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Winner of the Norbert Elias Book Prize 2020 This is the first long-term analysis of the development of Japanese martial arts, connecting ancient martial traditions with the martial arts practised today. The Historical Sociology of Japanese Martial Arts captures the complexity of the emergence and development of martial traditions within the broader Japanese Civilising Process. The book traces the structured process in which warriors’ practices became systematised and expanded to the Japanese population and the world. Using the theoretical framework of Norbert Elias’s process-sociology and drawing on rich empirical data, the book also compares the development of combat practices in Japan, England, France and Germany, making a new contribution to our understanding of the socio-cultural dynamics of state formation. Throughout this analysis light is shed onto a gender blind spot, taking into account the neglected role of women in martial arts. The Historical Sociology of Japanese Martial Arts is important reading for students of Socio-Cultural Perspectives in Sport, Sociology of Physical Activity, Historical Development of Sport in Society, Asian Studies, Sociology and Philosophy of Sport, and Sports History and Culture. It is also a fascinating resource for scholars, researchers and practitioners interested in the historical and socio-cultural aspects of combat sport and martial arts.
Western scholars and educators are generally far less familiar with the samurai in his original-and, ostensibly, primary-role as warrior and masters of arms than in his other functions as landowner, feudal lord, literature, or philosopher. Yet, any attempt to comprehend fully the samurai without considering his military abilities and training (bugei) is futile. With verve and wit, Karl Friday combines the results of nearly two decades of fieldwork and archival research to examine samurai martial culture from a broad perspective: as a historical phenomenon, as a worldview, and as a system of physical, spiritual, and moral education.
Introduces the 18 traditional Japanese martial arts and provides readers with a deeper understanding of the styles formulated in the samurai era - both those that are little known and those still being taught today.
This unique history of Japanese armed martial arts--the only comprehensive treatment of the subject in English--focuses on traditions of swordsmanship and archery from ancient times to the present. G. Cameron Hurst III provides an overview of martial arts in Japanese history and culture, then closely examines the transformation of these fighting skills into sports. He discusses the influence of the Western athletic tradition on the armed martial arts as well as the ways the martial arts have remained distinctly Japanese. During the Tokugawa era (1600-1867), swordsmanship and archery developed from fighting systems into martial arts, transformed by the powerful social forces of peace, urbanization, literacy, and professionalized instruction in art forms. Hurst investigates the changes that occurred as military skills that were no longer necessary took on new purposes: physical fitness, spiritual composure, character development, and sport. He also considers Western misperceptions of Japanese traditional martial arts and argues that, contrary to common views in the West, Zen Buddhism is associated with the martial arts in only a limited way. The author concludes by exploring the modern organization, teaching, ritual, and philosophy of archery and swordsmanship; relating these martial arts to other art forms and placing them in the broader context of Japanese culture.
In contrast to the overabundance of writings about martial arts that are often promotional and misinformative, there are rare works by scholars that are praiseworthy for their sincere, unbiased approach to writing. This is the very definition of “scholarly.” This two-volume anthology brings together the best scholarly works published in the Journal of Asian Martial Arts on the topic of teaching and learning Japanese martial arts. In this volume, you’ll find ten chapters that dive deep into Japanese martial traditions, combining aspects of history and culture that explain how teaching methods developed and evolved. Dr. Harrison-Pepper’s chapter sets the tone with a focus on the fundamental student–teacher relationship that is responsible for the transmission of any art. She uses sociological and performance studies to analyze the martial art’s maturing process. Understanding the teacher-student relationship is vital for all involved Japanese combative arts. Since Japan was ruled by a warrior class for nearly 700 years, it is necessary to understand the method by which warriors were educated through the ryuha system. Nyle Monday’s chapter presents this system. Dr. Lewis Hershey explores the way in which a martial art can serve as a vehicle for non-discursive intercultural exchange in the teaching process. His chapter provides a discussion of the importance of embodying the feeling or aesthetic of a particular system as a way of knowing and understanding martial techniques. The next three chapters were originally prepared for a meeting of the Association for Asian Studies. Dr. Paul Varley states that most who have written about martial arts practice are not trained scholars and their writings vary greatly in quality. He discusses the state of writing in this field and introduces the other authors. Dr. Cameron Hurst discusses the characteristics of the martial arts that place them squarely into the category of “artistic ways” along with such familiar arts as Noh, the tea ceremony, and flower arranging. This reflects the “family headship” system of instruction to carry on the school’s traditions. Dr. Karl Friday defines the term ryuha as “branch of the current,” representing the onward flow of a stream of thought; the branches betoken the splitting off that occurs as insights are passed from master to students, generation after generation. His chapter shows how ryuha exist to hand on knowledge with pattern practice (kata) being the core of transmission. Is it warrior’s individualism that is prized in modern conformity-ridden Japanese culture, or is this an erroneous interpretation of the idealized warrior image by Westerners? In the next chapter, Dr. Wayne VanHorne’s research is persuading, showing that the ultimate goal of the training is to foster individuals to contribute to the betterment of the collective society with social responsibility. In the following chapter, Dr. John Donohue analyzes the organizational components of traditional martial arts training and relates them to modern pedagogical theories. He concludes that the instructional theory embedded in martial arts training is at least as sophisticated and highly developed as are the techniques and philosophies of these systems. In the next chapter, he examines kata training as (1) a cultural activity that has been shaped by the structural characteristics of Japanese culture, and kata training as (2) a highly structured and effective mechanism for imparting technical skill in the martial arts. Kim Taylor provides the final chapter dealing with “progressive instruction” found in many kata-based martial arts. Using iaido (sword drawing) as an example, he demonstrates how a set of practice can build—one kata after the other—from simple to more complex ideas and provide a deeper understanding of the entire set. If you are interested in Japanese martial traditions, you will find much in these ten chapters that clarify why the arts are taught according to a longstanding tradition—and also why there have been evolutionary changes in the instructional methods. There is sound logic for the old traditions, as well as for the changes. The scholarly research presented in this anthology will improve a teacher’s way of instructing and help a student understand what to expect out of his or her studies.