Encyclopedia of Marketing. Components of training - 稽古【Keiko】

Suhari or Suhari(守破離) is a Japanese concept of teaching various techniques (usually martial arts). Includes 3 stages of training:

• Xu- requires strict adherence to the rules and instructions of the teacher. The task of the student is to focus on the action, to hone its execution. He, by repeated repetition, masters all the rules and techniques. When this happens, Xu's level is reached. Learning moves to the next stage.
• Ha- at this stage, the student ceases to blindly follow all the rules. He thinks about his actions, changes the rules, tries to break them, builds a new system of his own rules. He also learns new techniques from other teachers.
• Ri- at this stage, the task is to get rid of the rules, to move into a new dimension (Tao), where there are no rules, but there is a natural course of things. When the body is finally freed from all rules, the Ri level is reached and the Xu phase begins in a new dimension.

There are three stages in any teaching.
- Non-critical. In order to assimilate any teaching at the level of knowledge, it is necessary to approach it uncritically, with complete confidence. Become his true fan. Get the moral right to retell it. The one who skips the first stage becomes half-educated. Whoever gets stuck on it becomes zombie.
- Structural-critical. In order to assimilate the teaching at the level of understanding, it is necessary to approach it constructively and critically with the desire to improve it, improve it, eliminate its internal contradictions and inconsistencies with facts, give it harmony and beauty. Anyone who skips this stage becomes defector, and the one who gets stuck on it - eternal student.
- Destructive-critical. In order to assimilate the teaching at the level of overcoming it, it is necessary to discover its limits, its limitations and inability for further development without a radical restructuring. Destroy to the ground and reveal suitable elements for building another, more perfect teaching. He who starts from this stage, skipping the first and second, becomes ignoramus. The one who does not skip any of the three stages, who goes through them consistently and without cunning, becomes successor.

And here is more on this topic in Hagakure, about the usefulness of a person at every stage.

“In a person's life there are stages of comprehension of the doctrine. At the first stage, a person learns, but this does not lead to anything, and therefore he considers himself and others inexperienced. Such a person is useless. In the second stage, he is also useless, but he is aware of his own imperfection and sees the imperfection of others. In the third stage, he is proud of his abilities, rejoices in the praise of other people and regrets the shortcomings of his friends. Such a person can already be useful. At the highest stage, a person looks as if he knows nothing.

These are the general steps. But there is also another stage, which is more important than all the others. At this stage, a person comprehends the infinity of perfection on the Path and never considers that he has arrived. He knows exactly his shortcomings and never thinks he has succeeded. He is devoid of pride, and thanks to his humility comprehends the Way to the end. Master Yagyu is said to have once remarked, “I don't know how to defeat others; I know how to conquer myself."

Study hard all your life. Every day become more skillful than you were the day before, and the next day more skillful than today. Improvement has no end.

Four stages of learning: 1. Unconscious ignorance 2. Conscious ignorance 3. Conscious knowledge 4. Unconscious knowledge

“In a person's life there are stages of comprehension of the doctrine. At the first stage, a person learns, but this does not lead to anything, and therefore he considers himself and others inexperienced. Such a person is useless. In the second stage, he is also useless, but he is aware of his own imperfection and sees the imperfection of others. In the third stage, he is proud of his abilities, rejoices in the praise of other people and regrets the shortcomings of his friends. Such a person can already be useful. At the highest stage, a person looks as if he knows nothing.

Shu - implies strict adherence to the rules and instructions of the teacher. The task of the student is to focus on the action, to hone its execution. He, by repeated repetition, masters all the rules and techniques. When this happens, Xu's level is reached. Learning moves to the next stage.
Ha - at this stage, the student stops blindly following all the rules. He thinks about his actions, changes the rules, tries to break them, builds a new system of his own rules. He also learns new techniques from other teachers.
Ri - at this stage, the task is to get rid of the rules, go to a new dimension (Tao), where there are no rules, but there is a natural course of things. When the body is finally freed from all rules, the Ri level is reached and the Xu phase begins in a new dimension.
The English version of the wiki has a more extensive explanation.

Here is another interpretation that describes the dangers of these three stages.

There are three stages in any teaching.
- Non-critical. In order to assimilate any teaching at the level of knowledge, it is necessary to approach it uncritically, with complete confidence. Become his true fan. Get the moral right to retell it. Anyone who skips the first stage becomes a dropout. Anyone who gets stuck on it becomes a zombie.
- Structural-critical. In order to assimilate the teaching at the level of understanding, it is necessary to approach it constructively and critically with the desire to improve it, improve it, eliminate its internal contradictions and inconsistencies with facts, give it harmony and beauty. The one who skips this stage becomes a defector, and the one who gets stuck on it becomes an eternal student.
- Destructive-critical. In order to assimilate the teaching at the level of overcoming it, it is necessary to discover its limits, its limitations and inability for further development without a radical restructuring. Destroy to the ground and reveal suitable elements for building another, more perfect teaching. One who starts from this stage, skipping the first and second, becomes ignorant. The one who does not skip any of the three stages, who goes through them consistently and without cunning, becomes the successor.

And here is more on this topic in Hagakure, about the usefulness of a person at every stage.
“In a person's life there are stages of comprehension of the doctrine. At the first stage, a person learns, but this does not lead to anything, and therefore he considers himself and others inexperienced. Such a person is useless. In the second stage, he is also useless, but he is aware of his own imperfection and sees the imperfection of others. In the third stage, he is proud of his abilities, rejoices in the praise of other people and regrets the shortcomings of his friends. Such a person can already be useful. At the highest stage, a person looks as if he knows nothing.
These are the general steps. But there is also another stage, which is more important than all the others. At this stage, a person comprehends the infinity of perfection on the Path and never considers that he has arrived. He knows exactly his shortcomings and never thinks he has succeeded. He is devoid of pride, and thanks to his humility comprehends the Way to the end. Master Yagyu is said to have once remarked, “I don't know how to defeat others; I know how to conquer myself."
Study hard all your life. Every day become more skillful than you were the day before, and the next day more skillful than today. Improvement has no end.
From NLP

Four stages of learning: 1. Unconscious ignorance 2. Conscious ignorance 3. Conscious knowledge 4. Unconscious knowledge.

Another article on this topic.

The author of this article is Yukiyoshi Takamura

Note.Sensei Takamura I wrote this article as part of the Shindo Yoshin Ryu Instructor's Guide. Although written specifically for instructors, there is so much value in this article that we decided to make it accessible to everyone.

The concept of su-ha-ri, literally translated, means mastering the kata, moving away from the kata, and abandoning the kata. Training in classical Japan has always pursued precisely these goals and took place within the framework of this very educational process. This unique approach to learning has existed in Japan for many centuries and has become the means by which many traditions of old Japanese knowledge have been preserved, including fields as diverse as martial arts, flower arranging, theatre, poetry, visual arts, sculpture and weaving. While the concept of su-ha-ri was so successful that it has survived to this day, new approaches to teaching and learning are now changing this old Japanese method of transferring knowledge. Whether the traditional arts of Japan and the goals they pursue will be successfully passed on to the new generation depends entirely on today's teachers and their wisdom regarding the strengths and challenges inherent in the concept of su-ha-ri. In this article, I will talk about su-ha-ri and the unique applications of this concept to the glorious tradition of the Takamura-ha Shindo Yoshin Ryu jujutsu school of martial arts.

Soden: the initial level of education.
Su(mastering kata)

Kata, or form, is at the heart of teaching in traditional Japanese schools. This is the most visual representation of the school's knowledge, embodied in seemingly simple concepts or sequences of movements. Because kata is fairly easy to master, it is often mistakenly believed that kata is the most important aspect in determining a student's ability or progress. Indeed, if the kata is taught correctly, then in the form of ura, that is, in a hidden form, such information is indeed contained, but this information lies deeper than the surface (omote) of ordinary observation.

If the student does not fully devote himself to mastering the omote level of kata, he is doomed to forever remain a beginner, incapable of advancing to the true depths of knowledge that are hidden from him in the form of ura. In order to truly experience su and master the kata, the student must submit himself and his ego to the need to master a seemingly random set of exercises that are repeated over and over again. Very often this initial level, the soden level, is intended to challenge the student's ability to concentrate and his desire to learn. In addition, in some rigid traditions, the purpose of the kata is to create physical discomfort. Overcoming physical discomfort in these types of kata is the first level of training to mentally focus solely on one task. As the student progresses through the various kata, he will come across various manifestations of stressful situations or situations in which they try to divert his attention. As these complicating points intensify, the student learns to respond to information and stress in an increasingly effective manner. After some time, neuromuscular reactions begin to occur on an intuitive level, and on a conscious level, the student is no longer controlled. When this level of kata is mastered and performed satisfactorily enough, the student is considered to have reached the first level of training. With subsequent trainings, he will have to master more complex kata, which will become even more diverse tests for him, but now the mental methodology of training will begin to work - and the first goal of kata training is considered achieved.

Difficulties in learning at the soden level.
At this level, kata can be learned on your own. In the end, it is just a repetition of physical exercises, which, by overcoming oneself and following the instructions, allow one to gain personal experience. It may seem like an exaggeration, but anyone who knows the basic kata can take students to prepare them for the first level of training. Some students are even able to reach this level from manuals, such as books. However, this approach puts the student in a dangerous situation, especially when mastering the kata, which must be performed in pairs. The lack of scrupulous attention of the teacher to the correct external form and proper timing leads to great difficulties. Simply put, the teaching ability of low-level instructors suffers from the fact that their own training is itself quite mediocre. Because of this, they instill the wrong skills in their students, and later they have to relearn. This is not only potentially dangerous - it can even discourage the student from learning. This kind of training has led to the fact that many excellent promising students, having received such an experience, abandoned their studies and dropped out of training. Careful instruction even at the most basic level of kata training is absolutely essential. Basic skills are the core of the correct execution of all actions, and should not be underestimated.

Chuden: Intermediate level of learning.
"Su" at the level of wonderful.

At the Chuden level, the study of kata includes a new element. This element is application, or bunkai. The student is shown the deeper reasons for the need to master the kata and the structure of the kata. The scenario in which the kata is performed is also studied and evaluated. However, this study and evaluation is limited to the pure performance of the kata without any variation. It is only through such a rigorous training regimen that the kata can be demonstrated to the student at the level that the student is able to comprehend. In the process of teaching, the teacher helps the student begin to understand the essence of the ur - those aspects that are hidden under the surface of a purely physical form. For some disciples this becomes a revelation, for others, from a certain moment it was already obvious. In any case, the teacher must accurately present the basic concepts at a more abstract level than before. This allows you to chart the path to the next concept of su-ha-ri.

Ha(departure from kata).

In the traditional Japanese concept of su-ha-ri, ha is the first hint of allowing the student to be creative. This happens the first time he does a henka waza, or variation. This is called "deviation from the existing form within the form" or "orthodox variations that adhere to the rigid form of the main kata". It is now that the student is directed to monitor any reaction to the failure of the kata in its purest form. In this situation, especially careful instructions are required from the teacher, since excessive deviation from the basic form will lead to careless execution of the technique or even to its complete distortion, and blindly following rigid frameworks can destroy the talent for intuitive understanding of what lies under the surface. The goal now is to stimulate this talent, but this creative experience must be carefully regulated within the boundaries of the main kata. The kata must remain recognizable as a kata. If a kata deviates too much from the standard, it ceases to be related to the original and becomes a different expression of the technique. At this level of learning, it is essential to avoid such deviations.

Ha, at the level of wonderful.

When a student discovers the boundaries within the main kata, he begins to see that the possibilities for learning are almost endless. His skills are now increasing in leaps and bounds, something he has not experienced in the past. At this stage, the best students demonstrate their potential for the first time. Ryu concepts and forms come together in a way that stimulates the student's mind. Now he appreciates the kata more fully and understands the wisdom of the technique that lies in them. Therefore, many teachers believe that this period in the progress of students is the most fruitful, and the results of the teacher's work are fully manifested.

Difficulty learning at the level of marvelous.

At this stage, one should firmly adhere to the root concepts of the tradition. Departure from the concepts that define the art allows the student to progress in a direction not envisioned by the art's founder. In order for the ryu to continue to maintain its identity and its core, one must stay strictly within the boundaries of the kata. Going beyond certain limits at this stage can be disastrous for the student, and the ability to achieve his highest potential is compromised. At this stage of learning, teachers often fall into the trap of moving away from rigid structures. They misjudge the student's progress and believe that his level of understanding is much higher than what is actually achieved. At this intermediate stage of learning, the student's mind and technical skills must be constantly tested. Sometimes overzealous students try to get too far, too fast. This trend should be avoided, otherwise it will interfere with further progress and learning.

Joden: advanced level of training.
Ri(rejection of kata)

Some students of modern martial arts feel that kata and su-ha-ri are too restrictive and old-fashioned. In fact, this position is flawed because it misinterprets the purpose of the kata. Like many armchair professionals, such people have not been properly trained in kata beyond the level of Joden and make judgments about things in which they lack the qualifications that would enable them to understand these things. Like many observers who have no experience of truly deep learning, they view kata as an art in itself, rather than as a complex teaching tool that lies just on the surface of the very core of the concepts of the art being studied. Kata "is" an art - in a flawed interpretation. This is the same as thinking that the dictionary gives a complete picture of the language. Unfortunately, many of the old martial arts traditions in Japan unwittingly contribute to such a distorted understanding by overemphasizing the role of kata. Very often, in such schools, important root elements and knowledge were lost in antiquity, and what remains is omote, or the upper sheath of kata. Since nothing but kata is left in such schools, they often bury their mokuroku (technical arsenal) a second time, presenting kata as the primary driving force of ryu. When this happens, the school inevitably degenerates into a state of simplistic dance, in which the ura and the application of the kata become secondary goals. These traditions are completely dead. They resemble skeletons who are trying to imagine that they are the whole person.

"Ri" - what is it?

It is difficult to explain what ri is, because it is not so much studied as it is approached. This is the kind of performance that just comes after the levels of su and ha have become an integral part of whoever worked them. It is mastering the kata to the point where the outer shell of the kata ceases to exist. Only the underlying truth remains. It is a form in which the form is not realized. It is an intuitive execution of the technique, as effective as the form that preceded it, but completely spontaneous. Technique, which is released from the limitations that are the result of the process of conscious reflection, really becomes a vase of meditation in motion. For one who has attained ri, observation becomes his own expression of reality. The mind becomes capable of operating at a much higher level than was previously possible. To the casual observer, it seems that the one who performs the technique is almost clairvoyant, able to anticipate events and forestall attacks even before they happen. In reality, the observer is bewildered by the inertia of his own thinking. When the level of ri is reached, the time between observation and the corresponding reaction is reduced so much that it is practically not perceived. This is "ki". This is "musin". This is "yu". It's all of this together. This is a manifestation of the highest level of military skill. This is what we call "wa" in Takamura Ryu.

The level of technical performance inherent in ri is beyond the capabilities of many students of the art. Most people are simply not able to reach it, this advanced level of expressing the possibilities of the school. Often, however, those who never reach this level of technical mastery become excellent teachers, able to take the student to the edge of mastery, even if they themselves cannot make the leap to intuitive performance - ri. Some observers do not want to recognize such a restriction, which does not give everyone a pass to the elite. This kind of thinking seems strange to me. To such observers, I would like to remind you that not all human beings are innately capable of achieving mastery in their chosen field. As human beings, we are all endowed with certain talents and shortcomings. It is these individual abilities and shortcomings that make us human beings different and unique creatures. To try to deny this truth is to try to deny the existence of what constitutes our individuality. With this in mind, it is necessary to be humble and remember that mastery in one area does not guarantee even average ability in another. Similarly, mastery of technical execution does not always guarantee teaching excellence.

Learning difficulties at the Joden level and beyond.

When a student has mastered the level of ri steadily, he masters all the technical knowledge that the sensei can teach him directly. The process of instruction and teaching must now change. The teacher must also allow the change in the nature of the bond between himself and the student. From that moment on, the student fully carries the traditions of the school and is bound by the keppon (blood oath), which means control over his ego and recognition by the student of the fact that without his teacher and his school, he could never realize his student potential. He must know for sure that he owes everything he has to his teacher's devotion to his teaching work, just as his teacher in turn owes his teacher. His behavior should reflect that he is eternally indebted to his school and should always be modest in the presence of a teacher. In the same way, the teacher must allow the student to exercise autonomy and be able to express himself in a way that he was not allowed before. More like a leader and a person showing the way, a teacher with a joyful heart should stand next to his student. He, too, must be humble and aware of his responsibility to the school and continue to live in accordance with the principles and standards that he taught his student. His learning task is complete. Now he is not a father, but a grandfather.

Unfortunately, it is precisely at this time - the time when the teacher is most needed by the school - that many do not cope with their task. Instead of demonstrating self-confidence and pride in the accomplishments of their students, they fall prey to vanity and insecurity of spirit. This is because they assume that the end of the respect that the students had for them is coming - an end that in reality does not exist. Often this problem manifests itself in the fact that the teacher tries to restore such a connection between the teacher and the student that prevents the student from realizing his mature position as a leader within the school. Some teachers perceive deviations from their own path as students' rejection of what they have been taught. Although in order for a student to achieve a higher level of self-expression within the school, some knowledge does have to be discarded. Some teachers are reluctant to admit that deviations from their teaching at this level are actually a manifestation of the student's personality, maturity and confidence. This confidence - and this must not be forgotten - was conveyed to the student by the teacher as part of an agreement between student and teacher. The teacher must remember his duties and treat the student as a member of the school. He must humble his heart and remember the time when he himself was a student. He must do this in order to continue to be an effective leader on the Path.

Conclusion: white becomes black and then white again.
This is a call to every member of the school to know their duties and to regularly look into the mirror of the kamidana (home altar) - a mirror that reflects the pure truth. And humbly ask the kami to help him look into his own heart and his motives critically, to hear a quiet voice that can become a harbinger of vanity and the search for profit. Only the path of truth, the teacher and the student can go through the process of su-ha-ri, responsibly fulfill their duties and transfer knowledge and wisdom to the followers of the school.

Features of traditional education

In traditional bu-jutsu training, there are three levels called Su Ha Ri .

In Japan, the concept of "Su Ha Ri" is used not only to describe the overall evolutionary progress of the martial arts, but also as the entire life cycle of the student-teacher relationship.

"su"- hieroglyph "protect, protect" implies the exact adherence to tradition, the exact reproduction of the taught technique. This stage is often referred to as the "collar".

The hieroglyph "Su" has two meanings "to protect, protect". This double meaning describes the relationship between student and teacher in the early stages of martial arts training, which can be compared to that between parents and their children. The student must absorb everything that his teacher shares with him, must strive for knowledge and be ready to accept any comments and constructive criticism. The teacher should nurture the student in the sense of looking after his interests, caring for and encouraging his progress, much as a parent nurtures his child while it grows. "Su" emphasizes learning the basics in an uncompromising manner so that the student gains a solid foundation for the subsequent stages of learning, and that all students perform the technique in the same way, although their personality, body structure, age and ability are different.

"Ha"- hieroglyph "break, break, break the rule" implies a complete adaptation in the understanding of the basic techniques, the transition to a variable practice (hank), internal awareness of the most important components of the style (literally "a flash of consciousness or inner insight")

"Ha" is another concept with a corresponding double meaning - "break, break, break the rule." Having passed a significant stage of training, when the student comes to "inner insight", he begins to free himself from the "collar" in two directions. From a technical point of view, the student overcomes the fundamentals and begins to apply the principles learned in the process of practicing the basic technique in a new, freer and more creative manner (Hank's Waza). The individuality of the student begins to show in the way he performs the technique. At a deeper level, he also has a release from blindly following the instructions of the teacher, he begins to reflect (doubt, ask questions) and discover more new things for himself through his own experience. This stage can be frustrating for the teacher, as the path of the student's own discoveries leads to countless questions beginning with "Why...". At the "Ha" level, the relationship between teacher and student resembles that between a parent and his adult child; the teacher is the master of the art, and the student can now be an instructor to others.

"Ri"- the hieroglyph "separate, release" implies independence and freedom, when having received knowledge you move away from it on the basis of what you have comprehended yourself, by uniting Shin (kokoro) - spirit, Gi (waza) - technology and Tai - body.

"Ri" is the stage at which the student, now of high rank, departs from his mentor, having absorbed everything that could be received from him, but this does not mean that there is no longer a connection between the student and the teacher. In fact, everything should be just the opposite, the bond between them should be stronger than ever, almost like between a parent and his adult son or daughter, who now have their own children.

Although the student is now completely independent, he retains the wisdom and patient guidance of his teacher, so that their relationship is enriched by the experience they share. But now the student develops and learns more through his own research, rather than through instruction, and can give vent to his own creative impulses. The student's technique now bears the imprint of his personality and character. "Ri" also has a double meaning, the second meaning of which is "to release". As the student seeks inner independence from the teacher, the mentor must in turn release the student.

"Su", "Ha", "Ri" is not a linear progression. It's more like concentric circles, so "Su" is in "Ha" and both are in "Ri". Thus, the basics remain the same, only their application and the softness of their execution change as the student advances in learning and his personality begins to get a taste of the technique being performed. Similarly, student and teacher are always bound together by close relationships and knowledge, culture, experience and tradition.

Ideally, "Su", "Ha", "Ri" should be expressed in the fact that the student will surpass his mentor, both in knowledge and in skill. This is the source of the development of art as such. If the student never surpasses his mentor, the art will at best stagnate. If the ability of the student never reaches the ability of the master, the art will begin to fade. If the student can assimilate everything that his mentor gives him, and then achieve an even higher level of skill, the art will improve and flourish more and more.

In Ryu, there is the following systematization of learning: Shoden, Chuden, Joden, Okuden. However, the passage of the levels "Su", "Ha", "Ri" on the basis of the studied techniques depends only on you, and is not transmitted to you by others.

In ancient times, Bujin (warrior) reached the level of "Ri" in battles, risking his life.

Bujutsu is a fighting technique for life.

Ryu is not a sport or a game in which there are rules and dangerous techniques are prohibited.. It is not easy to restrain an attacker without hurting him.

Do not slander others and do not feel contempt for them.

Eizan (mountain) is high, and Kamogawa (river) is respected, although it is lower.

Other Ryuha (old Ryu) have their own individual qualities that have their own advantages. Thus, the reviling of other schools is extreme rudeness, baseness and a manifestation of one's own vanity and arrogance.

Trust is a source of strength and harmony. It is important to cherish honor, trusting a mentor, trusting oneself. Don't lose your self-respect, don't break trust, don't let vanity grow into arrogance.

From Ryuha's training manual.

Sukhari(Kanji: 守破離 Hiragana: しゅはり) is a concept that comes from Japanese martial arts. It describes the stages of achieving mastery. Sometimes it is also used in relation to other Japanese arts, such as go.
Etymology:
The term "sukhari" can roughly be translated as "first study, then refuse, and finally transcend".
Xu (守) - translated as "protection", "obedience" and means traditional knowledge: the study of the basics, basic techniques, common places, the acquisition of heuristic knowledge.
Ha (破) - translated as "separation", "removal" and means a break with tradition: getting rid of illusions, revising the rules, critical reflection on what has been learned.
Ri (離) - translates as "liberation", "independence" and means a transition to a new state: the need for techniques and rules disappears, all movements become natural, not needing within the framework of forms, the body and spirit become one

Aikido master Shihan Endo Seishiro gave the following definition of Shuhari:
"It is known that in the process of learning or training everyone goes through the stages of shu, ha and ri. The explanation for these stages is as follows.
At the shu stage, we repeat the forms and cultivate the ability of the body to perceive the forms created by our predecessors. We remain true to form without deviating from it in any way. Later, at the stage of ha, having cultivated in ourselves the ability to adopt forms and movements, we bring something new to them. During this process, forms can be changed and discarded. Finally, at the stage of ri, we finally move away from forms, open the way to creativity in technology and find ourselves in a place where we act in accordance with the desires of our consciousness / heart, freely, but without transgressing laws.

At the shu stage, the student is also instructed to follow the instructions of only one teacher unquestioningly. He is not yet ready to explore and compare different paths.
Visually, the shuhari principle can be represented as concentric circles, where the circle symbolizing the shu stage is placed inside the ha circle, and both of them are inside the ri circle. The basic techniques and knowledge do not change when moving from circle to circle.

Story:
For the first time, the concept of shuhari was introduced by Fuhaku Kawakami in the art of the tea ceremony in the form of the principle of "jo-ha-kyu" (jap. 序破急 jo ha kyu - introduction, fracture, suddenness). This is the traditional Japanese sequencing model, which implies that any movement or effort should start gradually, develop quickly, and end unexpectedly. It is used in martial arts (kendō, iaido), Japanese theater (Kabuki, No, Joruri), Japanese tea ceremony, renga and renku literary genres.
Later, Zeami Motokiyo, a Noh actor and playwright, applied this principle to the dance, giving it the name shuhari. Under the same name, this principle later became part of the philosophy of aikido. Shuhari is also an element of the philosophy of shorinji kenpo.

Written based on material from

Historical sources that tell about the traditions of the development of the diverse systems of martial arts in Okinawa and Japan note the existence of many centuries ago in these systems, schools, styles of various teaching methods, as well as monitoring and evaluating students' knowledge. At the end of the 19th and the beginning of the 20th century, these traditions formed into a clear system of certification tests - exams and the awarding of students with different levels of gradation - ranks - Kyu, or Dan.

At its core, certification exams (tests) are a kind of control of knowledge and technical skills acquired by a student over a certain period of time of his training. But, on the other hand, certification exams are a demonstration of the foundations and ideology of the style and school of karate. Therefore, it is extremely important to approach the exams, primarily from a stylistic point of view.

In different schools of karate, they may approach the process of conducting these exams in different ways, which is primarily due to the philosophical and ethical canons of these schools. For example, in some schools, attestation exams can be held in the form of a kind of conversation between a teacher and students, during which the degree of maturity and moral preparedness of students for the corresponding qualification category is ascertained. It can be assumed that such conversations, for all their depth, still do not allow assessing the quality of the students' performance of technical techniques and combat skills. Other schools of karate see the meaning of the exams in holding a large number of fights going on almost without interruption, with a constant change of opponents, believing that only through such tough tests is the true spirit of the master tested. Of course, only well-trained and physically strong masters can pass such tests. But, the questions of versatile technical, moral, mental and theoretical training remain open.

There is another approach to organizing and conducting certification exams, which involves monitoring all aspects of the student's preparation: theoretical knowledge, ethics and philosophy of karatedo, the level of technical and combat training, as well as the degree of physical fitness.

The system of teaching, and, consequently, the conduct of attestation examinations and the award of qualification technical categories, schools Koshiki Jutsu-Koshiki Karate in accordance with the traditions of Shorinryu - Okinawate, and later Japanese martial arts, which is based on the philosophical concept of SHU HA RI, is built on a three-level principle.

SHU HA RI- 守破離 - the concept of Zen Buddhism of knowing the world around, learning various arts, obtaining any skills and knowledge lies in the philosophical foundations of most Japanese martial arts.

Doctrine SHU HA RI is inextricably linked with two other philosophical concepts: SHITEI and DOJOKUN (DOJOKUN).

concept SITEI Literally, you can translate "Teacher (si) and student (tei)." Applied to martial arts concept SITEI covers the entire spectrum of relationships between a teacher and a student that arise in the process of transferring knowledge and technical skills and comprehending the path of “DO”.

In the process of learning, a special relationship is established between the student and the teacher, which in the practices of Zen Buddhism, and as a result of their development, and in martial arts, are called "DOCUZAN"(translated from Japanese - "to strive for excellence independently"). In the traditional schools of Okinawate, the teacher devoted a lot of time to confidential conversations with students, during which the philosophical foundations of the world order, relationships between people, and, of course, the fundamental principles of martial art were revealed. It was believed that students who do not participate in such conversations comprehend the martial art only superficially, not understanding the full depth of the ongoing phenomena and the deep secrets of art.

Unfortunately, the trends in the development of martial arts, in general, and karate in particular, which have developed in recent decades, which are mainly aimed at obtaining a momentary result and an external effect (this is due, among other things, to the restructuring of most of the combat systems in a sports way) completely exclude this, one of the most important aspects of teaching.

Philosophical concept "DOJOKUN"(Dojokun) is essentially a set of fundamental ethical norms of student behavior - Shisei (Shisei), defining and guiding his correct self-development.

The principles of Dojokun make a connection between the philosophical basis of such a comprehensive concept as “The Doctrine of the Way of “DO”” - DOKYO, and the assimilation and practical application of the formal technique of karatedo - JUTSU.

dojokun contribute to a smooth meaningful transition from the intellectual accumulation of knowledge to the practical development and application of karate techniques.

dojokun, as a kind of code for comprehending karatedo, formulated for the first time by the outstanding master of Okinawate Sakugawa (Sakugawa), and consisting of five basic fundamental principles - Kaisetsu (Kaisetsu), became the ideological basis of almost all schools and styles of Tode - Okinawate karate:

• know thyself
• know the world around
• adhere to noble motives and aspirations, be devoted to your teacher
• always observe etiquette
• do not be aggressive in thought, word or deed.

Concept SHU HA RI considers three stages, three levels of knowledge of the world as a whole, and for each individual, his life path in particular. Each of the stages of development of an individual (student, if we are talking about martial arts) covers a certain stage of learning the path of "TO", which is not so much due to some time frame, but rather is determined by the level of development of the individual experience, skill and intellect of the student.

insight KOSIKI JUTSU is also based on these philosophical principles.

The first level of knowledge level "SHU" - 守.

Level "SHU" covers student ranks from 10th to 1st Kyu. Students at this stage of development are called "Myudansha"(Myudansha).

Intellectual level "SHU" involves strict adherence to the rules of the school to which the student belongs, and the instructions of the teacher, under whose guidance he is studying. The student should feel like a part of a large team. Must learn to correctly comply with all the laws of the school, follow the generally accepted requirements and norms of behavior. The task of the learner is to focus on obtaining information and technical skills, their reflection, repetition, and the desire for improvement in their repeated and systematic implementation. Through repeated repetition of all the material received and the constant improvement in the quality of the performance of technical elements and their combinations, the student begins to understand the hidden meaning of the knowledge gained at this stage of cognition. When this happens, the SHU level is reached. Learning moves to the next stage.

Level "HA" - 破.

Level "HA" is considered the first master level, and covers the qualification ranks from 1st to 4th Dan. Students who reach this level are called "Yudansha"(Yudansha).

At the “HA” stage of development, the student, following all the rules and laws of the school, begins to analyze his actions. When performing both individual technical elements and their combinations, the student must try to combine the requirements of the school, the style of martial arts to which he belongs, with his individual experience, skill level, personal physical, mental and spiritual data, as well as emotional mood. At this stage of development, the student can study and analyze the experience and practices of other schools and trends, thus enriching the technique of his school.

Level "RI" - 離

Level "RI" is the level of grand masters, and covers qualification ranks from 5th to 10th Dan.

Students who reach this level are called "Kodansha"(Kodansha). Level "RI" extremely important in the development of every martial artist, because it assumes a parallel development of personality in two directions. On the one hand, the master remains a student of his school and continues its traditions and uses the arsenal of its techniques and forms, and on the other hand, he must develop further individually as a person, and bring something new and progressive to this knowledge. This process requires the highest moral qualities from the student. When the "RI" level is reached, the "SHU" phase begins in a new dimension.

All these principles later formed the basis of the style. Shorinziryu Kenkokan Karatedo founded in the middle of the 20th century by master Kaiso Kori Hisataka.

In the Koshiki Jutsu system, as its stylistic, technical basis, the traditional directions of Okinawate are laid, which are part of a group of styles united by a common style concept - Shorin, and in particular, Shorinryu according to the Matsumura school, as well as one of its modern versions - Shorinziryu Kenkokan karatedo according to the school Kaiso Kori Hisataka. Therefore, the basis of certification in Koshiki Jutsu is, first of all, the control and evaluation of theoretical knowledge, quality control of the performance of technical elements and their combinations - Waza, as well as technical complexes - Kata, based precisely on this style base.

Hansi M.V. Krysin, studying Shorinziryu Kenkokan karatedo for 25 years, as well as other areas of karate and Japanese martial arts, significantly expanded this area of ​​\u200b\u200bmodern karate, which was reflected when he created the system Koshiki Jutsu. From a diagram showing the main components of the system Koshiki Jutsu, it can be seen that the main attention is paid to the study and development of technical elements that must be further implemented to carry out highly effective self-defense techniques. Koshiki karate, being only one of the components of preparing students for a duel - KUMITE, which is part of the system Koshiki Jutsu, is aimed exclusively at the development of its sports and competitive component. Therefore, during certification, competitive fights are not held among the certified students, and the level of their training in the ability to fight is evaluated only by objective indicators - the results of their personal participation in competitions in Koshiki karate of different levels.

For the development of Shorinziryu Kenkokan karatedo and Koshiki karate in our country, Hanshi M.V. Krysin in 1991 created Shorinziryu Kenkokan Karate-Koshiki Karate Federation of the USSR, which in 1992 was transformed into the Federation of Koshiki Karate of Russia. One of the most important issues that the Federation had to solve was the development of a methodology for teaching the Shorinziryu style, and, of course, a methodology for conducting attestation exams for awarding students with qualification categories - KYU and DAN. The result of this painstaking work was written and published by Hansi M.V. Krysin in 1998. Attestation requirements for awarding qualification categories in the style of Shorinziryu Kenkokan karatedo.

In 2013 The certification requirements have been revised and supplemented with new sections. The system of awarding qualification categories and their corresponding qualification belts has become fundamentally new.

10 KYU 9 KYU

8 kyu 7 kyu

6 kyu 5 kyu

4 kyu 3 kyu

2 kyu 1 kyu

1 DAN

3rd Dan - "Sandan" (Sandan) and 4th Dan - "Yondan" (Yondan)
colored belt, on which stripes of black and white alternate evenly

Fifth Dan - "Godan" (Godan) and Sixth Dan - "Rokudan" (Rokudan)
a colored belt on which transverse stripes of red and black evenly alternate.

7th Dan - "Nanadan" (Nanadan) and Eighth Dan - "Hachidan" (Hachidan)
a colored belt on which transverse stripes of red and white color alternate evenly.

The ninth Dan is "Kudan" and the Tenth Dan is "Yodan"
single color purplish red belt

Having clearly outlined the requirements for each qualification category from the 10th KYU to the highest master categories - Dan, this system allows instructors and trainers to build their methodological work more productively.

A new system of qualification belts has been adopted, in which new color solutions for student and master belts have been introduced, which allows trainers to be more flexible in the certification process and create new motivational prerequisites for teaching students.

Remaining practically traditional for the Russian Koshiki Karate Federation, the new edition of the Certification Requirements was supplemented by sections focused on in-depth study of self-defense techniques, both against an unarmed opponent and an opponent armed with various objects.

Particular attention in evaluating the performance of the examined students of the technical complexes - Kata, is paid to the quality of the performance of individual technical elements and their combinations.

Taking into account the unconditional historical priority of the development of Koshiki karate and Shorinziryu Kenkokan karatedo (possibly another spelling of the name of the style - Shorinjiryu Kenkokan karatedo) in our country Hansi M.V. Krysin and the Federation of Kosiki Karate of Russia, all organizations trying to study and practice Shorinziryu Kenkokan Karate and Koshiki Karate should be aware that the use of the Certification System adopted in the Koshiki Karate Federation is unacceptable and may be considered as an encroachment on the intellectual property of the Federation.

Technology is fundamentally changing the global economy and penetrating many areas of business. Factory automation, big data and artificial intelligence are driving impressive results for companies. But today, the speed of bringing a product to the market is of great importance - it is important not only to come up with an idea, but also to implement it in a short time. Developers of products and services have to reckon with a changing environment: if the project is running for a long time, it may no longer be necessary for the customer. Today, in many industries, spending a year or more on the implementation of an idea is an unaffordable luxury.

The adaptive model, or agile, helps to solve these problems (see article). It suggests that people need to be pulled out of isolated departments and included in self-managed client-oriented groups. The model was initially applied in IT companies, and then in other industries where market conditions or customer requirements may change during the product development process and, accordingly, flexibility is required. The agile philosophy is expressed in four values ​​and twelve principles, which are set out in the Agile Manifesto for Software Development.

In Russia, agile (in particular, the scrum methodology) began to be actively used 5-6 years ago. There are successful examples of implementation, even more companies are at the beginning of the journey. But many are still thinking about how best to move.

The traditional approach is to thoroughly prepare for the use of scrum, invite consultants, train staff in trainings. So did, for example, Raiffeisenbank (as of September 1, 2017, it ranks 13th in Russia in terms of assets). This is a costly path, but it provides the necessary basis for transformation. Another approach is when a company acts intuitively, but eventually comes to the same organizational principles that the authors of the adaptive model formulated. This is the practice of the largest online retailer in Russia, Wildberries (the company's turnover in 2016, according to Data Insight and Ruwards, amounted to 45.6 billion rubles). And in fact, and in another case, you can get a tangible result. The main thing is that changes are really overdue and top management becomes their driving force.

First experiments

The Raiffeisenbank team went through three stages of agile immersion. It all started in 2012 as an experiment in the IT department. “So far, programmers have been working in a cascading fashion, but we wanted to speed up development. And they invited the author of the book “Kanban. An alternative path to agile” by David Anderson,” says Sergey Shcherbinin, Head of Strategic Management, Organization and Control of IT at Raiffeisenbank. But the improvements were local: one development team began to work more predictably, and nothing more.

After some time, they decided to conduct the experiment at a new level - they hired consultants working according to the scrum methodology, and then invited the teams to join the project if they wished. At this stage, I had to break through the skepticism of the employees. “Developers are meticulous people, they wanted to be shown by numbers that the new system of work is more effective than the previous one,” Shcherbinin recalls. - But the trick is that no one can prove it mathematically. There are good cases, but other companies work in different conditions. Conclusion - you need to try it for yourself.

At that time, about 30 IT teams of the bank were engaged in product development, of which 7 were involved in the project. But the results were still not impressive. The team that developed the front-office system (it employs bank employees in branches) was able to speed up the release of releases by about two times. But the rest of the participants slipped into a cargo cult. “People just formally went to meetings. Developers did not understand and did not accept the idea of ​​agile. As well as business divisions,” says Sergey Shcherbinin.

However, the company saw that agile had a positive effect on employee engagement. Working according to the scrum method, people did not begin to write code better, but they realized the goal - what and why they are doing. For example, the team that dealt with ruble payments realized that they were not just developing forms with fields, but were fulfilling certain requirements of the Central Bank. And that banks are fighting for the speed of making payments, that is, the work of the team will help Raiffeisenbank overtake competitors. This approach inspires more than just drawing molds, people try to make fewer mistakes.

A new stage of agile implementation at Raiffeisenbank began in 2016. The board set a goal - to significantly expand the client base, and the chairman of the board, Sergey Monin, proposed a solution - to become an agile organization. He was inspired, in particular, by the successes of Spotify and ING Bank, which the press wrote about. An agile organization can bring banking products to market faster, which is critical to building a competitive advantage. In addition, this will affect the growth of NPS (Net Promoter Score, consumer loyalty index), which reflects the quality of service.

This time, the bank decided that not only the IT department, but also business representatives would participate in the project. We chose five teams that dealt with card processing, mortgages and the bank's website, and made them cross-functional - also included product experts, designers, marketers. For the first time, a product owner appeared in the teams - a customer from the business, who is responsible for the profit and loss of the project.

According to scrum methodology, all team members should sit together. Some of the programmers are remote employees from Omsk, it did not concern them, but it was not easy to persuade the rest to change jobs. Business representatives at first refused to leave their ninth floor and move to the developers on the fifth - they say, there are more offices upstairs, and the view from the window is better. But when the move took place, it became a real discovery for everyone that work issues can be resolved quickly, without tedious correspondence.

A new productivity record was set by the team that restarted the mortgage pipeline (IT technology that ensures the issuance of mortgage loans by the bank) - it issued the first working product two months later. This is a significant achievement, because earlier programmers on the same IT platform developed an automotive and consumer pipeline, but the speed left much to be desired. They carried out the car loan project for two and a half years, but when the release was ready, there was a crisis, and the issuance of car loans had to be curtailed. And the consumer lending pipeline was being prepared for a year and then still thoroughly finalized.

Now the implementation of agile in the bank is on the rise - at first, five more teams participating in the project joined the five, and today there are 17 of them. The list of participants has not yet been expanded, because it is necessary to seriously analyze the results of the work. Some teams have significantly increased the speed of bringing products to the market (mortgage, website, ruble payments, etc.), but for some participants, the speed of work has slowed down.

Reflection and immersion

Analyzing the reasons for the failures of 2012-2015, Sergei Shcherbinin came to the conclusion that enthusiasm will not get you far: people had to be thoroughly trained. He adopted the Japanese principle of teaching Xu Ha Ri. The “Shu” stage implies strict adherence to the rules; at the “Ha” stage, it is already possible to deviate from the canons. Finally, in the Ri stage, the student becomes a master and can improvise. “Russian companies in 90% of cases start with “Ri” and try to come up with something of their own. We also immediately moved to the third stage, it was a mistake, ”says Shcherbinin.

At first, the bank considered that it was enough to select 3-4 smart employees from each team, send them to study the scrum methodology, and then they would be able to transfer knowledge to colleagues. But the approach didn't work. IT managers are not teachers and do not know how to explain like professional trainers. And most importantly, the information is distorted during transmission. It is much more useful to train the entire team, and from one provider, otherwise you will have to spend time agreeing on terms and concepts. In 2016, all project participants, including the board of Raiffeisenbank, went to study scrum.

After switching to a new system, frustration often arises - the quality and speed of work can drop as people step out of their comfort zone. Introverted developers now have to interact with other people, and this unsettles them. Also, teams working according to the scrum methodology plan their workload on their own, but not everyone succeeds. At Raiffeisenbank, some teams set too many goals for themselves, but did not complete even half of them. “This should be treated normally - the teams will find their productivity in 3-4 months,” says Sergey Shcherbinin.

Finally, new dedicated roles appear in the team. First, the Scrum Master (a kind of facilitator). Companies often appoint product managers or team leaders to this role. But Raiffeisenbank realized that it is better if the Scrum Master is not related to IT - he should show empathy, not leadership qualities, not lead, but suggest. It is easier to find people from the outside with a suitable psychotype and train them. As a result, graduates of psychological faculties were hired, and now the bank has almost 25 trained scrum masters.

Secondly, the teams now have a product owner who understands how to develop it. He does not set tasks, but prioritizes, and the team itself decides how best to do the job. In fact, this is an entrepreneur, but there are few such people, and they cannot be taken from outside. The product owner should not delegate work to subordinates - as the experience of Raiffeisenbank has shown, this reduces the development efficiency.

The board of the bank discusses the progress of the project every two or three weeks, and already now there are ideas on how to develop agile further. For example, in large companies, a financial plan is usually taken for a year. But it would be nice to make budgeting more flexible to adapt to changing conditions. This problem will have to be solved in the next 3-5 years.

Natural selection

“We never went to consultants or studied agile methodology. But the format of work that we have come to is quite consistent with the agile manifesto, ”says Andrey Revyashko, CIO at Wildberries.

Until recently, the Wildberries IT department worked as a one-stop-shop service - tasks that came from customers were queued. 120 employees took care of the website, developed a mobile application, a CRM system, a supplier portal, etc. The flow of tasks increased, so someone's interests inevitably suffered. Several managers stood between the customer and the direct executors, it could take a month to clarify the terms of reference and correspondence. To smooth out conflicts, the company recruited analysts who understood the business challenges and could reformulate the requirements for programmers. But there was a bottleneck effect, the process began to slow down even more.

Work was also hampered by "empty" tasks. Customers could give a task without really considering its prospects. As a result, as Andrey Revyashko says, if the project worked out, the laurels went to the customer, and if not, bumps fell on the programmers.

The finance department often clashed with the developers, and in 2015 they got together to sort things out. We decided that if the financiers are not satisfied with the speed of completing tasks, let 10 1C programmers go directly to their subordination. This did not please the programmers, and the manager had to convince everyone. But three people soon left.

After a few months, it became clear that the new format took root. Programmers communicated with the customer directly, intermediate links in the person of project managers and analysts became unnecessary. The financiers listened to the programmers' recommendations and assumed full responsibility for the projects.

As a result, the company decided to reformat the IT department and transfer all software developers to specialized divisions (call center, logistics service, supplier relations department, etc.). In fact, each business department got its own IT department, or IT SWAT, as it was called in Wildberries. We had to part with the most quarrelsome programmers (seven people).

One of the new managers hired at Wildberries happened to be a scrum specialist, he told his colleagues about the methodology, introduced some procedures, etc. In particular, the company began to use the visualization of results. “There are two large monitors hanging in the center of our office, on which the tasks of all departments are indicated - who is doing what, what has already been done, what has not yet been done,” says Andrei Revyashko. Today, 20 development teams are able to solve about 1500 tasks per month with a deadline of up to three days, as well as about 850 tasks with a deadline of up to 14 days.

Andrey Revyashko sees the following advantages in the new system of work.

• "Empty" tasks are gone. If a new project for some reason does not work out, no one shifts responsibility to anyone.
• Mutual understanding has improved. As IT professionals spread out across departments, people realized they were on the same team. Programmers now do not just do what they are told, but are responsible for part of the overall project and offer solutions themselves.
• Significantly increased the speed of development. The implementation of projects that can bring additional profit is not delayed. The "pilots" launch quickly, and if the result suits them, they refine them a little.
• There are practically no situations when programmers bring the product to the final, and then they are instructed to redo everything. There have been such cases before, and they have always demotivated employees.

Here is one example of accelerated development. Wildberries has several distribution centers in different cities, and the company has set a task: a client who visits the site needs to be shown an assortment that can be delivered to him the very next day from the nearest warehouse. The task is not easy, given the number of hits to the site, especially since you need to link the work of several data centers, calculate the balance in warehouses and solve logistics issues. Businessmen together with programmers sat at night. The pilot was made in a month, and then in a month and a half they brought it to mind.

Almost as quickly, the Wildberries website launched accepting online payments. Card systems have serious security requirements - the description takes up a whole Talmud. In addition, certification is paid, so it is important to pass the audit the first time. “We spent 2-3 months developing the payment gateway and received a certificate of conformity. In the previous format of work, everything would certainly have dragged on for a year or more,” says Andrei Revyashko.

However, the new Wildberries system also has its downsides.

• The number of developers has grown from 120 to 200 people. True, the number of tasks has also increased, as the business grows. The company had to recruit and train interns.

• It is important for IT professionals to communicate not only with the business, but also with each other, otherwise each team will reinvent the wheel. There were moments when several departments tried to do the same functionality at the same time.

Despite the fact that the new format of work for programmers suits Wildberries quite well, the company has opened a vacancy and is now looking for a professional who knows the Scrum methodology. It's time to master agile in more depth.

Assessing the overall effect of the introduction of an adaptive model, we can conclude that the result cannot be directly assessed in terms of money. The main advantage that a company can gain is development speed, customer satisfaction, and staff engagement.