Human Rights for One Humanity…One Human Family
What is One Humanity?
What is a Planetary Conscious Culture?
What are Global Ethics for living as One Humanity?
What is Authentic Education for Ethical Development?

The 21st century holds the greatest possibilities for an integrated peaceful and prosperous global community. Connected by telecommunications and a growing spirituality, humankind has a chance to actualize an evolutionary state of being. At the same time, the future has never before been more challenged by worldwide terrorism, poverty, rapid climate change, inadequate education and health care and geopolitical unrest. The kind of world that the next generation will experience will depend upon the collective vision and intention of world leaders. As long as the global culture is grounded in fear, greed and scarcity, we will continue to use our human and financial resources for war and destruction. As we shift towards love, compassion in education, we will deploy resources for the common good, lifting up all people to a life of hope and security.

Today, science and spirituality are coming to the same conclusion that all people are intrinsically similar; the human genome project has proven that we are genetically 99.9 % alike with only 1 tenth of one percent that makes us different. Until we realize that ”I am you and you are me”, only then will right action and thought be supported by the universal laws of nature. Until we can concentrate on what makes us the same instead of what makes us different, only then can we deal with the challenges ahead. It is imperative that we spend our time and resources on young people, supporting leadership and educational experiences that promote respectful communities, common ethics, sustainable practices, peace, and economic opportunities.

One Humanity is a phrase we hear commonly now as we focus on our global awareness and interdependence. Yet to experience this beyond words is not so simple. How do we manifest this important acknowledgement.. This is the direction we are moving into if we are to succedd with life here on Planet Earth and not destoy all humankind through climate change, environmental degradation, poverty and most important national, international and internal wars.

Thus, if we are to change our behaviors to realize our samenesses and our connectivity, then our educational system must also alter. Our systems need to reflect this deepest understanding of what it means to be human and to live at a time when the essence of a global society is truly and interconnectedness of all intentions and deeds. The need for moral education and the rising potential of the empowered voice of individuals has been in a process of evolution. To take this deeper is to know that the next relevant educational model is to educate for tapping
into higher consciousness and translating the experience into societal actions for external global harmony. We must lead with our hearts, use our minds to further our understandings of how our universe works, and then to learn how to behave as one family of humankind. We have termed this need as Authentic Education.

As students move inward to discover their true Authentic Self they can become the motivators that build a better future. The model of Reflect–Connect –Act is a training process that empowers and enriches students for realizing their inner potential as well as building educational institutions that better serve future generations. Downloading information and structured learning is no longer that relevant in this technological era. It is time to use the information era as a means for individuals to foster their personal growth and encourage the understanding that we live mentally, physically and emotionally connected, building a global arena that considers all people. It is imperative that we spend our time and resources on young people, supporting leadership and educational experiences that promote respectful communities, common ethics, sustainable practices, peace, and economic opportunities.

Education is the means for building a culture and giving opportunities for a new and better life for those who are to be our future generations. We have already learned that progress is not only what we invent and all the material successes we have, but also a state of Being that allows each and every one of us to feel safe, secure and happy within the constructs of living within a family, community, nation and the global society.

So how do we educate for this understanding of moving from the personal to the more spacious understanding of the whole? How do we as educators model what we ourselves are not capable of to date? Do we realize that each generation is more fully conscious and thus more capable to move into an abstract understanding of living from hunter-gatherer to transcendent being? It is our obligation to give the next generation an opportunity to evolve to the next level of consciousness. Each successive generation carries a greater potential to learn to live as a family of humankind. Many children carry the genetics for unravelling this mystery. As adults we must create safe spaces for this exploration and understanding and foster growth of the potential for universal harmony while living one’s full potential.

From a hunter-gatherer’s role to agriculture to the industrial era to technological knowhow, children are being born into a phase where there is the possibility to tap into the global brain and become part of the totality of life. The platform of new thinking today is that consciousness is always available and changing. In the newer understanding of science we learn an individual’s genetic endowment is always in a state of flux. Thus we learn that children can be influenced to alter their perceptions and their genetics as well as reveal new configurations of thinking using bilateral brain functioning. Children can be welcomed into our world as the hope of the future and the possibility of creating a sense of world unity through personal daily functions.

Inner peace to outer peace is the correct relationship to the self and other. Peace is a rare state of non-violence and the mantra is total harmlessness. This is a truism reflected through thought, word and deed. Violence is a projection that resides in the mind, resulting from our many needs for self-protection. In this pursuit of peace we recognize a state of mindful nonviolence. Violence, living in the mind, is every mental separation and slicing of life into segments for our own personal ego gratification. It is the heart that knows no boundaries nor ego gratification and thus knows no violence and remains open to love. An open heart gives opportunity for harmony to exist.

Our goal is to experience unitive synergy: uniting as one and furthering the understanding of the collaborative group. Oneness of the authentic self within the self, co-aligned with oneness within all other selves. The heart is where this potential resides. PEACE is possible.

We know we are interdependent and interconnected but are looking for ways to know how to live this and what does this mean in our daily lives. We seek to lead with our hearts…and live love.

Children of the Earth is founded for this purpose of spreading peace. We serve young people to become spiritually conscious leaders, through personal educational processes for the purpose of social transformation and for the advancement of a peaceful and sustainable earth. We are determined to create an arena that serves to attract those who are inspired to serve the world through the discovery of their inner authentic soul self ‘s passion for living a life of meaning. They respond in actualizing their personal intention, becoming inspired to altruism, and weaving a web bridging all personal, cultural, national and religious divides. Children of the Earth’s goal is to contribute to the facilitation of a conscious movement towards inner peace, unitive thinking and evolving positive social change. We offer workshops based on our training model: Reflect-Connect–Act building this synergistic momentum. We are building an “inner revolution for our social evolution”.

As educators, we need to invite children and youth to envision a world they want. They must engage in a process of how to fully realize their inner potential and share this with the world. Furthermore they need to explore and imagine how we could co-exist as one humanity truly recognizing that humanity is interconnected and interdependent. If we are to educate our children for these deeper understandings of life, then we must prepare them for the understanding that all consciousness is always evolving and is more and more accessible.

We are also learning that one’s genetic makeup can be always changing, depending on one’s intent. We can increase our positive intention and change our genetic makeup. This improves our future with better mapping of possibilities. Education can serve by building genetically new pathways.

The process of educating to seek inner truths – who each student is individually and how one is connected as one humanity – is a process of self-reflection and inner valuing of an Authentic Self. This essence, an Authentic Self, that which each and every one of us contains, has a personal expression and something of value to offer the world. This spark is where interconnectedness and interdependence unite with the source of all. Within this spark is a sense of selfness that can only be described by the individual and known through self-exploration. This essence has no personal negative nor positive self-esteem but rather is fully evolved and has purpose. It is through the recognition of that life purpose that the student can fully reach his or her potential and be fully empowered to make a difference in the world. As one recognizes this true self, one begins to explore the relationship of self to others and the realization that each and every life has meaning and relevance and can impact the whole.

Thus schooling is no longer is seen as just a place of preparation for a professional future but schooling is also considered for the personal realization for the individual to become fully actualized and pursue a life of caring for all of life from one’s self to the greater whole.

Our world is changing and we see our global family as one. Looking at the world landscape it is obvious that we are amidst a grand revolution that is pushing us into a sea of new understanding. It is with this support of the inner self, leading to inner peace for self-actualization, that greater peace can be fostered for all.

Altering our educational philosophy for “Authentic Learning” becomes the source of teaching rather than the present day practice of schooling for information. Information can be acquired easily through many means. If educators would begin to realize that we are the fore-runners of building culture, then we would take this responsibility a little more to heart and work from the understanding of supporting the young person in his/her personal journey to becoming an authentic learner and a caring person.

A culture of peace has been defined as a particular set of “…values, attitudes, traditions and modes of behavior and ways of life…” (General Assembly resolution A/RES/53/243).

The question then is – how are the principles and concept of a true essence of the individual becoming translated into the subject areas needed in schools? How do we as educators prepare our young people to use these principles:
“respect for all life, reject violence, share with others, listen to understand, preserve the planet,
and rediscover solidarity”
as the overarching theme. We can begin to design curriculum for academic growth but within its content include principles for conscious life skills. These life skills are focused on participating in a global society as a positive member of our world community. We can educate and redesign our strategies for learning based on the study of the self from the life of the atom to progress in the outer world. This means studying from the inner Authentic Self to our place in the human family, our place in our community, our place in time, our place in the world and our place in our planetary universe. This curriculum includes all the expected academic basics but more importantly emphasizes the miracle of life, the importance of interdependence, and the recognition that consciousness exists and is what holds us together through what we call the web of life.

This is the potential of educational reform or the reformation of the “I” into the understanding of wholeness of the human family. It is through education that a future generation can bring forth a culture that recognizes our present ills and becomes fully self-realized as interconnected and interdependent, thus clearing the mind for inner and outer peace for one and for all.

As an educator, I define several modes or models for thinking about this potential. These modes or models are terms used to help categorize activities for use within the classroom setting and are included in the model for Authentic Learning. An important conceptual model is “inquiry learning” and/or “reflective learning” that emphasizes the truth and acceptance that we each have an inherent wisdom. This wisdom needs to be explored and supported. Teaching needs to focus on asking the right questions and offering the resources. Thus the teacher becomes a facilitator rather than the instructor. As a result, the reflective process for “altruistic learning” occurs, implying the necessity to serve another’s needs as equivalent to serving one’s own needs. Another aspect of Authentic Learning is “experiential learning” that allows the learner to experience learning on a deeper more intense manner, using experiences as a source for reflection and acquiring information. Examining the world and reaching personal and social conclusions leads to the needs for each individual to know and understand their relationship within the whole. Included in this thinking mode is ”systems learning” so that we educate for the understanding that all parts belong to a whole. Holistic thinking is a process that allows us to incorporate the self while learning that the whole is greater than all of its parts within a system. Another model for thinking and including in building true authentic learning style is “transpersonal learning”. This includes personal and interpersonal relationships as a means for learning abut the self in relationship to others for the building of a future culture. All these models working together educate the individual learner to invent ideas while serving the greater good.

Education for living consciously using life’s principles of justice, equity and goodness fosters a set of universal ethics. Ethics provide a standard for all humanity live successfully as one human family. Education offers this bridge from personal ethics to collective freedom. This freedom is expressed as harmony within the self
and with others or known as where the heart and the mind unite bringing peace and deep understanding.

In the year 2000 it was declared the Decade of Peace and Nonviolence for Children of the World. This was an official request from the United Nations and UNESCO and supported by the many peace organizations. It offered educators the means for building a Culture of Peace.

Within this document the values expressed are:

Respect All Life
Reject Violence
Listen to Understand
Share with Others
Perserve the Planet
Rediscover Solidarity

Education for peace is a fairly new phenomenon. Peace encompasses the learning of nonviolent communication, tolerance, acceptance of diversity and love as the basic law of life. It is possible for education for peace to begin to initiate curriculum that reflects on the deeper meanings of life and fosters children to explore their individual entitled birth potential. Recognizing that information is acquired and only exists as relevant if the individual is able to integrate this into knowledge. Learning becomes predicated on self knowing. Presently character education, moral education, and self esteem development are considered aspects of aiding in the child’s reaching this personal inner potential and becoming a valued citizen for peaceful coexistence.

It is my premise that within each of us is coded a very personal life intent and that when that intent is activated all externals become appliable for meeting the truer intrinsic loftier needs. When a young child can say I am this and I am that and I know then this child can begin to express an ethical meaningful life. A deep sense of self is the road to peace.

Life ethics—-to love one another as the self, to share and to care, to recognize the interconnectedness, to live honorably, to be responsible and responsive all become a natural pursuit of a meaningful self fulfilling life. A child who is open to this is a child who is ready to find the inner resources that commands a way of being that stands out within the masses. This is a child who has learned of the self in relationship to the greater Self and is willing to walk a path of peace.

Peace can be taught as a conceptual construct. Peace can be emphasized as a management tool. Peace once examined not only as a word but rather a state of Being that offers children a sense of being special. For this to occur one must establish a rapport with children that focuses on the inner life.

To do this in a mainstream classroom it is necessary to develop a classroom with guidelines that stresses that living ethics offers a meaningful life. If one is to draw a lifeline one would realize at the end of a life the importance of existence is having felt that one has served for a greater good beyond one’s own needs. Children can project themselves into this future and think backward to begin to understand the importance of living a life of virtue and in service to the others. Nothing is more fulfilling than to know one’s life has purpose.

There are several techniques emerging that further the understanding of living in right relationship to self and the world. A classroom is the microcosm of the macrocosm and what we achieve there is what we may achieve in the world. As community communing together there is a process which asks for Sociocratic Decision making allowing for lateral empowerment and decisions made by consent. Consent means to be able to consent within the limits of agreement. This permits each child to be able to contribute to each decision and be empowered to know their own mind as well as feel the importance of being a contributory member of society. For the interpersonal exchanges amongst the children there is a model called Nonviolent Communication that stresses that each person’s request is a personal need rather to be a judgment of the other. In the class a child is encourage to self express learning that the feelings and thoughts arise from within and are only stimulated by the others. Most important is an evolving conceptual framework that deals with conflict. Until now the method has been to use conflict resolution which implies resolving and releasing by compromise. Conflict Transformation on the other hand recognizes that any conflict can be transformed to its Highest potential and bring dignity and great spiritual answers for all concerned. Peace then becomes a continuously evolving and developing quality of relationship.

To enter the world with right intention and walk the Middle Path a child must have touched deep into the personal core of Being. Teachers are models who exhibit the seeking for becoming more enlightened. Right speech and harmlessness by a teacher offer possibilities for open dialogue about self. A child is offered this learning and teaching model often already knows that inner self. This process must not need be through meditation though considered a faster process but also can be achieved through the written word, drawings, and examples of great heroes who have chosen to be self-reflective and walk a path of personal conviction. Teachers are the inspiration and model the values they espouse. Inspiring young people who most often feel disenfranchised from society and lost in the sea of troubles when presented with an educational platform that encourages self realization and an attitude of listening to an inner voice most often can become the peacemakers of the future giving voice to an inner calling.

It behooves us to recognize children are the future and the skyline of this future depends on the values we model. Values and ethics are not to be imposed but rather inspired and defined. One voice, one heart and one humanity.