Memorization

Many of us can remember sitting in grammar school, reciting times tables until they were second nature. Memorization was the goal, speed was the measure, and understanding often came later. It was simply how learning was done.

Not surprisingly, much of martial arts training—even to this day—has relied on learning through memorization. Techniques, combinations, kata, terminology, and rules had to be stored in the mind because there was no alternative. If you didn’t remember it, you lost it. Instruction was passed person to person, repetition was the safeguard, and quick recall was not a luxury—it was essential.

That approach shaped generations of instructors. Many of us were trained to memorize first and understand later. Facts, sequences, and corrections were drilled until they became automatic. This method still has value today, especially where immediate response and safety are concerned, but the environment in which we teach has changed dramatically.

We now live in a world where information is instantly accessible. The need to memorize everything has been replaced by the need to know what matters and how to apply it. The sheer volume of information available to us not only makes total memorization unnecessary, it makes it impractical. Memorization still plays a role in fundamentals, kata, and etiquette, but the expectation that students carry vast libraries of information in their heads is no longer realistic—or necessary.

One of the most important skills for modern martial artists, especially instructors, is developing the habit of immediate research. For those of us not in our 20s, this does not always come naturally. Many of us still try to search our memory first, while the younger people around us already have the answer in front of them. Building the habit of looking things up quickly, verifying information, and staying current is now part of being effective.

Like many habit changes, there is an inherent discomfort stage. It can feel like relying on research weakens discipline or depth. In reality, it does the opposite. When we stop using memory as a storage unit, we free it to become a decision-making and problem-solving tool. We move from recalling facts to interpreting them.

Not focusing exclusively on memorization allows the creative mind to expand. It also allows us to place greater attention on fundamentals—physical fundamentals, certainly, but also the mental side of training, such as etiquette, awareness, and proper training spirit. Instructors who are not overloaded with recall can see patterns more clearly, adapt drills on the fly, and communicate ideas more effectively. Creativity in teaching does not come from knowing more facts—it comes from understanding the relationships between them.

This doesn’t mean abandoning traditional training methods. It means using them with intention. We still memorize what must be immediate, and we still drill what must be automatic. But we also allow room for exploration, discussion, and application in ways that reflect how people actually learn today.

The basics have a longevity that will, more than likely, outlive all of us. What is necessary to change is the balance between memory and meaning. Instructors who recognize this don’t lose authority or depth—they gain relevance, clarity, and longevity.