Human Design for children

If children are allowed to be as they are meant to be, then as a parent you have contributed to a better world....

Ra Uru Hu used to say that Human Design is actually meant for the children. Children are naturally themselves for the first seven years of their lives. After that, conditioning really starts to kick in. But if parents would raise their children according to the design given to them from the moment they are born, then our planet will have the humans it deserves. Humans who are here to live complementary and fulfilling lives. Together and in harmony with themselves and each other.

It may be an ideology, a fervent wish, a true illusion to hope that this will one day become a reality. After all, the knowledge that Human Design brings is not easy to understand, let alone apply when you have been conditioned your entire life as a parent and you yourself are searching for answers about your life purpose or the things you have to do here in this life.

But still, I think it's good to find a way for children too to access this golden opportunity to know as early as possible in their lives what might be a key for them to live a satisfied, successful, peaceful or surprising life.

What prompted me to do this is an initiative by a number of people who have started to look at how education has been organized to date in a different way. I came across their website through an article on LinkedIn and when I read what they are doing and how they look at the development of children, I thought: "Human Design fits exactly into this" and I contacted the initiators, of course after I had slept on it (No Truth in the NOW for me as an emotionally defined Manifesting Generator). The link to the website is: https://now-school.com/

THE VISUAL SYMBOLS AND THE NEW ERA

I translate the words that Ra uses into a language that children can also understand and I use drawings that can contribute to this understanding with children in the more visual form. And what could be more beautiful than to use the talents of my own eleven year old daughter when it comes to drawing the four types that we know within Human Design?

Especially for children, in terms of the future, it is very important that they are aware of how they can live (survive) as themselves and self-empowered.

I feel that this is the time to really invest in this kind of thing, because we are universally in a shift from one era to another. We are currently still living in the era of the Cross of Planning, which is finite and will last until 2027. In this era, we as humans have gone through an evolution that has brought about very beautiful things. But also less beautiful things.

The era of the Cross of Planning (1615-2026) was dominated by the creation of institutions, governments, schools, health care facilities, etc. The mantra of this era is "You will be taken care of". From 2027 to 2438 this changes to "You must take care of yourself." And if you want to be able to do that, it is important that you know and experience how to take care of yourself. When you take good care of yourself, you also take good care of others. You don't have to compare yourself to someone else anymore, because that doesn't work. You are unique and that is your added value to the whole*.

WHY IS THIS SO IMPORTANT?

What you do from your youngest years onward will stick. Even if you learn what it is like to be conditioned. But if you teach the body as early as possible that it can do what it's meant to do, and if you teach the mind that it can participate but never make a decision on its own, then in the long run it produces a lot less frustration, bitterness, anger or disappointment. And this is not only a gift and a gem for the child itself, but also for its parents, the teacher at school, the friends and family around the child, and ultimately for the rest of the world.

The four types are characterized by their aura. Aura means nothing more than the energy field you have around you. If you know how your aura works, you also know what you bring about in another person. And to explain this to children I use drawings. And I use different names for the different types.

Normally I am really very attached to the original language Ra used. But when you work with children, especially when they are still very small, the terms are quite difficult to explain and by using pictures and easy language it becomes more accessible. And not only for me, but also for parents or teachers who are familiar with using Human Design, this can be a practical tool that they can use. There are countless other things to develop when it comes to making working with children more practical, but in here I'll stick to the types and their aura.

GENERATOR AND MANIFESTING GENERATOR (MAGNETS)

The majority of people are Generators (70%). A difficult term to explain to children. Therefore, I have translated the characteristics of this type into an image of a Magnet. The Generator has a subtype and that is the Manifesting Generator. The difference between the two types is that the Manifesting Generator has at least one Motor Center connected (directly) to the Throat Center, as well as a defined Sacral Center (which makes it a Generator). This gives the Manifesting Generator the ability to move quickly from response to manifestation. The Manifesting Generator is able to skip steps. But their aura is no different than that of Generators. Manifesting Generators are likewise here to respond. The Generators are the creative life force energy of our planet. About 37% are (Pure) Generators and about 33% are Manifesting Generators.

Magnets attract everything that is good for them. And because Human Design is about the binary (the this and the that), Magnets also attract things that are not good for them. And they don't have to do anything for that. That's what the open and enveloping aura of the Magnet does. The body of the Magnet only has to respond to something. And to prevent it from having attracted something that is not right or good for the Magnet, it has to respond with the Sacral, the belly.

The defined Sacral makes sounds. So it is correct for a Magnet to hum, growl and mmmm all day long. These are the sounds of the Sacral, the sounds of the belly. The way to practice with these Sacral sounds is to ask a Magnet 'yes or no' questions. The 'yes' or 'no' the Magnet gives are not words, they are sounds from the belly. "Ah-hah" (yes), "Uh-hun" (no) and "mmmm..." (I don't know (yet) and therefore 'no' for now).

The Magnets get a feeling with a gut sound the moment the question is asked. This is the only correct answer. When Magnets answer with their gut and they do what their gut says, they get a wonderful feeling of satisfaction. If they don't answer with their gut and do something because they think it's better, they get a feeling of frustration or anger.

PROJECTORS (SPONGES)

Next come the Projectors (22%). I have translated the characteristics of the Projectors into the image of a sponge.

Sponges' bodies react when they are seen and acknowledged and invited to share/talk/play. Sponges must wait to be seen and invited to participate. And if they are not seen and invited, it has nothing to do with them not being good enough, but with allowing them to do their own thing.

By being the way they are, they can show others around them how they experience and witness the game they play, their drawings or their story. Then they give other children an idea to do or try the same thing. The Sponges like to see one friend at a time. They are less comfortable in a large group of friends. In the classroom, they also like the one-on-one contact with the teacher or with a classmate. This even applies to their parents. Preferably 1-on-1. And that's fine.

And it's also fine to want to be alone once in a while. If you feel that way, you can just say so. And sometimes being alone is a moment out of the energy of everyone around you. So going to the bathroom for a pee break or to drink a sip of water.

The Sponges don't have as much energy as the Magnets. They may not feel like running around the playground playing tag, but would rather read a book on their own or sit by a tree daydreaming. Or just chatting with a buddy.

As long as you can be who you are and are seen as such, you get a lot in return. A Sponge who is allowed to be himself feels successful. A sponge who is not allowed to be himself or does something else than what the body says (for example because he wants to adapt) feels bitter.

MANIFESTORS (STOPHANDS)

The third type is the Manifestor (8%). I have translated these characteristics into the image of a stop hand.

The Stop Hands like to just start doing something when they get that inner feeling to start doing something. Then suddenly they get an idea and their body says, "Yes, I want to do this." And then they prefer to do it right away.

The Stop Hands are impulsive. And that means that sometimes, if they don't tell the other children or the teacher or mom or dad that they want to do something and don't ask first, suddenly the Stop Hands are lost and everyone is worried and starts looking for them. Or they suddenly see that the little Stop Hand has climbed to the top of the tree on its own and that scares them and makes them angry. A little Stophand loves to discover the world (on its own) and to have the confidence that they are allowed to do so. And that they are allowed to do things their own way. Not that they are controlled or told exactly how to do it.

For the Stop Hands, it's perfectly normal and natural to go outside and they don't consider asking first. But if they do, if they ask before they go out, they get less resistance and hassle. If they don't ask, they do get resistance and that can make them very angry. If you teach Stop Hands to ask first before they do (initiate), they will have the experience of less resistance. Because they will learn that if they ask they may go or, if at that precise moment they may not, there will be an answer that they may go in a few minutes.

If they learn to ask in their younger years, they will be used to informing when they are adults. This will make life much easier for them and therefore more peaceful. So being polite and asking questions before they start doing something and then also getting the confidence that it will be okay is very important for the Stop Hands to learn. This will help them tremendously when they are adults. If Stophands don't live as themselves then they develop anger or rage. 

REFLECTORS (MIRRORS)

And finally, the Reflectors (1%). This is the type that is the least common and it is also a type that really functions very differently than the other three types when it comes to the aura and the energy they feel. But I also translated this type into an image from the characteristics of the aura.

Mirrors are very sensitive to energy. They are mirrors for a reason and that means they reflect the energy of others around them. If other children are angry, they will feel that anger as if they were very angry themselves and they will show it. Or if other children are sad, they will feel very sad and may begin to cry without knowing why they are crying. In a large group of children, Mirrors feel all kinds of different emotions and feelings at the same time. Angry, sad, happy, nervous, hurt.... It could be anything in the energy of the other children at that moment. Just imagine how much is coming in to the Mirrors at the same time and what they all want to show....

Of course, this can be very exhausting and confusing. The Mirrors have a built-in system that allows them to get rid of everything that comes to them at the same time. Actually they feel a lot, but that feels normal to them and by being able to show what they feel they become beautiful mirrors.

What is important is that they are seen in their different moments when they express feelings and that they also have moments when they are in their own energy. So that they can rest from all those incoming feelings. Mirrors are there to show in a group of children and others how beautiful, how sad, how angry the other person is and that this is not bad. But that this is only there for a moment. Without a reason. Just because it is there.

Mirrors really need to take the time to choose where they sit in class and who they are with. Because Mirrors as a type are quite rare, parents usually have no idea how to raise these little gems, so getting through to parents and guiding or teaching them with this information is also important.

Mirrors must be taught and unlearned to slow down when making IMPORTANT choices, setting a clear and polite boundary. Where and Who, are both big choices for a Mirror. But THE MOST IMPORTANT thing to teach a Mirror are boundaries. Because this will benefit them a lot as they grow up.

If Mirrors are seen in this then they will marvel and be surprised at all the little gifts they receive from others. For they know what environment is good for others and for themselves. Are they not seen in these beautiful qualities then they feel disappointed.

WE COMPLEMENT EACH OTHER

In this way it becomes clear that all people, if they are themselves, can complement each other. And that therefore every human being has an own Self.

An own unique Self with an equally special and valuable contribution. This then looks like this in a visual way....

FOR PARENTS AND/OR SUPERVISORS AND TEACHERS