The Reality of Modern Japanese Masters (Part 1)

Part 1/4: The Reality of Modern Japanese Masters

Recently during training, an intriguing question came up: Do the Japanese masters themselves actually know karate? Or more precisely—do they fully comprehend what they are demonstrating?

No, seriously. This is neither mockery nor arrogance. Not at all.

What do we actually witness? A total absence of critical inquiry or problem-solving—just a rigid adherence to precepts learned during their initial training. An absolute lack of understanding regarding the practical application of kata (bunkai that can only be described as elementary). And this is merely the start of the list of grievances regarding visiting masters from the Land of the Rising Sun who conduct seminars and international workshops.

Yet, every other one boasts titles as an All-Japan Champion or World Tournament winner, and every single one holds a high Dan rank.

Surprise and disappointment—these two emotions increasingly shape the perception of what Japanese sensei demonstrate today. As world-class legends pass away, no replacements of equal caliber seem to emerge. Why? Did they study poorly? Hardly.

What they lack is boldness, critical analysis, and the ability to draw new conclusions. Paradoxically, they lack pragmatism—specifically, the willingness to critically test and research the unique material at their disposal.

Even their foundational background is often misunderstood. Only a tiny fraction of Japanese karateka remain full-time professional instructors; the vast majority balance corporate day jobs with evening training sessions. As a result, they simply lack the time to analyze and reflect. They show up at the dojo primarily for physical release—the sheer physical pleasure of it—or purely out of habits formed during their university days. Those who remain in the system long enough accumulate seniority bonuses automatically, without any need for extra innovation.

That said, their fundamental technique is undeniably exceptional. Simple combinations are refined and polished to pure reflex and automaticity. As athletes, they are superb; as educators, the majority are average at best. Working on the principle of "do as I was taught" or "do as I do, and you will learn" simply doesn't work for everyone, nor does it work every time.

(To be continued in Part 2...)

©Dormenko A.

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