From: the_dojang-owner@hpwsrt.cup.hp.com To: the_dojang-digest@hpwsrt.cup.hp.com Subject: The_Dojang-Digest V8 #415 Reply-To: the_dojang@hpwsrt.cup.hp.com Errors-To: the_dojang-owner@hpwsrt.cup.hp.com Precedence: The_Dojang-Digest Tues, 17 July 2001 Vol 08 : Num 415 In this issue: the_dojang: KSR 2001-07: _Hanin Hakkyo-Ui Han'gugO Kyoyuk YOn'gu_ the_dojang: KSR 2001-06: _Modern Korean: An Intermediate Reader_, by Nam-Kil Kim the_dojang: Denver the_dojang: RE: Seminar Education the_dojang: Schools in Denver the_dojang: Re: The_Dojang-Digest V8 #412 the_dojang: Re: Dojangs in Denver the_dojang: Let me introduce myself... the_dojang: small circle the_dojang: To Cheree/something on cross-training the_dojang: . ========================================================================= The_Dojang, serving the Internet since June 1994. ~1111 members strong! Copyright 1994-2001: Ray Terry and Martial Arts Resource The premier internet discussion forum devoted to the Korean Martial Arts. Replying to this message will NOT unsubscribe you. To unsubscribe, send "unsubscribe the_dojang-digest" (no quotes) in the body (top line, left justified) of a "plain text" e-mail addressed to majordomo@hpwsrt.cup.hp.com. To send e-mail to this list use the_dojang@hpwsrt.cup.hp.com See the Korean Martial Arts (KMA) FAQ and the online search engine for back issues of The_Dojang at http://www.MartialArtsResource.com Pil Seung! ---------------------------------------------------------------------- From: Ray Terry Date: Tue, 17 Jul 2001 10:07:32 -0700 (PDT) Subject: the_dojang: KSR 2001-07: _Hanin Hakkyo-Ui Han'gugO Kyoyuk YOn'gu_ Forwarding... Ray _Hanin Hakkyo-Ui Han'gugO Kyoyuk YOn'gu_ (Studies on Korean in Community Schools). edd. by Dong Jae Lee, Sookeun Cho, Miseon Lee, Min Sun Song, and William O'Grady. Technical Report No. 22, Second Language Teaching and Curriculum Center. Honolulu: University of Hawai'i, 2000. 254 pages (ISBN 0-8248-2353-4) Reviewed by Myoyoung Kim SUNY Buffalo [This review first appeared in _Acta Koreana_, 4 (2001): 159-63. _Acta Koreana_ is published by Academia Koreana of Keimyung University.] The book _Hanin Hakkyo-Ui Han'gugO Kyoyuk YOn'gu_ provides rich information on Korean Language schools and classes in the United States, theoretically as well as practically. All articles in this volume are in Korean, which is unusual and clearly shows that most readers of the book will be Korean teachers or parents. It is encouraging that in the United States there is a demand for books published in Korean. However, fewer readers will be able to access it than if it were in English. The case studies and report of current trends are confined to settings in the United States alone. The book is composed of two parts; the first consists of five chapters in which a general introduction to bilingual language education, and external factors of language acquisition such as motivation and parental support are introduced. The second part of the book deals with various topics related to Korean language education in the U.S. Topics in the second part cover theoretical background and reviews of literature on various aspects of the Korean language, including Korean-English contrastive syntax and phonology. Case studies then illustrate the whole spectrum of speaking, listening, reading, and writing in terms of acquisition and language development. In chapter 1, "Korean Language Education in the United States" by Ho-min Sohn, directions in Korean language education are explored. The author reports on the status of Korean language education in the United States from a language education administrator's point of view. This article explains why Korean language teaching/learning is especially important and worthwhile in the United States. The author offers an explanation for why Korean language education has continued to increase since 1970 and reports on the status of current Korean language education in different school settings. He also provides a demography of the number of Korean language learners. Finally he makes some suggestions on how to develop Korean language education in the future, and outlines the ultimate goal of such education. In chapter 2, "Bilingualism" (Miseon Lee), the author reviews the theoretical background of bilingualism. She begins the chapter with a definition of bilingualism, and then focuses on second language acquisition: the factors that affect acquisition, English as a second language for a minority population and the development of the first language, and the role of input for bilinguals. She also summarizes features of bilingual children's language use, such as language choice, code mixing, and code switching. Psychological factors such as attitude are also considered. By presenting the advantages of speaking two languages for children in terms of their language development, cognitive development, academic achievement, and development of personality, she tries to calm the concerns of parents and to correct wrong assumptions. At the end of this chapter, she concludes that to be successful, Korean-English bilingual education must be a coordinated effort by the Hangul School and the parents' Korean language education at home, and should meet the United States government policy on bilingualism. The third chapter, written by Dong Jae Lee, calls for parental support of the Korean language education of Korean-English bilingual children. The author returns to the topic of parents' concerns by providing optimistic research results. He briefly contrasts theories of language acquisition (contextualized) with foreign language learning (decontextualized) and suggests that parents should be major providers of great amounts of input in the context of real life situations. Chapter 4 treats ways to develop diverse teaching methodologies in order to enhance family motivation (Heyoung Kim). The author provides teaching tools that can be used in Korean language classrooms and which focus on all four aspects of language: reading, writing, speaking, and listening. I think the part on teaching reading is very good and useful, and so is the section on teaching speaking/listening. She makes the point that in natural communication, listening and speaking go together, so these two aspects should not be separated in teaching. However, she did not sort the materials by levels, so it would be better if she suggested materials in terms of beginner, intermediate, and advanced levels. The section on teaching writing seems to be a little unrealistic, especially section 4.2. The activity is too challenging for students, and they will only be frustrated. In addition, it is not clear whether by teaching writing the author means teaching spelling or how to make better compositions. In chapter 5, Chang-won Kim argues that children's literature can be used as a second language teaching tool, and suggests a list of age-appropriate books. The books on the list are classified by genre, complexity of vocabulary, and level of grammar according to the reader's age. The books are real examples so they are very practical for both parents and teachers. In the second part of the book, specific topics are explored which focus on each aspect of language learning: syntax, lexicon, phonology, and literacy. Background information comparing the two language systems precedes a chapter of case studies. Two chapters (chapters 6 & 7), both written by Sookeun Cho, are devoted to the onset of syntax acquisition. In separate chapters, the author summarizes the syntactic difference between English and Korean. If the author intended to provide information for laymen on the basic structure of Korean grammar, this chapter is too technical, and it would be better to focus on a small number of specific features that are unique to Korean in contrast to English, such as honorifics, word order, the function of verb endings, and the particle system compared to English. This would be more useful in real teaching situations. In the succeeding chapter, he first outlines the stages of monolingualism in English and in Korean language acquisition. Because Korean children who are growing up in the United States are expected to speak English, their Korean is more likely to be influenced by some aspects of English such as word order, the omission of particles, use of the passive, or the structure of relative clauses. The author points out the problematic structures in order to recommend what is helpful for Korean-English bilingual children's sentence acquisition. However, his description is too broad as well as very technical, and he tries to cover too many topics. The next chapter (chapter 8) concerns Korean-English bilingual children's lexical acquisition (Miseon Lee). Since there are not many studies of lexical acquisition of Korean, her study is meaningful. However, there are some weaknesses: The words used in this study are mostly the ones that are very Korean-oriented in terms of culture: kinship terms, 'wear' verbs, honorifics, number, and counters. If her intention were to see whether children can use these words and to draw from this the conclusion that they are fluent bilinguals, it would be a fine argument. However, she does not provide information on when Korean monolingual children acquire those words. She presupposes that Korean-American children acquire such words late, so that they must be overtly taught these words. In educational settings, teachers have noticed that many students choose very culturally oriented Korean words correctly because parents, who consider them to be very important keys to understanding Korean culture, emphasize these words. However, these students tend not to know very basic verbs because most parents permit the use of English words in otherwise Korean discourse, and whenever they insert English words, they are hardly ever corrected. Kinship terms, on the other hand, are always corrected. In addition, the author focuses on structures that do not have semantic equivalents in English. She seems to assume that Korean-English bilingual children at the same level have mastered the basic verbs and acquired the basic nouns that Korean monolingual children acquire early. From my own teaching experience, students usually know the culturally embedded lexical items, but even if they understand certain basic words in speech they are unable to produce these correctly. The next two chapters (chapters 9 & 10) are about the acquisition of phonology. A case study (Min Sun Song) follows a review of the phonological structure of English and Korean (Sang-I Chun). Two experiments were conducted for the case study; a mastery test with a single stimulus, and a contextual test with paired stimuli. Results show that unlike foreign language learners, three-way distinction of Korean obstruents (plain-aspirated-tensed) does not cause problems for Korean-American children. This confirms that Korean children growing up in the United States are not foreign language learners but maybe passive bilinguals because they were able to discern even single phonemes although they are not fluent. At the end of the chapter, the author points out how difficult it is to give students minimal pairs or triples in real classroom situations, which I find to be true in my own classroom experience. In the appendices, she also provides tables made from her experiments and they are very helpful. One concern is the difference between percentile and statistical significance. Even though some results might look different visually in tables, these differences are not always significant statistically. The final chapter of the book (chapter 11) addresses the acquisition of the Korean writing system, han'gul (Sunyoung Lee). The article is interesting but it has some problems. First, at the bottom of p. 248, she reports that the word 'school' in Korean is written as hak.yo or ha.kyo. The former would be the case if a child were influenced by the incompletely acquired Korean spelling rule, but the author's interpretation of the latter example seems to be doubtful. It might not be because they perceive the tense [k'] as a plain [k] as in her interpretation, but because they are aware of the rule that the spelling of a word can be different from the way the word is pronounced, or because they do not match a sound to a correct orthographic consonant. Thus, to support her interpretation, it would have been better for her to show the percentiles of cases of wrong spelling. The second problem of this article is derived from statistics. The author reports results different from those in the table she provides in the chapter. For example, on p. 251, line 8, she says that no one spelled 'chalhuk' correctly, which is the result reported in table 5 on p. 247. However, in line 19 of the same page (p. 251), she also reports that the proportion of right answers is 10% in the case of 'chalhuk,' which contradicts her statement in line 8 and in table 5. Rather, it seems to be the percentile of how many children got the right answer for double final consonants in total, which is a broader issue. On p. 251, second to the last line, it is reported that students at the advanced level scored 59% correct, but there is no mention of how she got that percentile. If it is the total mean number of right answers from her nine tables as illustrated in her chapter, my calculation indicates a 64% total mean number of right answers. The interpretation of this result is also problematic. She argues that 59% correct does not show that students are aware of spellings, but to what standard is she making the comparison? Except for resyllabification of single words (table 4, 31%) and final consonant cluster simplification (table 5, 11%), students at the advanced level showed much better ability in spelling, almost double in the rest of the cases (simple words: 98%, coda neutralization: 78%, resyllabification of multiple morpheme words: 81%, nasalization: 69%, and aspiration: 76%). Thus, the results can be interpreted as being influenced by two outliers, which skew the total mean percentile. In addition, the term 'consonant cluster' referring to a double final consonant is not correct. A consonant cluster means a sequence of two sounds but a double final consonant in Korean (pach'im) is not a phonetic feature, but an orthographic feature. Even in table 4, students in the advanced class showed much better performance compared to lower level students, even though the absolute mean from the advanced class was low (31% vs. 4%). The author interprets the indication of the results from table 5 and 9 (vowels) as students still being in a transition period so the percentiles do not show consistency since the students' level has not yet stabilized. If that is the case, the low percentile from table 5 where intermediate students got higher scores (14%) than advanced students (11%) can be interpreted the same way. When statistical interpretation is given in an article, more careful attention should be paid, and there should be a clear and explicit statement of the results. For anyone who is interested in Korean language education, however, this book can be used as a reference or a source of background information on Korean-English bilingual children's language acquisition: how to maintain their heritage language of Korean while acquiring English. The issues discussed in the book give insights for further research to support and better understand Korean language education in countries other than Korea. Citation: Kim, Myoyoung. 2001 Review of _Hanin Hakkyo-Ui Han'gugO Kyoyuk YOn'gu_, edd. by Dong Jae Lee et al.,(2000) _Korean Studies Review_ 2001, no. 07 Electronic file: http://www.iic.edu/thelist/review/ksr01-07.htm ------------------------------ From: Ray Terry Date: Tue, 17 Jul 2001 10:08:07 -0700 (PDT) Subject: the_dojang: KSR 2001-06: _Modern Korean: An Intermediate Reader_, by Nam-Kil Kim Forwarding... Ray _Modern Korean: An Intermediate Reader_, by Nam-Kil Kim. Honolulu: University of Hawaii Press, 2000. xi + 398 pages. ISBN: 0-8248-2222-6. Reviewed by Jaehoon Yeon SOAS, University of London [This review first appeared in _Acta Koreana_, 4 (2001): 157-59. _Acta Koreana_ is published by Academia Koreana of Keimyung University.] Prof. Nam-Kil Kim's Modern Korean -- An Intermediate Reader is a welcome addition to the still small number of Korean language textbooks available in English-speaking countries. While elementary Korean textbooks have been published in considerable numbers recently, the number of Korean intermediate or advanced readers still lag far behind. This book, as the author states, aims to "give the student of modern Korean, sufficient knowledge of a variety of styles and expressions of both written and spoken Korean" (p. vii). As the book was published in 2000, most of its contents and the style of writing are modern, and readers will easily be able to relate them to modern Korean culture and society. The book consists of 24 lessons and each lesson is divided into 9 different sections, which include main text, dialogues, vocabulary usage (described as 'the usage of new words' in the preface), structural patterns, substitution drill, grammar drill, exercises, Chinese characters, and vocabulary. All lessons start with a main text, on which questions and grammar explanations are based. Chinese characters are introduced only from the second half of the volume. The main texts are written in an expository or descriptive prose style, and this is sometimes mixed with a conversational style. After each main text, a dialogue is given as a supplement. The content of the dialogue is related to either the content or the topic of the main text. The vocabulary usage section then introduces useful words or expressions selected from the main text. Each vocabulary item is presented with two sample sentences illustrating its usage. The English translation of the sample sentences from lessons 1 to 12 are given at the end of the book. It is not clear, however, why the author did not provide the English translation for lessons 13 to 24, if the English translation section is designed as "an aid to students' self-study." It would have been preferable if an English translation had been provided throughout the book to aid students. A brief structural explanation about the use of a particular expression and examples of pattern sentences are given in the section called structural patterns (munhyeng yensup). The author suggests that the examples of pattern sentences should be memorized by students. Those language teachers who support the recent development of second language acquisition theory, such as the communicative approach or task-based language teaching theory, might not like the author's suggestion of memorizing pattern sentences. I suspect that the author's approach to language teaching may be related to the grammar-oriented or structural pattern-oriented approach. This textbook is developed for use in an intermediate Korean course at the university in English speaking countries, and the reality of the university classroom does not allow us to ignore the importance of structural pattern practice. The author's emphasis on pattern practice is also detected in the section on substitution drills. Some selected patterns are provided in this section to give students a chance to practice using those patterns. The grammar drill section is designed primarily for practicing verb conjugation, verb or noun compound formation, and word derivation. Exercises contain a variety of patterns such as simple questions-and-answers, translation of English to Korean, making up of a dialogue, aural presentations, short compositions, etc. What I like about the English-Korean translation exercises is that the textbook provides Korean patterns, as a clue, which students can then use for their translation work. This should provide students with valuable tools for solving grammar problems. Chinese characters are introduced only from the second half of the text, and approximately 150 characters are introduced in total. At the end of each lesson, new vocabulary are listed to help students in studying each section. Overall, this textbook contains very clear and useful information on grammatical patterns and exercises. Some picky students, however, might make the criticism that the contents of main text are somewhat boring and unchallenging. Through reading passages in the main texts, students are introduced to the Korean language and customs (lessons 1, 6, 11, 12, 13, 17), folk tales (lessons 7, 15, 21), society (lessons 2, 5, 8, 19, 20), and the people and history of Korea (lessons 3, 4, 14, 22, 23, 24). These are important aspects of learning and understanding Korean, since the cultural and historical background cannot be ignored when learning a foreign language. The vocabulary used in the main texts is explained fully with some example sentences in the vocabulary drill. They are clear, but the explanation and example sentences are somewhat too simple. The same can be said about the grammar explanations and substitution drills. As each chapter is well-organized and relatively easy to read, the book as a whole was interesting and may be a useful source for improving a student's language skills. This book could certainly be helpful too, if used in the classroom with a teacher. It could also be used as a supplementary textbook for promoting reading skills in intermediate language classes. The English explanations of grammatical patterns, in particular, are detailed and most helpful. This also reflects the author's own interests and specialization in this area. On the other hand, although I have emphasized the importance of traditional culture and historical information in language textbooks, had the main text included more information on modern Korean society and youth culture, it could have been more engaging and interesting to read. Students often find the language textbooks dull. In order to captivate students' interests, the textbook should be as interesting as possible. Some of the exercises presented in the textbook were rather unchallenging as they were heavily based on the main text. Thus, some role-playing scenarios and exercises become repetitive. Furthermore, it is not always easy to give exact and appropriate meaning of the vocabulary from one language to another, and there is no exception in the case of Korean to English. For example, the Korean word 'tayhata' is translated to 'to treat' in the textbook (p. 34), but it is not difficult to see that the usage of 'tayhata' cannot be adquately described by this one word. It would be better if more explanations on the usage of vocabulary were given although, granted, this is no easy task. Lastly, although this is not a contextual comment, I thought that using different fonts of type or diagrams to emphasize some important vocabulary or grammar points might have made the book more effective and easier to follow. In conclusion, as the author confidently stated in his preface, students can definitely improve reading skills by studying with this book, although I am less convinced about how helpful it will prove to be in enhancing speaking skills. The book should show itself to be most effective when used in the classroom as a teaching aid. Overall, it is a solid and welcome addition to the supply of Korean language textbooks. Citation: Yeon, Jaehoon. 2001 Review of _Modern Korean: An Intermediate Reader_, by Nam-Kil Kim,(2000) _Korean Studies Review_ 2001, no. 06 Electronic file: http://www.iic.edu/thelist/review/ksr01-06.htm ------------------------------ From: Gregory Giddins Date: Tue, 17 Jul 2001 11:33:24 -0600 Subject: the_dojang: Denver >any TSD/HKD schools in Denver< I am having a terrible time finding the school info again, but there is a TSD school up near Boulder that I would wholeheartedly suggest you go check out. My wife and I found the school two weeks before moving out of town, and I have been kicking myself ever since for not finding that school earlier. We only visited twice, and the instructors (a husband and wife team) were wonderful people. Their school name is something along the lines of 'Seven Star' TSD..... ugh, i can't remember, but I'm 99% sure they had "Seven Star" in the name (but strangely enough, i don't remember them performing the Chil Sungs..... ) They were located not too far off of I-36, in a strip mall just before reaching Boulder (heading out of Westminster). Anyway, nobody offered any TSD info, so I figured I would send out my worthless, impossible to authenticate, probably misleading information to you. Hope I helped. Greg Giddins p.s. What probably lef the indellible mark on me was the way they combined one-steps with self defense. After defending against and countering a middle punch (one-step), the 'defender' would then immediately take on the 'agressor' role, and execute some sort of grab/choke etc, and the original 'agressor' would then defend against the grab/choke. So one steps would flow into self defense. Very interesting. ------------------------------ From: "Michael Rowe (outlook)" Date: Tue, 17 Jul 2001 12:39:56 -0500 Subject: the_dojang: RE: Seminar Education Jose writes: << I would imagine that the masters of old would find these seminars we do an odd thing.>> Actually they themselves did it too. Takeda Sensei taught Uesheiba O-Sensei many times over during Seminar Education. Now the main difference in seminar education today is that participants can't take 10 days at a time to go to a seminar. So now at most you get weekends, though a nice 4 day seminar/camp is around now and then. Michael Rowe Dan Il Kwan - Gym of Unity Unity Church of Omaha 3424 N 90th Street Omaha, Nebraska 68134 ------------------------------ From: "J. R. West" Date: Tue, 17 Jul 2001 12:43:57 -0500 Subject: the_dojang: Schools in Denver Ray: Walter Chipley has a class up and running in the Denver area, and can be reached at wchipleyfa@aol.com . Walter and a few of his students will be in Jackson for our upcoming 3 day seminar in August, and I suggest that anyone looking for a good HapKiDo teacher in Denver to give him a call as he is a GREAT student of proper basic motion as well as a VERY patient and qualified instructor...J. R. West www.hapkido.com ------------------------------ From: FGS & KVF Date: Tue, 17 Jul 2001 11:11:38 -0700 Subject: the_dojang: Re: The_Dojang-Digest V8 #412 > From: "Clifford Vaught" > Date: Mon, 16 Jul 2001 01:49:11 > Subject: the_dojang: Re: The_Dojang-Digest V8 #411 > > Spunky, > I'd say those are some serious allegations both against the fledgling > instructor and the one that promoted him. I am not accusing anyone of bad intentions, perhaps just mistaken idea of BB level for the new BB and not wanting to dissappoint someone by the instructor. > Don't know your level and clearly > your expectations are high. Cho Dan - 1st Degree - in the way of thinking > I've been taught in Soo Bahk Do Moo Duk Kwan, means that you are a > "beginning expert". If by "beginning expert" you mean that the student is proficient at the basics, I have no problem with that. I do have high expectations but at least can agree that min level should be basics proficiently done. However, my worry still stands. The new BB is not proficient at the basics. I watched him teach a child's class, and show someone a yellow belt form. He was incorrect in 2 parts of the form he was teaching and it didn't look all that good for the rest. I am not talking tournament form, I am talking basic good form. > In a system that has 7 degrees and requires 27 years to > get to that 7th Dan level upon reaching Cho Dan, the understanding is that > you are just beginning your real education. It's grad school. I have been to grad school, and the demands there are higher than this particular student could match. :-( > And this > after taking no less than 4 years just to test for Cho Dan, provided you > failed no tests on the way. Actually 4 years is the min for my old teacher. 6 was more like it for students who went 2-3 times per week. > It seems you believe that the Cho Dan level > means you know it all. Do you ever know it all? :-) Nope, I just expect the BB level to be better than the intermediate. > He was clearly no > expert in the art of Tang Soo Do, but he was certainly qualified to teach > under his level. YOu really don't begin to learn until you start to teach. Brown belts can teach classes under their level, but they must be better than the students under them. Like I said, that is not the case here. > Spunky ------------------------------ From: "Ron Bain" Date: Tue, 17 Jul 2001 14:27:57 -0400 Subject: the_dojang: Re: Dojangs in Denver Thanks to all who passed on info regarding Dojangs in Denver. Have passed the info on to the person who requested it. For anyone interested... found this neat video player that is great for slowing down those "too fast to view" multimedia clips: A free specialized video player for Windows with enhanced playback features for detailed review of video files. GoblePro Video Player 1.1 -Plays all video files that Windows Media player can play. (mpeg, avi, mov, asf, etc.)* -Variable speed playback from 10% to 200% of the original speed (great for slow-mo). -Speed can be changed while playing. -Instant jump back 1 to 9 seconds during playback for quick "let's see that again" replay. -Single frame advance and review. -Custom in and out points in order to loop a segment of the video. -Video can be scaled 50%, 100%, 200% or 400% of original size. -File list of videos in current folder. -Single click playback of videos in file list. -Full keyboard control. -Clickable list of web sites with trick karate videos. http://www.combastics.com/provideo/ Neat little player......and it's free. Ron ------------------------------ From: Brian Myers Date: Tue, 17 Jul 2001 13:51:04 -0500 Subject: the_dojang: Let me introduce myself... I have noticed that some of you have began to pick up on the underlying (and sometimes blatant) tone of my posts. Allow me to introduce myself, and my short (by comparison) Martial Arts background. I started out in Songham Taekwondo, about 5 years ago, as a "young butt kicker". My only goal in martial arts was to become a better fighter. After 3 1/2 yrs. in the Army, I had developed a real "taste" for combat of all kinds. I was lucky enough, at the time, to find an instructor in my area, who was a retired Army Col. and Ranger, who taught with that style in mind. He was not the best technician, but he did understand, and taught well, the theories of hand-to-hand combat. I eagerly awaited each tournament, and sparring night in our dojang, wanting nothing more than to strap on the pads and go toe-to-toe. However, at about the same time as I reached 1st Dan, I was forced to move in search of a better job. My wife, girlfriend from college at the time, had actually already moved into the city months before me and had found a new dojang within the organization. When I entered the new dojang, which she was quite happy in, I was almost instantly unhappy. This instructor did not emphasize sparring! I felt lost, and left the dojang in search of a new art. It was then that I began my training in Aiki-Jutsu, and began to realize I was kidding myself. I soon realized that my focus purely on sparring was counter-productive, and in some ways was actually bringing out some of my worst personality traits! I have since returned to the ATA, continued light study of Aiki-Jutsu and Swordsmanship, and began a more intelectual quest. I no longer attend tournaments (although I may begin judging again, as it is another outlet for my desire to teach others what I have learned), and am an insatiable reader of all things Martial, including works on Zen, Meditation, and other martial arts forms and histories. While I will refrain from jumping into the fray on histories (I find most arguements in this area to be highly unproductive), I do study them and take them seriously - I would not want to have to repeat some of the errors made by those who came before us. I also consider myself to a "traditionalist". I feel that the more important aspects of any Martial Art should include Respect, Responsibility, Honor, Integrity, and most of all Humility. Whether it is by direct action or example, all Dan holders and instructors should strive to pass on these traits, as well as their knowledge of technique, to their juniors. Now mabey you will better understand some of my comments and suggestions. Yours in the Martial Spirit, Brian Myers ------------------------------ From: "bryce burrows" Date: Wed, 18 Jul 2001 11:52:23 +1200 Subject: the_dojang: small circle why are they called professors? Bryce ------------------------------ From: "Dizzy S." Date: Tue, 17 Jul 2001 20:25:23 -0400 Subject: the_dojang: To Cheree/something on cross-training Cheree wrote: <> Why? Cause I like to talk and/or because of my thirst for knowledge? hee hee <> Are you still with C.S. Kim?? One reason I ask is because he and my grandmaster (GM Yi) are good friends, and they "share" each others tournies. Ya don't go to either tourny and not see one or the other or see students from both assn's there. I was wondering if you attend any of their tournies. Maybe we could swap info there next year :o) I also have a great pic of the two of them together :o) Email me and I'll send it to you :o) <> Same here. My fellow students and I are like a family also. Even my instructor is a good friend of mine now. <> Same here! I fell in love with it when I started, but learning Pyong Ahn E dan has been tough, but it "renewed" my excitement for the art. I'm REALLY hooked now lol. <> Ok, here is my bit on cross-training. My instructor is dumping our old self defence (The forms, one steps ect will not change), and he is making it Hapkido self defence. We learned 5 moves and/or combo's from this, and I think it is awsome. He is also thinking about making an official "Hapkido" class for our school. We also have a Jujitsu class every tuesday night (under a different instructor). One of the junior instructors we have takes TSD and Jujitsu. His brother takes TSD and HKD. My Master instructor is a BB (2nd dan, I think) in Hapkido, and 4th dan in TSD. All three of them are awsome. They think the classes of different arts are great (specially since they are in one place), and they said the cross training helped them so much. It made them better in TSD (their "mother" art as my master put it lol). I think adding HKD to our classes is a great idea, specially since it will help me with my "lack" of blocking lol. I got the bruises to prove it lol. I have to ask if any of you practice more than one art in your dojang? For the masters: do you think it's too early for me to add another art (I'm a 6th gup, green belt), like jujitsu on top of the newly added hapikdo with TSD? <> AMEN! You go girl. <> Thanks :o) And sorry for the "winded" responce. I'll keep it down next time, Ray :o) Tang Soo! Dizzy 6th gup TSD www.imahq.net _________________________________________________________________ Get your FREE download of MSN Explorer at http://explorer.msn.com ------------------------------ From: Ray Terry Date: Tue, 17 Jul 2001 18:06:14 PDT Subject: the_dojang: . ------------------------------ End of The_Dojang-Digest V8 #415 ******************************** It's a great day for Taekwondo! Support the USTU by joining today. US Taekwondo Union, 1 Olympic Plaza, Ste 104C, Colorado Spgs, CO 80909 719-578-4632 FAX 719-578-4642 ustutkd1@aol.com http://www.ustu.org To unsubscribe from the_dojang-digest send the command: unsubscribe the_dojang-digest -or- unsubscribe the_dojang-digest your.old@address in the BODY (top line, left justified) of a "plain text" e-mail addressed to majordomo@hpwsrt.cup.hp.com. Old digest issues are available via ftp://ftp.martialartsresource.com. Copyright 1994-2001: Ray Terry and Martial Arts Resource Standard disclaimers apply.