Recognition or Perception of the Oneness of Humanity is the Principle underlying World Citizenship

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Recognition or Perception of the Oneness of
Humanity is the Principle underlying World
Citizenship

• the concept of world citizenship should be
  taught in every school and that the oneness of
  humanity the principle underlying world
  citizenship be constantly asserted in every
  nation
• (Taken from a paper on World Citizenship
• A Global Ethic for Sustainable Development
• presented at the 1st session of the United
  Nations Commission on Sustainable Development).

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World Citizenship

•    "... a reorientation of education so as to
  give young people everywhere a sense of the
  shared interests and basic oneness of mankind
• and to prepare them for effective participation
  as members of a world community is, I believe, a
  clear necessity for human survival in the twenty
  first century.
• Edwin O. Reischauer, Harvard Professor and
• former U.S. Ambassador to Japan
• in his book (1973) Toward the 21st Century
• Education for a Changing World

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Without the recognition of the Oneness of
humanity, human beings de-humanize the Other

• On October 30, 2003 the U.S. Senate Committee on
  Appropriations released a report to the press,
  citing research done by the American Jewish
  Committee.  The report cites such examples as an
  eighth-grade textbook, published by the Saudi
  Ministry of Education, that labels Christians and
  Jews as non-human "apes" and "pigs"

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Stages of Demonizing the "Other"

• Self-preservation as form of violence.
• Insular identity segregation (human).
• Perception of scarcity competition.
• You label the other as the enemy (threatens
  self-preservation).
• You label the other as non-human.
• You deny the other membership in the human
  race. Then you can do anything.
• You conceptualize the Other as evil
  (demonized). He MUST be destroyed.

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De-humanizing the OtherIts in the News

• On Sunday, April 25th, 2004, Tim Russert on NBC's
  Meet the Press asked Prince Bandar about these
  Saudi textbooks dehumanizing and demonizing
  "other" religious groups. 

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De-humanizing the OtherIts in the News

• And on April 15th, 2004, Fox News reporter Steve
  Harrington decried that the same problem exists
  in the 70,000 madras schools of Pakistan,
  reaching over 1.5 million students between the
  ages of 6 and 24

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De-humanizing the "Other in Rwanda

• I first realized that this was what was
  happening when I served as head of our
  organization in Rwanda as the genocide unfolded.
  When I learned that a hospital, under control of
  the Hutus, sheltered several hundred children, I
  went to the Hum leader in charge and asked to
  take the children -- to transfer them to a safer
  place. The Hutu leader said, no.  I then asked,
  Do you have children of your own? Why yes,
  the leader replied, proudly pulling out photos. 
  Then I said, But these children in the orphanage
  are children, too. The Hutu leader replied,
• No, they are cockroaches.  
• Dr. James Orbinski, a French-Canadian physician
  -- President of Médecins Sans Frontières
  (Doctors Without Borders), tells how membership
  in the human race was taken from an entire people
  in Rwanda. 

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De-humanizing the Other in Rwanda

• The next day, half of the Tutsi children had been
  murdered.  Within 100 days, 800,000 people
  mostly Tutsis lost their lives because they had
  lost their membership in the human race.  The
  world stood by indifferently and let it happen,
  because no one else had sufficiently identified
  with their plight no other culture or
  civilization sufficiently shared their identity
  as fellow humans. The same has happened in
  Sudan, Uganda, and the Congo.
• (According to Steven Lewis, UN envoy for AIDS, a
  similar indifference and racism exits towards
  African countries with respect to AIDS.)

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Ghosts of Rwanda
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De-humanizing the Other in Balkans

• During the last Balkan war, a reporter having
  dinner with a family in Kosovo witnessed a six
  year-old child coming up from the basement where
  he had been playing and the parents inquired what
  he had been doing.  Killing rats, he said,
  referring to the Serbians.
• In Bosnia, Muslims were referred to as sub-human
  by the Serbs.  In 1993 Croat nationalists began
  their own ethnic cleansing campaign in an
  effort to carve an all-Croat homeland out of
  Herzegovina.   

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Bosnia-Herzegovina

• In 1984 the world watched with wonder and
  delight, the Winter Olympics held in picturesque
  Sarajevo, the capital of Bosnia. What a
  beautiful and civilized place, one would think,
  right in the
• heart and center of Europe!
• Just eight years later, the world watched in
  horror at the human tragedy unfolding in that
  same area of the world.

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Bosnia-Herzegovina

• Thousands and thousands of civilians were
  assaulted, tortured, raped, displaced or killed
  in the ultimate barbaric siege known as ethnic
  cleansing 
• the euphemism for nationalistic,
• ethno-centristic and
• murderous insanity.

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Bosnia-Herzegovina

• Three warring interfaith populations
• Bosnian (Muslim)
• Croatian (Catholic)
• Serbian (Eastern Orthodox Christian) 

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Bosnia-Herzegovina

• The siege of Sarajevo continued
• until late 1995 when the
• Dayton Peace Accords were signed. 
• This was the beginning of the end of the conflict
  that had, in the words of one writer, displaced
  hundreds of thousands of people, left thousands
  dead, mutilated, tortured, and without hope.

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Are we headed towards a Balkanized society in
the U.S.?

•   There is no greater challenge facing our
  nation than race If we continue to ignore
  growing inequalities and divisions, we will
  become a thoroughly balkanized society dominated
  by a declining white minority.  History and
  headlines worldwide provide ample evidence of the
  grievous consequences along that path.
• -- Harvard Civil Rights Project

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We have only ½ a Generation in time

•   United States is in the throes of the largest
  migration in American history while we are
  simultaneously witnessing increasing segregation
  at an alarming rate. And while only a half
  century ago the country was nearly 90 white,
  within the next fifty years there will be no
  racial majority, and non-Europeans will actually
  outnumber whites in the general population -- a
  demographic shift already appearing in an
  accelerating number of institutions and
  communities.
• -- Harvard Civil Rights Project

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Our choice Segregation or Unity

• Many fear that increasing diversity in the U.S.
  will lead inevitably to ethnic segregation and a
  thoroughly balkanized society (Harvard Civil
  Rights Project)
• with disparate groups violently oriented
  towards one another.
• If justice and unity within this diversity can be
  achieved, America as the most culturally
  diverse country in the world could lead the
  world towards UNITY, harmony and purposeful
  co-existence.

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Our choice Segregation or Unity

• In one sense it could be said of America that its
  dream of equality, union and democracy is about
  to be truly tested whether it is merely a
  mythological ideology or whether it can become
  real. At the same time this quickly developing
  shift towards a more equal diversity represents a
  microcosm of the world.

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Our choice Segregation or Unity

• The irony, perhaps, is that the United States is
  being forced to implement its espoused
  theoretical ideal or perish. At the same time,
  the world must awaken to the realization that
  what is happening with diversity in America if
  it truly is the microcosm is everyones
  challenge ultimately.

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World Citizenship and Race UnityTwo sides of
the same coin. (Reischauer 1973)

• ". . .most people are probably not conscious that
  our traditional education is overwhelmingly about
  our own particular group, and thus tends to build
  a strong sense of identity with it, to the
  exclusion of the other members of the human race
  who do not qualify for membership.
• Edwin O. Reischauer (1973)
• Toward the 21st Century
• Education for a Changing World

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• They
• are not
• us

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But what if the world was only us ?? One
Human Family!
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World Citizenship

•      

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Consciousness leads to Unity

•     ". . . the consciousness of world citizenship
  will be born, a consciousness that can alone
  provide an adequate basis for the organization of
  world unity,
• on which a lasting world peace must
  necessarily depend,
• the peace itself inaugurating in turn that
  world civilization
• which will mark the coming of age of the
  entire human race."  Shoghi Effendi, Messages
  to America, 1934

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Even the most subtle pathologies such as
indifference and apathy destroy human
relationships.

•      

Therefore, EDUCATION is of the greatest
importance.
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Every child is potentially the light of the
world and at the same time its darkness

•      

Therefore, EDUCATION is of the greatest
importance.
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World Citizenship

• Inherently a child may have tendencies for both
  good and bad behaviors, but education makes the
  greatest difference because a child can learn the
  values, ethics, attitudes and civilized behavior.

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How do we bring aboutgreater unity? How do we
create a sense of world citizenship?
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Lesser loyalties are not destroyed by a wider
loyalty
World Citizenship calls for loyalty to the human
family
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World Citizenship is the natural evolution of
global society

• Does not the child disappear
• in the youth?
• and the youth in the man?
• yet neither child nor youth perishes?

Isnt this also the normal development of
societies? Cities become part of states, and
states nations, and nations the world.
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The modern world makes world unity possible

• Time and space are not nearly as much against
  the organic unity of the world now as they were
  against the organic unity of the United States a
  hundred years ago.
• Bridgman (1905)     

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Easier to unite the world of today than the
original colonies of America

• Even though the American states had similar
  traditions and culture, the task of welding them
  into a single federation was infinitely more
  complex than that which confronts our divided
  world in its efforts to achieve the unification
  of all humanity. Why? The facilities of modern
  progress transportation, telecommunication,
  television, satellites, word-processing,
  computerized data-analysis, Internet, AND global
  interdependence (economic, environment, etc.)

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Even the negative threats drive us towards unity

• The choice before the entire world at the present
  time is to avert or mitigate the disaster being
  called the "clash of cultures" or the "clash of
  civilizations" that could bring all nations to
  simultaneous ruin.  For example, an ecological or
  economic disaster or bio-terrorism could
  simultaneously threaten everyone on the planet.

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As the world gets smaller we must be reconciled

• in the end we must reconcile ourselves to
  existence side by side...
• Kant (In 1795)

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World Citizenship as consciousness

• The different peoples of the world are just
  beginning to find each other. Whatever is best
  in any part is now being brought out into the
  light for the good of the whole. Whatever
  national geniuses have discovered is now being
  made the common possession of all nations....
  Multiply present conditions a hundred fold and
  then compute, if possible, what the world mind
  will be when it has come to its own inheritance
  -- Bridgman (1905)

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World Citizenship as consciousness

• The supreme aim of education is to develop men
  and women who can carry on effectively and nobly
  the work of the world.
• ... The phenomenal growth of a world
  consciousness is the distinctive feature of the
  twentieth century and contributing to this
  development is the whole category of human
  activity. In the advancement of industry,
  education, religion, science, literature, art,
  philanthropy and government, the inhabitants of
  the world, regardless of national boundaries,
  have intermingled their interests in the pursuit
  of great achievements.
• F.F. Andrews (1908)

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World Citizenship as consciousness

• In 1908, F.F. Andrews continued.
• The teacher of the twentieth century is an
  international figure, and he can never perform
  his highest function until he is imbued with this
  international consciousness. He should stand
  shoulder to shoulder with his fellow teachers in
  the world for the achievement of a higher
  civilization. One generation of teaching the
  principles of justice, peace and international
  unity would revolutionize the world these
  sentiments can be taught in literature,
  geography, history, and, in fact, in every
  exercise connected with the school... To what
  nobler work can the teacher consecrate himself
  than to build up a new people whose country is
  the world, whose countrymen are all mankind!

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World Citizenship

• Listen again to those key words and concepts
  ringing through her vision
• international consciousness, she said.
  Teaching peace and unity, she said, could
  revolutionize the world
• within one generation.  

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How do we get world citizenship in one
generation?

• The Civil Rights project at Harvard states that
  we have only half a generation before the United
  States will have a thoroughly Balkanized society
  if the present trends towards segregation and
  inequity continue.

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Diversity united or diversity segregated?
How will we choose?

• Without unity in diversity as the watchword in
  our society (and schools), could we not be facing
  the prospect of increased tensions, conflict and
  violence among our (U.S.) ethnically segregated
  populations?

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The role of a scholar is to bring a heart to
heaven and earth, to bring livelihood to the
general population, to continue the lost
teachings of past sages, and to bring about peace
to ten thousand generations. ?????,?????,??????
,?????? Sung dynasty scholar
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What is the present state of civilization in
relationship to moral competence?
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Science without moral competence can become
destructive
Science without the moral force of spiritual
values can lose its ethical compass. It
can become the means of human perversity and
destruction.
Hiroshima 92,000 died
Nagasaki 50,000 died
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Moral development Virtues
Moral development results from learning the
social rules and principles at the same time we
transform ourselves into more loving human beings
. . . human beings who can sustain authentic
relationships. The basic measure of morality is
simple Either a person has acquired the capacity
for self-sacrifice and love, which he
demonstrates through active, humble, reliable
service towards others (with kindness,
compassion, courtesy, etc.), or he has not, in
which case his behavior will reflect various
pathologies that destroy human relationships
such as greed, untrustworthiness, jealousy,
self-centeredness, coldness, indifference, anger,
or cruelty.
(Partly derived from W. Hatcher Love, Power,
and Justice)
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Normally internalize the values into what we
think we know as right
Principles and rules of society
Norms become values
Think Know Feel
Know
Emotion /-
Dichotomy
Volition, Will, Intention
Decide, Commit, Plan
Emotional Attachment to untruths
Subconscious resonance with role models
Active will
Prejudice
Passive reaction
Unconscious socialization process
Action becomes a conscious choice
Empathy,
comes into awareness
Personality
Behavior
Education creates the possibility of
transformationexpressed in less-selfish behavior
(integrity over dichotomy)
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Moral development Virtues
Behavior and actions reflect what we are, and
the degree of our moral development. All these
proper behaviors and attitudes can be learned.
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Every child is potentially the light of the
world and at the same time its darkness

•      

Therefore, EDUCATION is of the greatest
importance.
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What is the relationship between MORALITY and
Citizenship?

• Moral values determine quality of relationship to
  others (family, friends).
• Citizenship is an extension of moral values to
  the whole society. It defines the quality of the
  the individuals relationship to society.

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Developing shared valuesgenerates consensus of
morality.
Citizenship is a formal, public identity that
relies on a set of formal structures and
institutions for its maintenance and realization.
To be a citizen is to accept a particular regime
or set of universal rights and duties,to honor
these, and to support or participate in the
institutions that uphold them.
Traditionally there are 3 Institutions (formal
structures) Religious institutions The state or
government The market place (commerce/trade)
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Developing shared valuesgenerates consensus of
morality.
Citizenship is a formal, public identity that
relies on a set of formal structures and
institutions for its maintenance and realization.
To be a citizen is to accept a particular regime
or set of universal rights and duties,to honor
these, and to support or participate in the
institutions that uphold them.
Todays GLOBAL market the SCIENTIFIC community
represent new sets of formal structures, bound to
define new levels of universal human rights
and duties
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Global citizenship is Compromised by the Lack of
any Institutional Authority
The feasibility of citizenship becoming more
global and inclusive is clearly complicated along
a number of dimensions. The most obvious
challenges arise from the displacement of the
nation-state by globalization and
multi-nationals, the major institutional
architecture within which citizenship has been
realized. Amina Mama, Citizenship and Culture
society for International Development Lecture,
The Royal Tropical Institute of Social Studies
(June, 2004)
52

Principles and rules of society
Norms become values
Think Know Feel
Know
The institutional foundation for norms at the
global level is missing.
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Global citizenship is Compromised by the Lack of
any Institutional Authority
In the context of the global market, who sets the
criterion for the rights and duties of citizens?
Even if we could find universal agreement, what
institutional architecture would ensure the
uphold of an agreed-upon regime of citizens
rights duties within globalization? Does a
system of international laws with the capacity to
govern multinational enterprise imply the
subordination of national sovereignty to a united
system of federated nation-states?
54
What is World Citizenship?What does it mean to
love the whole world?What do these have to do
with recognition of oneness?
55

• The consciousness of World Citizenship, upon
  which international moral action is based, is
  dependent on a more mature and accurate
  perception of the world and ones place within it
  
• a worldview that promotes unity and harmony
  among all peoples
• essentially derived from the recognition of the
  fundamental oneness of humanity.Greg
  Kagira-Watson (2003)

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The consciousness of World Citizenship, upon
which international moral action is based, is
dependent on a more mature and accurate
perception of the world and ones place within
it a worldview that promotes unity and harmony
among all peoples essentially derived from the
recognition of the fundamental oneness of
humanity.Greg Kagira-Watson (2003)
57
Inter-faith unity a global challenge
The unity of nations will never succeed without
a reconciliation among the worlds great
religions. This is the next global
challenge. Man-made ideologies have perverted the
teachings of religion and divided humanity.
Until humanity sees the essential unity of
religion there will be no peace in the world.
Dr. Robert Muller (1999) former Undersecretary
General of the United Nations, Chancellor of the
United Nations University for Peace.
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Ting (caldron) / Holding
Here we see civilization as it reaches its
culmination in religion. The ting serves in
offering sacrifice to God

• ???,??? ????,???? ???????,?????? ??
  ??????,?????,??????,???????????,?????????
• The highest earthly values must be sacrificed to
  the divine.
• But the truly divine does not manifest itself
  apart from man.
• The supreme revelation of God appears in
  prophets. . .
• To venerate them is true veneration of God.
• Taken from the Chinese Book of Changes (
  I-Ching ).

??
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The supreme revelation of God appears in
prophets... I-Ching
The Creative Principle
?
?
Prophet reflects Heavenly qualities
The Prophets are the Mediators between The
Creator and Mankind
The World of Humanity ?
To venerate Prophets is true veneration of
God. ( I-Ching The Ting  ?)
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Ancient Wisdom of the Tao Te Ching
There is a thing, formless yet complete.Before
heaven and earth it existed.Without sound,
without substance, it stands alone and
unchanging.It is all-pervading and unfailing.
One may think of it as the mother of all beneath
Heaven.We do not know its name, but we call it
Tao.
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Lao Tzu depicted with halo
Circa 530 B.C.
Lao Tzu is like a flying Dragon,
un-trappable.-Confucius
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Lao Tzu has Yin Xi appear to the Barbarian as the
Buddha.
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To what nobler work can the teacher consecrate himself than to build up a new people whose country is the world, whose countrymen are all mankind! (F.F. Andrews 1908)
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. . .the biggest educational task of all

• . . .the world community we must develop will
  never come into being or operate successfully
  unless
• the bulk of the people feel themselves to be
  members of a world community
• that is, unless they develop a sense of world
  citizenship.
• This is clearly the biggest educational task of
  all,
•   for millenniums of history have conditioned men
  to think in terms of smaller and more exclusive
  units,
•    while suspicion and hostility toward other
  groups lie deep in their patterns of
  thought.

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. . .the biggest educational task of all

• . . .the world community we must develop will
  never come into being or operate successfully
  unless
• the bulk of the people feel themselves to be
  members of a world community
• that is, unless they develop a sense of world
  citizenship.
• This is clearly the biggest educational task of
  all..
•   for millenniums of history have conditioned men
  to think in terms of smaller and more exclusive
  units,
•    while suspicion and hostility toward other
  groups lie deep in their patterns of
  thought.

ltgtltgtltgtltgtltgt Edwin O. Reischauer, Harvard
Professor and former U.S. Ambassador to
Japan in his book (1973) Toward the 21st
Century Education for a Changing World
70
World Citizenship

•    "... a reorientation of education so as to
  give young people everywhere a sense of the
  shared interests and basic oneness of mankind
• and to prepare them for effective participation
  as members of a world community is, I believe, a
  clear necessity for human survival in the twenty
  first century.
• Edwin O. Reischauer, Harvard Professor and
• former U.S. Ambassador to Japan
• in his book (1973) Toward the 21st Century
• Education for a Changing World

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Survival depends on Education moving more
rapidly and in the right direction.

• ...Before long, humanity will face many grave
  difficulties that can only be solved on a global
  scale.
•   For this there must be a much higher degree of
  understanding and a far greater capacity for
  cooperation between disparate peoples and nations
  than exist now. 
• Education, however, as it is presently conducted
  in this countryand in every country in the
  world. . .
• is not moving rapidly enough in the right
  direction to produce the knowledge about the
  outside world and the attitudes toward other
  peoples
• that may be essential for human survival within a
  generation or two. Edwin O. Reischauer (1973)

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Recognition of oneness of humanity

• The Purpose of the
• Perception of Oneness
• is
• JUSTICE
• State of Consciousness
• That no one should exalt himself above another
  person.
• Fairness, equality, justice.

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Crisis of Segregation in U.S.America at the
Crossroads
As the most highly diverse nation in the world,
is faced with two paths over the next 40 years
If we break the illusion of misperception
If inequities dont change
( Harvard Civil Rights Project 2003 report )

• Society could become thoroughly
• Balkanized or ghettoized (segregated)

Society could demonstrate that unity in
diversity is truly possible.
More possibilities of conflict and violence, or
helping lead the world to Peace.