S.E.E.D.
Self-Esteem Enrichment & Development
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For more info about MYFEST25! Click here:
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On Monday Mar 17, 2025 We met with Oscar Humberto Subuyuj Gil, the Superintendent of Schools, the Superintendent of schools. He thanked us because two of the four schools S.E.E.D. is be taught at do not have a physical education program or teacher, making the S.E.E.D. Martial Art Instructors the Schools We will be there PE Teachers (Physical Education)! I informed him about MYFEST25! (Our International Tournament) coming to Santo Doming Xenacoj Oct 15-18, 2025 and that 250 students from the 4 public schools will compete Internationally in the MYFEST 25! Pan-Am Tournament United States, Mexico, Central America and South America. S.E.E.D. is currently being taught in four Public Schools for a total of over 1,200 students!
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What is S.E.E.D. (Self-Esteem Enrichment & Development) and how did it start?
Part 1: Losing Terrence: "S.E.E.D." is conceived in the 1980's
In the 1980s, I owned a karate school where I taught several low-income students. Many of them came from unstable homes, often affected by alcohol or drug addictions. Unfortunately, that instability would eventually show itself — families would struggle financially, and the students would have to leave class.
I saw incredible potential in many of them, but one student in particular completely broke my heart when he left. His name was Terrence, a young Black teenager from the "hood," and he was one of the most talented students I had ever taught — perhaps the most talented. Terrence was funny, polite, and well-loved by everyone. I truly loved that kid.
Terrence came from a broken home without a father figure. Each year, our school would take a camping trip, and one year, Keith and I brought the kids to Strawberry Park. Terrence was about 13 or 14 at the time. I remember being surprised when I saw him ironing his shirt and shorts to go to the swimming pool. I asked, genuinely confused, “Terrence, you’re ironing your short pants to go swimming?” He just grinned and said, “Sir, you gotta look good for the ladies — the pool is full of them!” Then he flashed that big, unforgettable smile. I laughed and thought, Only Terrence would think of something like that!
Sadly, time passed, and Terrence quit karate. Then he dropped out of school. Eventually, I heard he got involved with selling drugs in the neighborhood. I did everything I could to keep him in karate because I knew the Dojang — our school — was one of his lifelines, a chance to escape his circumstances.
After losing touch with him, I later heard that Terrence ended up in jail. It broke my heart then, and it still weighs on me today. That experience — and the loss of other promising students like Terrence — led me to create S.E.E.D., a program focused on fundraising to support underprivileged students, giving them the opportunities they might otherwise lose.
I saw incredible potential in many of them, but one student in particular completely broke my heart when he left. His name was Terrence, a young Black teenager from the "hood," and he was one of the most talented students I had ever taught — perhaps the most talented. Terrence was funny, polite, and well-loved by everyone. I truly loved that kid.
Terrence came from a broken home without a father figure. Each year, our school would take a camping trip, and one year, Keith and I brought the kids to Strawberry Park. Terrence was about 13 or 14 at the time. I remember being surprised when I saw him ironing his shirt and shorts to go to the swimming pool. I asked, genuinely confused, “Terrence, you’re ironing your short pants to go swimming?” He just grinned and said, “Sir, you gotta look good for the ladies — the pool is full of them!” Then he flashed that big, unforgettable smile. I laughed and thought, Only Terrence would think of something like that!
Sadly, time passed, and Terrence quit karate. Then he dropped out of school. Eventually, I heard he got involved with selling drugs in the neighborhood. I did everything I could to keep him in karate because I knew the Dojang — our school — was one of his lifelines, a chance to escape his circumstances.
After losing touch with him, I later heard that Terrence ended up in jail. It broke my heart then, and it still weighs on me today. That experience — and the loss of other promising students like Terrence — led me to create S.E.E.D., a program focused on fundraising to support underprivileged students, giving them the opportunities they might otherwise lose.
What is S.E.E.D. and how did it start?
Part 2: "Sell everything and move to Guatemala"
In 2010, I sold everything I owned and moved to Guatemala as a missionary. I settled in a very poor Indigenous Mayan pueblo, where I lived from 2010 to 2013. It’s often said that "attitudes are caught, not taught," and I found that to be especially true with my children.
The Lord blessed me with 15 children — 13 biological and 2 stepchildren. (One of my sons has since gone home to be with the Lord.) As we lived in Guatemala, I began to notice a shift in my children's outlook. The poverty mindset of the community started to influence them. Some of my children — who are all incredibly bright — began to say things like, “Maybe I won’t go to college...”
Now, while college isn’t the path for everyone, it was clearly the right path for many of them. Staying in that environment too long risked making that poverty mindset permanent and harmful. I realized something important: I was called to the mission field — not my children.
In 2013, we returned to the United States. However, I continued to travel back to Guatemala every two to three months to continue the ministry work.
Looking back now, twelve years later in 2025, I’m so grateful to say my children are doing fantastic! Two of my daughters have graduated from Divinity School. One daughter became a nurse. One son is now a certified paramedic. Two daughters graduated from UNC Chapel Hill, and another son is currently enrolled there. One daughter graduated from UNC Charlotte. Currently, one son and one daughter are enrolled at Fayetteville Technical Community College (FTCC), and my two youngest are still in high school.
Two of my sons graduated from high school and chose career paths that didn’t require college. One earned his real estate license but found his passion working on a dairy farm. Each of my children has pursued their own dream, and I couldn’t be prouder!
But I often reflect on how different things might have been if we had stayed in Guatemala. In the Indigenous communities, many youth quit school early to work, and after years of ministry, I realized that despite feeding programs, medical campaigns, house building, and hundreds of donated stoves — very little had truly changed.
They say the definition of insanity is doing the same thing over and over while expecting different results. If I wanted to see real, lasting change, I knew I needed to do something different. When I think of Terrence, one thing comes to mind was "What if I was able to hire him, first part-time, and then full-time once he finished High School. He quit school and started selling drugs because it was all he knew. It was his "only" option. S.E.E.D. grew from thinking "There must be a different way, a better way!"
The Lord blessed me with 15 children — 13 biological and 2 stepchildren. (One of my sons has since gone home to be with the Lord.) As we lived in Guatemala, I began to notice a shift in my children's outlook. The poverty mindset of the community started to influence them. Some of my children — who are all incredibly bright — began to say things like, “Maybe I won’t go to college...”
Now, while college isn’t the path for everyone, it was clearly the right path for many of them. Staying in that environment too long risked making that poverty mindset permanent and harmful. I realized something important: I was called to the mission field — not my children.
In 2013, we returned to the United States. However, I continued to travel back to Guatemala every two to three months to continue the ministry work.
Looking back now, twelve years later in 2025, I’m so grateful to say my children are doing fantastic! Two of my daughters have graduated from Divinity School. One daughter became a nurse. One son is now a certified paramedic. Two daughters graduated from UNC Chapel Hill, and another son is currently enrolled there. One daughter graduated from UNC Charlotte. Currently, one son and one daughter are enrolled at Fayetteville Technical Community College (FTCC), and my two youngest are still in high school.
Two of my sons graduated from high school and chose career paths that didn’t require college. One earned his real estate license but found his passion working on a dairy farm. Each of my children has pursued their own dream, and I couldn’t be prouder!
But I often reflect on how different things might have been if we had stayed in Guatemala. In the Indigenous communities, many youth quit school early to work, and after years of ministry, I realized that despite feeding programs, medical campaigns, house building, and hundreds of donated stoves — very little had truly changed.
They say the definition of insanity is doing the same thing over and over while expecting different results. If I wanted to see real, lasting change, I knew I needed to do something different. When I think of Terrence, one thing comes to mind was "What if I was able to hire him, first part-time, and then full-time once he finished High School. He quit school and started selling drugs because it was all he knew. It was his "only" option. S.E.E.D. grew from thinking "There must be a different way, a better way!"
What is S.E.E.D. and how did it start?
Part 3: "Bogotá, Columbia"
Zechariah 4:10 Do not despise these small beginnings,for the Lord rejoices
to see the work begin, to see the plumb line in Zerubbabel’s hand.”
I knew firsthand that karate had changed my life.
My friend, Dr. James Cook, earned his Doctorate in Organizational Leadership and wrote his thesis on "A Wrap Around Poverty Intervention Model: Leveraging Social Capital Reduces Poverty." In his work, he defined social capital as "the networks of relationships among people who live and work in a particular society, enabling that society to function effectively."
When I read his research, it hit me: my true social capital was karate.
At the time, I was an 8th Degree Grandmaster Black Belt. I ran a full-time Dojang (karate school) and led an association of 30 affiliated schools. I had over 50 years of experience, a network of contacts worldwide, and was even appointed as the Guatemala Representative for the World Escrima Kali Arnis Federation (WEKAF). In short, I had everything I needed to start a karate program — everything except one critical piece: karate teachers.
They say, "drastic times call for drastic measures," and that’s exactly what was needed. I remembered another saying: "Give a man a fish and you feed him for a day. Teach a man to fish, and you feed him for a lifetime." I didn’t just want to teach karate — I wanted to train young men and women to become karate teachers themselves, empowering them to open their own schools and change their communities.
There was just one problem: I was only in Guatemala for two weeks every couple of months.
So, I took a radical approach. Instead of training students to be students, I trained them to be teachers from the start. On July 31, 2023, we launched our first class with six students. I told them:
I made them an offer: "If you get your passports and train seriously, I’ll cover your airfare, hotels, and competition fees — and take you as a team to compete internationally."
Just 342 days later, 12 Guatemalan students traveled to Bogotá and brought home 20 medals.
History was made. Lives were changed forever.
If you’d like to read Dr. James Cook’s full dissertation, you can find it here: digitalshowcase.lynchburg.edu/cgi/viewcontent.cgi?article=1034&context=etd
My friend, Dr. James Cook, earned his Doctorate in Organizational Leadership and wrote his thesis on "A Wrap Around Poverty Intervention Model: Leveraging Social Capital Reduces Poverty." In his work, he defined social capital as "the networks of relationships among people who live and work in a particular society, enabling that society to function effectively."
When I read his research, it hit me: my true social capital was karate.
At the time, I was an 8th Degree Grandmaster Black Belt. I ran a full-time Dojang (karate school) and led an association of 30 affiliated schools. I had over 50 years of experience, a network of contacts worldwide, and was even appointed as the Guatemala Representative for the World Escrima Kali Arnis Federation (WEKAF). In short, I had everything I needed to start a karate program — everything except one critical piece: karate teachers.
They say, "drastic times call for drastic measures," and that’s exactly what was needed. I remembered another saying: "Give a man a fish and you feed him for a day. Teach a man to fish, and you feed him for a lifetime." I didn’t just want to teach karate — I wanted to train young men and women to become karate teachers themselves, empowering them to open their own schools and change their communities.
There was just one problem: I was only in Guatemala for two weeks every couple of months.
So, I took a radical approach. Instead of training students to be students, I trained them to be teachers from the start. On July 31, 2023, we launched our first class with six students. I told them:
- I would come to Guatemala every 6–8 weeks and train them intensely for two weeks at a time.
- Between my visits, they would train together two to three nights a week.
- I would provide videos for them to study and asked them to send me videos of their practice for review.
- If they were serious, they could promote and eventually earn their black belts.
I made them an offer: "If you get your passports and train seriously, I’ll cover your airfare, hotels, and competition fees — and take you as a team to compete internationally."
Just 342 days later, 12 Guatemalan students traveled to Bogotá and brought home 20 medals.
History was made. Lives were changed forever.
If you’d like to read Dr. James Cook’s full dissertation, you can find it here: digitalshowcase.lynchburg.edu/cgi/viewcontent.cgi?article=1034&context=etd
What is S.E.E.D. and how did it start?
Part 4: "S.E.E.D. is planted Mon March 17, 2025"
Photo below, Adan Aquino the Francisco Marroquín National Order Award. This honorary distinction of Guatemala awarded to each year to 10 Guatemalan educators who have distinguished themselves in the field of education and is granted on June 25 of each year, in celebration of Teacher's Day in Guatemala.
In March 2024, the idea of hiring some of my students to teach karate in public schools first began to take shape. I discussed the concept with my good friend, Adan Aquino — a respected local elementary school principal and recipient of the prestigious Francisco Marroquín National Order Award. Adan immediately embraced and supported the vision.
Over the course of the year, we worked together to plan the logistics. Then, on Monday, March 17, 2025, I took a major step of faith: we officially partnered with four schools, reaching over 1,200 students!
I personally visited each school to announce the launch of S.E.E.D. (Social, Educational, Economic Development). Below is a photo gallery capturing the excitement and energy of our inaugural classes!
Our goal is to culminate this incredible journey with an International Tournament called "MYFEST25!" scheduled for October 15–18, 2025, in Guatemala.
From Oscar Humberto Subuyuj Gil, Superintendent of Schools for the Coordinación Santo Domingo Xenacoj and San Bartolomé Milpas Altas:
"We recently had a conversation with the SGRO Karate Organization to join efforts in strengthening the sport and promoting moral and ethical values within the educational community. As part of this collaboration, we will have the support of three sports facilitators who will work across various educational centers in the district, contributing to the comprehensive development of boys and girls and promoting their advancement on the international stage."
Over the course of the year, we worked together to plan the logistics. Then, on Monday, March 17, 2025, I took a major step of faith: we officially partnered with four schools, reaching over 1,200 students!
I personally visited each school to announce the launch of S.E.E.D. (Social, Educational, Economic Development). Below is a photo gallery capturing the excitement and energy of our inaugural classes!
Our goal is to culminate this incredible journey with an International Tournament called "MYFEST25!" scheduled for October 15–18, 2025, in Guatemala.
From Oscar Humberto Subuyuj Gil, Superintendent of Schools for the Coordinación Santo Domingo Xenacoj and San Bartolomé Milpas Altas:
"We recently had a conversation with the SGRO Karate Organization to join efforts in strengthening the sport and promoting moral and ethical values within the educational community. As part of this collaboration, we will have the support of three sports facilitators who will work across various educational centers in the district, contributing to the comprehensive development of boys and girls and promoting their advancement on the international stage."
What is S.E.E.D. and how did it start?
Part 5: "VECA" Christian Academy"
Our plan is to hire students to teach martial arts — with one important condition: if they do not already have a high school diploma, they must work to earn one.
To support them, students have two enrollment options: they can join the local Saturday program for adults, or they can enroll in our VECA School (Vocational Entrepreneurial Christian Academy). VECA’s core curriculum is based on A.C.E. (Accelerated Christian Education) (www.aceschooloftomorrow.com).
The incredible advantage of an A.C.E. diploma is that it is a U.S.-accredited high school diploma, carrying greater value internationally than a Guatemalan diploma. A.C.E. graduates have been accepted into over 1,400 colleges and universities worldwide, including prestigious institutions like Harvard and Stanford. (For a full list of colleges accepting A.C.E. graduates, click here.)
This strategic advantage is critical for S.E.E.D. graduates. Many young people want to continue their education but are forced into the workforce early to help support their families. By hiring them to teach in the S.E.E.D. program while requiring them to finish high school, we create a sustainable pathway to success.
Students who complete their education through VECA — with a vocational or entrepreneurial focus — will not only become part of the 20% of Guatemalan students who earn a high school diploma but will also be uniquely positioned for future leadership.
In Guatemala, where only 20% of youth complete high school, earning a U.S.-based diploma can be truly life-changing. It unlocks opportunities for higher education, better careers, and international possibilities that would otherwise remain out of reach. Beyond academics, it fosters confidence, broadens perspectives, and helps break the cycle of poverty. A U.S. diploma offers Indigenous youth a powerful tool to uplift themselves, their families, and their communities toward a future filled with dignity, hope, and real possibility.
To support them, students have two enrollment options: they can join the local Saturday program for adults, or they can enroll in our VECA School (Vocational Entrepreneurial Christian Academy). VECA’s core curriculum is based on A.C.E. (Accelerated Christian Education) (www.aceschooloftomorrow.com).
The incredible advantage of an A.C.E. diploma is that it is a U.S.-accredited high school diploma, carrying greater value internationally than a Guatemalan diploma. A.C.E. graduates have been accepted into over 1,400 colleges and universities worldwide, including prestigious institutions like Harvard and Stanford. (For a full list of colleges accepting A.C.E. graduates, click here.)
This strategic advantage is critical for S.E.E.D. graduates. Many young people want to continue their education but are forced into the workforce early to help support their families. By hiring them to teach in the S.E.E.D. program while requiring them to finish high school, we create a sustainable pathway to success.
Students who complete their education through VECA — with a vocational or entrepreneurial focus — will not only become part of the 20% of Guatemalan students who earn a high school diploma but will also be uniquely positioned for future leadership.
In Guatemala, where only 20% of youth complete high school, earning a U.S.-based diploma can be truly life-changing. It unlocks opportunities for higher education, better careers, and international possibilities that would otherwise remain out of reach. Beyond academics, it fosters confidence, broadens perspectives, and helps break the cycle of poverty. A U.S. diploma offers Indigenous youth a powerful tool to uplift themselves, their families, and their communities toward a future filled with dignity, hope, and real possibility.
What is S.E.E.D. and how did it start?
Part 6: A "Catch 22" Situation. How S.E.E.D. breaks the Cycle of Generational Poverty:
"Education helps break the Cycle of Generational Poverty, but poverty prevents Education!"
A compelling example illustrating how one family member's educational advancement can uplift an entire family from generational poverty is found in the story of Mark Ryan, as reported by The Guardian in January 2025. Mark and his twin brother, raised in a single-parent household in Redcliffe, Australia, faced significant financial hardships. Their mother, Patricia, emphasized the importance of education despite their circumstances. With the support of The Smith Family's Learning for Life program, both brothers received scholarships that enabled them to pursue higher education. Mark went on to earn multiple degrees and now serves on the board of The Smith Family, highlighting the transformative impact that educational support can have on breaking the cycle of intergenerational poverty .The Guardian
This narrative underscores the broader principle that when even one family member escapes the grip of generational poverty—particularly through education—they often become a catalyst for elevating the entire family's socioeconomic status. Such individual successes can inspire and provide tangible support to other family members, fostering a culture of aspiration and achievement that transcends generations.
For a more in-depth understanding of strategies to combat intergenerational poverty, you might find the Annie E. Casey Foundation's report, "Toward Reduced Poverty Across Generations," insightful. It discusses programs like New York City's Family Rewards, which combine immediate financial assistance with conditions aimed at improving education and workforce skills, thereby addressing both short-term needs and long-term poverty reduction .The Annie E. Casey Foundation
This narrative underscores the broader principle that when even one family member escapes the grip of generational poverty—particularly through education—they often become a catalyst for elevating the entire family's socioeconomic status. Such individual successes can inspire and provide tangible support to other family members, fostering a culture of aspiration and achievement that transcends generations.
For a more in-depth understanding of strategies to combat intergenerational poverty, you might find the Annie E. Casey Foundation's report, "Toward Reduced Poverty Across Generations," insightful. It discusses programs like New York City's Family Rewards, which combine immediate financial assistance with conditions aimed at improving education and workforce skills, thereby addressing both short-term needs and long-term poverty reduction .The Annie E. Casey Foundation
