Wuxin- Black Stripe

(As explained by Sifu Jeff Brinker, November 7, 2024)

The difference between syllabus and curriculum has been defined for years. Unfortunately, we sometimes still struggle with the differences and keeping them in perspective while we are actively teaching on deck.

Syllabus- the tools we use to teach

Curriculum- what we are actually trying to teach

Intellectually, we understand. Practically, we are struggling.

Using the syllabus as a checklist is an incorrect approach. We do not teach the syllabus; if the students know the tools, that does not yet mean they know the curriculum, the heart of our lessons. It is likened to knowing how to use a hammer; many of us know how to use a hammer, but that does not mean we know how to build a house. Our goal is to build a house, the curriculum, not teach about a hammer, the syllabus.

As it has been instructed by Sifu Brinker, the Black stripe will not be given to a student until all other stripes have been earned.

This is not without its reasoning. The Black stripe, Wuxin, translates to “No Mind”. It is the idea of “Knowledge Applicability”. The ability to properly execute a technique cannot be present if a student has not yet earned, sufficiently to their rank, the Yellow, Red or White stripes. How can they be properly applying their knowledge if they have yet to earn/adequately learn their Vocabulary of Motion, Keystone Principles, Six Harmonies?

Wuxin means No Mind

“What we mean by that is, these techniques are yours. You don’t have to think about them, you don’t have to intellectualize them. You just need to execute them and you know how to execute them.”

How can you execute a technique if you are not able to move in a way that allows you to earn Yellow, Vocabulary of Motion, or Red, Keystone Principles, or White, the Six Harmonies?

In order to have Wuxin, you must perform your Vocabulary of Motion, Keystone Principles and Six Harmonies to your rank.

At a minimum.

Because Wuxin is last, it can serve as a “catch all”; stripes that had been earned earlier need to be kept up to expectations in order to earn the Black stripe. Therefore it is again impossible to earn Black before the others.

“Black stripe means you know how to apply your knowledge. If you know how to apply your knowledge then you have the knowledge.”

Therefore, all other stripes must be earned first.

Guiding Principles

The best way to structure and properly build our curriculum starts with deciding what we want our end product to look like. What type of student (black belt) do we want to produce? This is outlined by our Curriculum Ideals. 

Currently, my curricular ideals are not completely defined. While they clearly state what each stripe colour represents, there is not enough guidance provided for developing the intangible internal qualities of the green stripe. 

Similarly, the tangible external qualities of my curricular ideals are not concisely defined. They should be able to be reduced to basic principles that are present in every technique and application. These principles should apply to both offence and defence so that you can weaken your opponent by eliminating one or more of the principles from his vocabulary of motion. Perhaps these are the ‘Eighteen Concepts’ I am always referring to. 

Requirements for belt testing are not the same as the requirements for striping. Striping should be about building up the character of the student and instilling the foundational values that will help them develop into a solid SRKF black belt. Therefore rank testing should be about the keystone principles and six harmonies to ensure the proper style foundational basics are present along with a constant progression of those same foundational basics. 

If we continue with seven stripes (black, red, orange, yellow, green, blue, white), two of the stripes (white and red) would contain the physical foundation upon which a skilled black belt is built. These two stripes would constitute the testing portion of the syllabus because these two ideals contain the information that defines how we move and adapt - our style. The other five stripes would represent supporting ideals that are important but not necessarily tested on.

This approach will only work if instructors are holding the line on striping standards. If we clearly define the standard then the standard must be consistently enforced. If an instructor does not understand the standard, the onus is on them to educate themselves by asking questions and suggesting revisions to help refine our standard definitions.

Jeff Brinker

Striping

My goal was to retain the 7 coloured stripes moving forward but I think we may be best served by adding purple and brown to our striping rainbow. This will allow us to retain all the current curricular values, separate fitness into its own category, and give the students extra striping goals. 

Suggested breakdown is as follows:

If we were to retain only 7 stripes, my intent would be to combine the fitness with Keystone Principles again and Applications with Grappling.

All that being said, I still have to resolve my vision of only testing on the important stuff (keystone principles and 6 harmonies). If we have exhaustive striping requirements, the students' focus will be spread pretty thin and they may not spend enough time on the important stuff.

With that in mind, perhaps reducing the stripes is a more appropriate approach. If we go with: 6 Harmonies, Dynamic Control, Fitness, and Keystone Principles, and Leadership and Lifestyle — that would drastically narrow the students' focus. With Leadership and Lifestyle and Fitness being aspects that are developed outside of class time, that will help keep their focus narrowed to forms, weapons, and keystone principles. I would even consider removing weapons from the mix. 

IF we were to remove applications and grappling out of the students' syllabus but leave it in the instructors' syllabus, we would have the ability to keep the students' focus narrowed while keeping the instructors' options open. As long as the instructors are able to connect the dots and see how the applications and grappling help produce the overall product, nothing should get lost in the mix. In this case we will have things that we teach that may cover 100 items but we only test and stripe on 20 of those items.

I need to think on this some more. In the meantime, I would appreciate your input and guidance.

Jeff Brinker