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Dojo Kun
"Code of the Dojo"

The Dojo Kun is often called the Code of the Dojo. It contains the rules or principles that we follow in our training. At the Seishin-Kan, we follow the ancient Japanese proverb, "Jikishin kore dojo nari," which translates "A pure heart is the [true] dojo." This means that our real dojo is not a building somewhere, but is our own attitude, sincerity, and dedication toward our training. So, our true dojo is something we carry with us wherever we go. Therefore, our Dojo Kun becomes more than just rules for training in karate-do; it is the principles upon which we live our everyday lives. The Dojo Kun of the Nippon Karate-do/Kobudo Seishin-Kan is based upon the very first recorded Dojo Kun, created by Sakugawa Kanga in the mid-18th century, so it may be as much as 250 years old:

Dojo Kun

ONE: Relentlessly strive for perfection of character

ONE: Always behave with respect and discipline

ONE: Exemplify righteousness

ONE: Persevere through all adversities

ONE: Always exercise self-control

"Ossu!"

At the end of each recitation of the Dojo Kun, we give a hearty shout, "Ossu!" Ossu is an interesting Japanese word, and is difficult to translate into English. A literal translation would render it "push from within," but the best English equivalent might be, "Give it all you've got!" or "Put your heart into it!" This shout of "Ossu!" is a recognition that living up to these standards all the time is impossible. We are all human and fallible. By shouting "Ossu!" we are saying we will give it all we've got to live up to the principles of our Dojo Kun, even though we know we will not always succeed.

The Jikishin-Kai International also has its own Dojo Kun. While it is very similar in its overall intent and meaning, and was derived in part from the same Dojo Kun we use at the Seishin-Kan, it has been modernized to better suit the vernacular of a 21st century Western audience, where the Seishin-Kan Dojo Kun is a direct translation of centuries-old Japanese. When the JKI modernized its Dojo Kun, we decided to retain the older one in order to preserve the traditional heritage. We hope our students will eventually learn both, and develop an appreciation for the legacy of our past, as well as how its underlying principles still apply to contemporary situations and issues in life.

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© 2007   Leonard J. Pellman