(by Mr. Ron Chapel kenpotalk.com 2-5-18)
While belt rankings and recognitions have always been a part of the culture of training in the martial arts, it was the creation of Judo and the installation of the codified "kyu" and "dan" rank structure of Jigoro Kano who recognized as an educator, that students of any discipline must be "assigned" levels of competency, if for no other reason than to measure competency against social peers. This is even more so in a physically competitive environment where the wide disparity of participants make such separation and division physically mandatory.
It has since then been carried to all forms of the arts regardless of national origin, and accepted as the norm in modern cultures of training. Even as young man who began training in the Traditional Chinese Arts under Ark Wong, I found myself upon beginning, assigned a "silver sash" in the late fifties. Xifu Ark Wong had in place even then a colored sash rank structure, even though "old world" culture dictated colored sashes were for the most part decoration in demonstrations, than indicative of martial prowess.
Mr. Parker recognized this as well and often spoke of how most of us need some type of external motivation or incentive as part of the process. Some need it more than others obviously, and some are at an extreme and seek only these visible indicators over the actual skill and knowledge they are supposed to represent. This is more a testament to the nature of human beings in a modern world that seems to be less focused and disciplined, regardless of culture.
I remember the debut of the U.S.A. Today Newspaper. They recognized that culturally people were no longer interested in in-depth topics, and long news stories requiring multiple pages in a newspaper. They wanted a "snapshot' of the overall news, an overview, or McDonald's "McNews." A fast food version or on-the-go version of a newspaper that has proved successful.
It is these things I personally considered when I too lamented the idea of rank and belts when I saw so many people who were supremely unqualified to teach wearing and holding lofty ranks and lots of red on belts they didn't deserve. Somewhere along the line, rank has become synonymous with competency, AND the ability to convey knowledge and skill to another as an instructor or teacher.
Unfortunately, the martial arts explosion of the sixties in the western hemisphere gave us lots of practitioners whose primary focus was and is competition, and they have received ranking based on their ability to compete, over actual knowledge and skill of the martial arts and the ability to teach. Many of the so-called champions I've seen over the years were nowhere near qualified to teach any aspect of the arts, and that includes the competition they themselves were actually skilled in.
Their athletic "gift" was the ability to "do" as they expressed their talents, but were lousy "teachers." For many it was simply a matter of a lack of education and real world experience and a limited ability to express ideas to another, whereas most in my opinion, were just not interested in "teaching." In a true competitor, the "fun" is in competing and winning. Teaching just takes time away from training to compete and the drive to win.
I ultimately decided to let the belt rankings stand. But, I did something that I feel is very important. I decided to separate belt ranking from teaching competency. Belt rankings up to a point, are driven by ability only. Competency determines belt rankings. After a fashion and history of "competency," than longevity becomes a factor although not a singular one. But still none of these factors have a bearing on teacher or Instructor status. Further, I made ALL color and numerical rankings "honorary and/or emeritus." This solved the problems for me that I have seen festering over the years that has destroyed the credibility of many arts driven by rank and commerciality.
With all rank honorary, I can now issue diplomas and certifications and "teaching credentials." A person may have one or both, but neither guarantees the other. An individual may have a Black Belt Diploma, but that only certifies personal competency up to the level described. It is NOT a teaching credential or license which must be obtained separately. Many of my students find this acceptable because they have no interest in teaching. They're reason are person and they do no include training and teaching others, which from their perspective, takes away from their own training time. Now personally, I require some teaching as a part of the process of obtaining one's own competency, but only under the supervision of a credentialed instructor.
One doesn't automatically confer competency in the other, and the holy grail in my tutelage is to have certifications, credentials, and diplomas in both. Problem solved. Students are competent without impacting teacher qualifications, and teachers have demonstrated competency before becoming instructors. Ranks maintain their legitimacy without impacting teaching credential.
All of this stems from my assigned thesis project for 7th from Mr. Parker, who recognized the impact children and young people were having on the rank structure and legitimacy of Ed Parker's Kenpo Karate. He loved the paper, but never implemented it has he focused on changing the structure from 32 techniques per chart, to 24, to his ultimate goal of 16.
