Human Dynamics Articles

Aug. 5, 2002

page 1 of 2

Human Dynamics in Education: Highlights

For over a decade, primarily in schools in the USA and Canada, appro imately 2!2 videotaped recordings have "een made of # and 10 year old children as$ed %to design your ideal par$ or recreation area.& 'hese children cross culture, race and gender. 'hey are grouped in ()s according to their personality dynamic. 'hese children had never met "efore, "ut had perhaps seen each other on the playground. 'hey *ere "rought into a room, *ith professional cameras, and several large ta"les, including a large variety of materials *ith *hich to design their par$.. 'here *as sand, clay, roc$s, people, trees, stic$s, cars, etc. 'he children *ere first introduced to one another, and then sho*n the variety of materials availa"le to them. 'hey *ere given appro imately +5 minutes for this tas$. ,rofessional cameras documented the process and results of five different personality dynamic groups engaged in a similar assignment. 'his particular research pro-ect has yielded some outstanding instructional material for teachers and parents. 'hey clearly demonstrate. 'he distinct processes of children)s learning / including their specific needs for communication, time, order, space, conte t, clarity, etc. %'hey have stood the test of time,& and are therefore used in every introductory 0uman 1ynamics seminar in the USA, Canada, S*eden, the 2etherlands, 3srael, Singapore, 4ra5il, 3reland, Costa 6ica, the ,hilippines, 7alaysia, Shanghai, to "eing to demonstrate the specificity and distinction among the 5 predominant personality dynamic groups. 3n 1#!8 / 1#!!, t*enty9five teachers traveled to + countries :USA, Canada, S*eden and 3srael; to study the lin$ "et*een the personality dynamics of children and their specific process of learning. Appro imately 500 students *ere involved. 'hrough o"servations, intervie*s and videotaped recordings, this lin$ *as e plored. 'he results *ere the "eginning of an educational program for teachers and parents that "egan in 1#!#. 'his 'eacher 'raining ,rogram has "een refined and redesigned over the years. <ngoing *or$ has "een and is "eing conducted in the USA, S*eden, the 2etherlands, Canada, 3srael and Singapore. =e have educational 0uman 1ynamics licensed facilitators in every culture e cept Singapore. Singapore educators *ill "e trained in 200(. <ngoing training and development of our facilitators is annual. Canada. 3n 1#!5, Carol 4roo$s, ,h.1., conducted a study *ith the goal of e ploring different learning processes "ased on 0uman 1ynamics) understandings. 'he su"-ects of the study *ere 1(0 *omen *ho *ere studying technical and "usiness su"-ects at the college level. 'he results sho* that *hen their learning methods *ere ta$en into account, the students *or$ed more effectively, in particular the emotionally centered students. 'he study served as the "asis for a training program used in Canada, Australia and >ngland and is

Human Dynamics Articles

Aug. 5, 2002

page 2 of 2

presented in Working with Female Relational Learners in Technology and Trades Training :1#!?;. S*eden. 10,000 teachers participated in 0uman 1ynamics teacher training programs from 1#!# / 2002. 2 :1@2 hour; documentaries *ere presented on the >ducational Channel in S*eden in the late #0)s. Conferences have "een presented on 0uman 1ynamics in >ducation. ,resentations made at 'eacher 'raining colleges. <ur "oo$ translated into S*edish. ,lease feel free to reproduce this article as long as you give credit to the author as follo*s. By Sandra Seagal, Ph.D. www.H manDynamics.com