Ability
In contrast to the "black belt as master" stereotype, a black belt commonly indicates the wearer is competent in a style's basic technique and principles. Since in many styles a black belt takes approximately three to six years of training to achieve, a good intuitive analogy would be a bachelor's degree: the student has a good understanding of concepts and ability to use them but has not yet perfected their skills. In this analogy a master's degree and a doctorate would represent advancement past the first degree.
Another way to describe this links to the terms used in Japanese arts; shodan (for a first degree black belt), means literally the first/beginning step, and the next grades, nidan and sandan are each numbered as "ni" is two and "san" is three, meaning second step, third step, etc. The shodan black belt is not the end of training but rather as a beginning to advanced learning: the individual now "knows how to walk" and may thus begin the "journey".
As a 'black belt' is commonly viewed as conferring some status, achieving one has been used as a marketing 'gimmick', for example a guarantee of being awarded one within a specific period or if a specific amount is paid. Some schools place profit ahead of ability when using these tactics and are sometimes referred to as McDojos.
Read more about this topic: Black Belt (martial Arts)
Famous quotes containing the word ability:
“Our decision about energy will test the character of the American people and the ability of the President and the Congress to govern this nation. This difficult effort will be the “moral equivalent of war,” except that we will be uniting our efforts to build and not to destroy.”
—Jimmy Carter (James Earl Carter, Jr.)
“The playing adult steps sideward into another reality; the playing child advances forward to new stages of mastery....Child’s play is the infantile form of the human ability to deal with experience by creating model situations and to master reality by experiment and planning.”
—Erik H. Erikson (20th century)
“The ability to think straight, some knowledge of the past, some vision of the future, some skill to do useful service, some urge to fit that service into the well-being of the community,—these are the most vital things education must try to produce.”
—Virginia Crocheron Gildersleeve (1877–1965)