Warrior Character Dynamics – Stengths of Heart, Mind, & Will

Warrior Character Dynamics Class Demo Photo

Warrior Character Dynamics Strengths of Heart, Mind, & Will

ABOUT THE AUTHOR

Tom Booker author of the Warrior Character Dynamics Cirriculum

Tom Booker - Author of the Warrior Character Dynamics Curriculum

Tom has been a professional martial arts instructor for over 25 years. He holds Dan rank in Taekwondo through the both AKATO and AAU organizations, and in Iaido through the Satori-ryu Budo led by Dale S. Kirby.

As well as being a martial arts instructor, Tom has a background in marketing research, communications, performing arts, and the study of modern and ancient history. Teaching is a family tradition – his father was a college professor and author of a textbook on Evidence, his mother operated a Montessori school, and one of his grandmothers taught piano.

Tom first began developing the Warrior Character Dynamics curriculum for his own students, using stories from history to illuminate key warrior personal strengths in action. He has drawn on his own knowledge of history and biography to create these lessons, as well as significant modern research into these traditional warrior strengths. This approach has proven so effective in practice that he is now making it available for other instructors to use with their students.

Warrior Strengths

Guide your students to develop their warrior strengths of Heart, Mind, & Will

COURTESY

George trekked into the Ohio Country to find the Half-King of the Seneca at Logstown. He would need his help and advice to succeed in his mission – find the French commander, and order him to take his soldiers and leave the Ohio Country immediately. How did George apply the strength of Courtesy to persuade the Half-King to help him?

HUMILITY

Abraham started by poking fun at James in the Springfield newspaper, but then he went too far – he said James was a liar and fool and belonged in jail. James insisted that Abraham apologize for insulting and humiliating him in the paper, but Abraham refused. How did the strength of Humility stop them from fighting each other with US Cavalry broadswords?

INTEGRITY

George was proud of his first command – leading soldiers through the jungles of Mindoro, patrolling for bandits. As they waded across the Crocodile river they panicked and ran right over George, trampling him into the mud. How did the strength of Integrity help George to reassert his leadership and get them to overcome their fear of the hungry crocodiles?

PERSEVERANCE

Virginia was one of the most successful allied spies in occupied France – and now she was being hunted by the Gestapo. On her wooden leg, she hiked 50 miles across the Pyrenees mountains in Winter to escape them. How did Virginia Hall use the strength of Perseverance to take the fight back to the Nazis?

SELF-CONTROL

Dwight Eisenhower was eager to go out with his older brothers on Halloween for the very first time – but then his parents told him “no”, that he was still too young. He was so angry that he rushed out of the house crying and punched an apple tree until his hands were torn and bleeding. How did beating up and apple tree help Ike to learn the strength of Self-Control?

INDOMITABLE SPIRIT

When things got really tough, Wilbur would say “Cheer up, boys – there’s no hope”. He and his brother spent years building and testing flying machines that often didn’t work right – the wings wouldn’t lift, or the engine would seize up and crack. What was it about the strength of Indomitable Spirit that took Orville up into the winter sky for 12 seconds?

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Testimonials

Read what students & parents are saying about the Warrior Character Dynamics Curriculum

I am glad my son gets so much more out of karate than just "skills." When a historical figure is mentioned, he will talk about what he learned from class. I feel like it brings a greater understanding of history and that these characters that he learns about are really people that lived.

S. Havner, Knoxville

Robbie and I enjoy the historical stories/lessons. Robbie shares parts of the lessons he finds interesting with his grandparents and others. Sometimes this has led him to "do some research" on his own. I help him find reliable internet sources & books so he learns more about the people you have talked about in class. He's especially fond of George Washington and Abraham Lincoln.
I can tell that he tries to be more mindful of his actions outside of taekwondo and I am sure that the lessons help him do that.
Thank you for all you do for the kids!!

Jessica Mitchell, Knoxville

I love the in-class discussions, and I know Emma does, too. I’m amazed at how rapt the kids are when you show pictures, and how easily they engage when you ask them questions about the circumstances or situation the person in the story is facing. Truthfully, we discuss the lessons the class goes over in character building book more at home than the in-class discussion lessons, but I know Emma enjoys both.

Kate Brosnan, Knoxville