The martial arts world, swathed in tradition and discipline, is often a subject of great intrigue and romanticization. As such, it has been the breeding ground for a host of myths and misconceptions. Chief among these disciplines, Karate, the Japanese martial art that seamlessly blends the physical and spiritual, has been subject to a large number of misguided beliefs. It is with a spirit of inquiry and clarity that we embark on this mission to debunk ten such myths that have clouded the understanding of Karate classes.

The first misconception that requires addressing is the belief that Karate is a purely physical discipline, an idea that is as far from the truth as it is pervasive. The practice of Karate is intertwined with concepts of self-improvement, discipline, and the cultivation of the mind and spirit. It echoes the teachings of the ancient philosopher Aristotle, who argued that excellence is not an act but a habit, and, indeed, one of the overarching goals of Karate is the formation of a virtuous and disciplined character.

Secondly, it is often assumed that Karate classes are predominantly violent and aggressive. However, this belief stands in direct opposition to the principles of Karate. A careful examination of the maxim 'Karate Ni Sente Nashi' or 'There is no first attack in Karate ' underscores Karate's emphasis on self-defense and peace. This non-aggression principle aligns with the Nash Equilibrium in game theory, which promotes mutual benefit and cooperation.

Thirdly, there's a prevalent stereotype that Karate is only a sport for the young. This notion is flawed as Karate’s practice is tailored to accommodate the aptitude and physical capacity of the individual irrespective of age. In fact, research in gerontology suggests that activities like Karate can contribute significantly to the health and wellbeing of the elderly.

The fourth myth is that Karate is a male-dominated field. This is a gross misrepresentation, as there are numerous female Karateka (practitioners of Karate) who have brought laurels in the international arena, challenging gender norms much like the feminist wave in the 20th century.

Many people believe that all Karate classes follow the same teaching and training methods, however, this is a fifth misconception. The pedagogical techniques in Karate can vary significantly depending on the style, the lineage (Ryu) and the sensei (teacher), much like differing economic models in the field of macroeconomics.

The sixth myth that needs debunking is that Karate training always involves breaking boards. The truth is, board breaking (Tameshiwari) is not an inherent part of all Karate styles but is utilized in some to demonstrate focus and power.

A seventh misunderstanding is the assumption that Karate is just about punching and kicking. This is a simplistic view, considering the multitude of techniques, strategies, and philosophies incorporated into the art form, illustrating the complexity theorem in computer science.

The eighth myth revolves around the idea of the belt system. Many believe that the black belt signifies mastery, but, in reality, it represents proficiency and the beginning of advanced learning, akin to graduation in the education system.

The ninth myth is the belief that Karate does not involve weapons. However, traditional Karate includes Kobudo, the art of using weapons, which can range from the Bo (staff) to the Sai (dagger-shaped truncheon), much like different tools or instruments used in a scientific experiment.

Lastly, the belief that all Karate classes are competitive is another misconception. While tournaments and competitions do exist, many schools focus primarily on personal growth and character development, resonating with Maslow's theory of self-actualization.

In conclusion, understanding Karate and its classes in their true essence requires shedding the veil of misconceptions and appreciating the art in all its complexity and nuance. It is a journey of personal evolution that transcends mere physicality, bridging the gap between body and mind, and fostering a spirit of perpetual learning.