| martial arts students first enroll into classes, their goal is | | | | with regard to being alert about one's surroundings. A |
| often to perfect their technique to the point at which | | | | pupil should be able to understand his situation quickly |
| they receive a black belt. Oddly, many people - | | | | and react accordingly. He or she must not only be able |
| including students - either do not know what the color | | | | to recognize potential danger, but should also be able |
| means or are under a mistaken impression about it. | | | | to discern why that danger exists. In the case of a |
| For example, some believe it represents the highest | | | | hypothetical attacker, a student should identify the |
| level of achievement possible in the technique being | | | | presence of weapons, accomplices, and possible exit |
| studied. Others believe it means a student has | | | | routes. |
| graduated to the role of an instructor. Still others think it | | | | Spiritual Aptitude |
| signifies a pupil has successfully demonstrated a | | | | Unfortunately, this category is often overlooked, if not |
| predefined level of physical prowess. None are true. | | | | completely ignored, when determining whether a |
| It is important to realize that martial arts instruction | | | | martial arts pupil is deserving of a black belt. Spiritual |
| never truly ends. Students are encouraged to pursue | | | | aptitude is just as important as the other two areas. |
| their training perpetually while using the guiding principles | | | | Many experienced practitioners argue that students |
| and philosophy of their preferred style in their daily lives. | | | | should possess a clarity of their moral and ethical |
| That precludes the notion of achieving mastery | | | | position. Every situation is unique and clarity of such |
| through technique alone. | | | | things aids decision-making. |
| In Japan, the term "black belt" is rarely used. Instead, | | | | For example, if an assailant attacks, should he be |
| the Japanese refer to a martial arts practitioner as | | | | thwarted without causing harm or does the situation |
| having "dan" (or rank). While systems vary, dan is | | | | justify a counterattack? Is there a likelihood that others |
| often given based upon a pupil's aptitude in three | | | | will be accidentally harmed? Will greater good emerge |
| separate categories: physical, psychological, and | | | | from avoiding a confrontation rather than challenging |
| spiritual. Below, I'll describe each in more detail. | | | | an aggressor? |
| Physical Aptitude | | | | A Confluence Of Multiple Capabilities |
| The various martial arts styles emphasize different | | | | While earning a black belt can be accomplished |
| features. For example, judo stresses throwing while | | | | without mastering the three categories above, a true |
| karate highlights striking. Even though a person can | | | | immersion into the martial arts practically demands their |
| receive a black belt simply for mastering the moves | | | | mastery. Students should be able to not only |
| inherent in his or her chosen technique, a well-rounded | | | | demonstrate a physical proficiency in their chosen |
| proficiency in striking, kicking, throwing, and blocking is | | | | style, but should also exhibit a psychological and |
| preferable. Furthermore, the pupil should be able to | | | | spiritual competence. Indeed, mastering a specific |
| demonstrate a highly-refined skill in controlling his body | | | | discipline requires several skills. |
| and timing. In fact, while many students emphasize | | | | Many martial arts instructors feel that a pupil is most |
| striking moves, it is often the subtler moves that let | | | | deserving of a black belt once he or she has clearly |
| them stand apart from their peers. | | | | demonstrated an ability to learn. More than merely |
| Psychological Aptitude | | | | becoming skilled at a series of strikes and blocks, the |
| Most martial arts styles underscore the importance of | | | | student must be able to understand the precepts upon |
| psychological temperance. In the context of earning a | | | | which the martial arts are founded. Indeed, this may be |
| black belt, this temperance should be demonstrated | | | | the best criteria by which a black belt is awarded. |