In our practice of Junomichi, we distinguish ourselves as teachers and not coaches for several important reasons:

The teacher is first and foremost a practitioner who also comes to learn. As soon as a teacher stops practicing, they must stop teaching.

The teacher does not stay on the edges of the tatami.

Contrary to what may be seen from the outside, not practicing a sport, a teacher is someone who constantly seeks and questions themselves.

The teacher is there to provide a guiding line for the practitioners’ search and to emphasise that they too are engaged in their own search.

Reflection and putting into practice can focus on how to bow and therefore be ready at any moment.

1. Emphasis on Education and Personal Growth:

  • As teachers, our primary focus is on the holistic education and personal growth of our students. We aim to foster a deep understanding of Junomichi principles and help students integrate these principles into their daily lives. This goes beyond mere physical training; it encompasses mental and emotional development as well.

2. Cultivating a Learning Environment:

  • The term “teacher” embodies the idea of creating a learning environment where knowledge is shared and explored collectively. We view our dojo as a school where students and teachers engage in mutual learning and progress. This aligns with the original spirit of Jigoro Kano’s vision for Judo as a means of personal and social development.

3. Encouraging Self-Understanding and Inner Journey:

  • Our role as teachers is to guide each participant on an inner journey that deepens their self-understanding. We encourage students to reflect on their experiences, fostering a sense of self-awareness and personal insight. This process is central to the philosophy of Junomichi.

4. Promoting Mutual Growth and Prosperity:

  • We believe in the principle of Jita Kyoei (mutual aid and prosperity). As teachers, we learn from our students just as they learn from us. This reciprocal relationship enhances the collective growth of our community, reinforcing the values of cooperation and mutual respect.

5. Building a Community of Learners:

  • The word “teacher” suggests a mentor-mentee relationship, where students follow a path of learning under the guidance of experienced practitioners. This concept is deeply rooted in traditional martial arts, where the transmission of knowledge and values from teacher to student is paramount.

6. Aligning with the Principles of Jigoro Kano:

  • Jigoro Kano envisioned Judo as a means to develop character, discipline, and moral integrity. By identifying as teachers, we commit to preserving and imparting these foundational principles. We are dedicated to nurturing well-rounded individuals who embody the true spirit of Judo.
  • As teachers, we must demonstrate and share what we know to create this guideline as previously mentioned through techniques, katas, randori, shiai, education, and by writing a thesis which is demonstrated and debated in front of a jury made up of the technical commission.

7. Demonstrating Comprehensive Knowledge:

  • As teachers, we must demonstrate our knowledge through techniques, katas, randori, shiai, education, and by writing a thesis which is demonstrated and debated in front of a jury made up of the technical commission.

Conclusion: We are teachers, not coaches, because our mission extends beyond physical training. We aim to educate, inspire, and cultivate a community that values lifelong learning, mutual respect, and personal development. In embracing the role of a teacher, we honour the rich traditions of Junomichi and strive to uphold the legacy of its founders.