In 1882, Kano opened his Kodokan dojo in Tokyo, where he taught jujutsu to his first class of nine students. His choice of the name Kodokan symbolizes precocity in one so young and is highly significant, for it means the institute where one is guided along the road to follow in life, that is to say, a road that one travels as a means of self-cultivation, which Kano regarded as the optimum way to live ones life. This cultivation, however, can only be attained following long years of training made with vigorous exertion in an effort to reach the ultimate goal: self-perfection. At the age of twenty-four, Kano abruptly gave up the teaching of this ancient and altogether brutal activity and never taught jujutsu again. In his attempt to create for the modern age a non-violent, spiritually inspiring antagonistic art, he carried out research on several styles of jujutsu. Primarily in the interests of both safety and practicality, he altered and added his own devices to the techniques that he was later to incorporate into his newly conceived system of skills, which he named Kodokan judo. In lectures, Kano often stated the following: The ultimate object of studying judo is to train and cultivate body and mind through practice in attack and defense, and by thus mastering the essentials of the art, to attain perfection of oneself and bring benefits to the world. He had sought to create in judo, therefore, something positive out of something largely negative.
The three body-mind relationship goals that Jigoro Kano advised his judo students to aspire to; namely, to perfect themselves physically, intellectually and morally are all aimed at the same objective - self-improvement. The first goal is perhaps the easiest and the one that many judokas achieve by gaining a dan grade, after a few years’ training, and perhaps by winning a few medals along the way. The next two goals are psychological in nature and usually take longer to attain. The intellectual goal is focused on educating oneself for what one wishes to become in life, whether it be an engineer, a teacher, an accountant or whatever one’s desire. These goals, however, often require much book learning. Because ‘time and tide wait for no man’ one must read, read and read some more in order to expand one’s vocabulary and acquire the necessary knowledge. The third goal is mainly focused on the moral lessons that one should have learnt after completion of the previous two. These teachings should prove useful in helping one to succeed in one’s endeavors and enable one to impart proper moral guidance to others, especially the young when teaching judo.
Jigoro Kano (right; in 1870 at age ten) was small as a child, which gave rise to his determination to study jujutsu. In his early twenties, he combined the best of what he had assimilated and founded modern judo. A professor at the age of twenty-five, he played an important educational role in transforming Japan from a country ruled by the samurai into a modern nation.
Based on a series of interviews that Jigoro Kano gave in his sixties, the book relates his creation and development of Kodokan judo during the period 1882 to 1928.
I have often thought how wonderful it would have been if any of my grandparents, not to mention my great grandparents, had jotted down some of their thoughts, experiences and accumulated wisdom on paper for me to read, irrespective of how trivial or mind-blowing they may have been. I could have gleamed a glimpse as to who they were and how they thought, even though they died long before I was born in most cases. I really feel the void of not having known them. This book is an attempt to correct that omission and is written for the benefit of my kin still to come.
The three body-mind relationship goals that Jigoro Kano advised his judo students to aspire to; namely, to perfect themselves physically, intellectually and morally are all aimed at the same objective - self-improvement. The first goal is perhaps the easiest and the one that many judokas achieve by gaining a dan grade, after a few years’ training, and perhaps by winning a few medals along the way. The next two goals are psychological in nature and usually take longer to attain. The intellectual goal is focused on educating oneself for what one wishes to become in life, whether it be an engineer, a teacher, an accountant or whatever one’s desire. These goals, however, often require much book learning. Because ‘time and tide wait for no man’ one must read, read and read some more in order to expand one’s vocabulary and acquire the necessary knowledge. The third goal is mainly focused on the moral lessons that one should have learnt after completion of the previous two. These teachings should prove useful in helping one to succeed in one’s endeavors and enable one to impart proper moral guidance to others, especially the young when teaching judo.
While volume 1 includes several introductory chapters and treats 42 families of flies in the Lower Diptera, volume 2 covers the remaining 64 families of flies that make up the Higher Diptera (or Cyclorrhapha). These include families of house flies, fruit flies, bot flies, flower flies and many other lesser-known groups. The text is accompanies by over 1660 line drawings and photographs.
Will heaven be boring? What will God and heaven look like? Will I enjoy heaven? Are animals in heaven? These questions, among others, often enter the hearts and minds of people envisioning their final heavenly home. Often, theologians and pastors have placed unnecessary restrictions on heaven, whereas others have claimed that heaven should not be discussed because of so many uncertainties. But is this helpful? Furthermore, is it even biblical? In the book Conversations about Heaven, Dr. Brian Chilton reflects on a conversation he had with a lady from Huntsville Baptist Church who asked some of the most challenging questions he ever received. They both discovered that if God is the greatest possible being and heaven is God's greatest gift, then heaven is a place that is far greater than anything ever imagined. Conversations about Heaven challenges you to vastly expand your thoughts on heaven, as heaven will far exceed even our greatest imaginations, and it encourages you to regularly reflect on the great things that lie ahead in your heavenly home.
A groundbreaking new account of the author of The Spanish Tragedy that establishes him as a major Elizabethan dramatist Thomas Kyd (1558–1594) was a highly regarded dramatist and the author of The Spanish Tragedy, the first revenge tragedy and the most influential Elizabethan play. In this first full study of his life and works, Brian Vickers discusses Kyd’s accepted canon as well as three additional plays Vickers has newly identified as having been written by Kyd—exciting discoveries that establish him as a major dramatist. Thomas Dekker, a fellow Elizabethan dramatist, referred to “industrious Kyd,” which suggests a greater output than the three plays traditionally attributed to him—The Spanish Tragedy, Soliman and Perseda, and Cornelia. Kyd worked between 1585 and 1594, when the plague led to the anonymous publication of many plays because of the breakup of several London theatre companies. Researching this corpus, Vickers has identified Kyd’s authorship of three more plays: Arden of Faversham, the first domestic tragedy, King Leir and his three daughters, a tragicomedy that provided Shakespeare with his main source, and Fair Em, a love comedy. These attributions are based on two forms of evidence: unique similarities of plot between Kyd’s acknowledged and newly attributed plays and many unique phrases shared by all six plays as identified by modern software. Discussing all the plays in detail and placing them in biographical and historical context, Thomas Kyd offers a major reassessment of an underappreciated Elizabethan playwright.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.