been, with writing this blog. Instead, I’ve been taking the reader along with me on my often-convoluted journey to gaining insights that lead to a new and better understanding. Sorry for that.
The reference to ‘insights’ that can lead to a ‘new and better understanding’ is explained in the previous post.
It seems that I feel this constant need to have to explain myself. Why? I suppose it comes down to: who am I to find fault in the teachings of JDJ and his senior instructors? I may, or may not, provide further support (see CV extract in previous post) for the fact that I am qualified to find fault in their teachings in a future post, however, I will press on without that full explanation.
I want it to be clear though; finding fault is not about ‘tearing down,’ it is about ‘building up.’ It is about seeing further by standing on the shoulders of giants. If one teaches unquestioningly what one is taught, one is standing in the shadow of giants, if giants they were.
The question of teaching unquestioningly what one is taught ... I was introduced to ChatGPT while involved in another project. I’m becoming a fan :): ‘What are the problems with teaching unquestioningly what one is taught?’:
Teaching what one is taught unquestioningly, also known as rote learning or uncritical acceptance, can have several drawbacks. While there are situations where memorization and acceptance of information are necessary, encouraging critical thinking and independent inquiry is generally considered more beneficial for individuals and society. Here are some issues associated with teaching without encouraging questioning:
Lack of Understanding: Rote learning often involves memorizing information without truly understanding the underlying concepts. This can result in a shallow understanding that may not be retained or applied effectively.
Inflexibility: Individuals taught to accept information uncritically may struggle to adapt to new situations or perspectives. Critical thinking skills are essential for problem-solving and adapting to an ever-changing world.
Stifled Creativity: Rote learning tends to focus on reproducing information rather than encouraging creative thinking. Creativity and innovation thrive when individuals are encouraged to question, explore, and think beyond the established norms.
Limited Analytical Skills: The ability to analyze and evaluate information critically is crucial in various aspects of life, including decision-making and problem-solving. Rote learning does not foster these analytical skills.
Difficulty in Applying Knowledge: Students who are taught to memorize without understanding may struggle to apply their knowledge in real-world situations. Understanding the context and principles behind the information is essential for practical application.
Dependence on Authority: Rote learning can foster a dependence on authority figures and established information sources. This dependence may hinder individuals from seeking alternative perspectives or questioning the status quo.
Reduced Motivation: Students who are not encouraged to question or think critically may lose motivation and interest in their education. The joy of learning comes from understanding, exploring, and engaging with the material, not just memorizing it.
Inability to Navigate Information Overload: In today's information-rich world, the ability to critically evaluate and filter information is crucial. Rote learning does not equip individuals with the skills needed to navigate the vast amount of information available and make informed decisions.
Lack of Resilience: The ability to overcome challenges and setbacks often requires resilience and problem-solving skills. Rote learning does not contribute significantly to the development of these attributes.
It's important to strike a balance in education by promoting a mix of rote learning and critical thinking. Encouraging students to question, analyze, and understand the material enhances their cognitive abilities and equips them to navigate the complexities of the world effectively. Educational systems that promote a balance between memorization and critical thinking are generally considered more effective in preparing individuals for success in various aspects of life.
I couldn’t have said it better myself, and I mean that literally, although I wouldn’t have said it using so-called ‘American English.’
Teaching unquestioningly is part of the JDJ tradition, as it is in most martial arts. This series of posts are intended to change that and ‘encourage students to question, analyse, and understand the material to enhance their cognitive abilities and equip them to navigate the complexities of the world effectively.’ :)
The next post is designed to quickly get us back on track. It is a ‘story’ that demonstrates the faults-insights leading to a new and better understanding relationship within the JDJ tradition. The next post will be released at the same time as this post in order to quickly ‘continue the flow.’ This will be quickly followed by a series of posts about the development of JDJ’s jujutsu grading system which will provide insights that lead to a new and better understanding of JDJ’s teachings that possibly extend beyond that single application realm.
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