The primary point of this thread is to post opinion pieces on United Nations texts, resolutions and guiding philosophy, which is the implementation of the tablets Abdu'l-Baha sent to the leaders of the Western nations, and his subsequent world tour of 1912-1914 directly proceeding WWI. The conclusion of that war led to the fall of the Ottoman Empire which was hostile to Abdu'l-Baha, and the creation of The League of Nations, which via WWII, morphed into the United Nations we know today. And we find the Baha'i religion is most represented, and who's principles are being implemented via Agenda 21's Sustainable Development Goals.
Global Citizenship according to Baha'i - we see the implementation of the education part in the thread A hoax to commodify children into digital citizens.
UN World Citizenship - A Global Ethics for Sustainable Development
NEW YORK—14 June 1993
In the spirit of Agenda 21, as a "dynamic program" designed to "evolve over time in light of ever-changing needs and circumstances"(1) the Bahá'í International Community offers the following proposal: The education and awareness campaigns recommended in the Agenda 21 should cultivate the concept of WORLD CITIZENSHIP in order to inspire the people of the world to promote sustainable development.
The Vision of World Citizenship
The greatest challenge facing the world community in mobilizing to implement Agenda 21 is to release the enormous financial, technical, human and moral resources necessary for sustainable development. Such resources will only be released as the peoples of the world develop a deep sense of responsibility for the fate of the planet and for the well-being of the entire human family.
This sense of responsibility can only emerge from acceptance of the unity of humanity, and it will only be sustained by a unifying vision of a peaceful and prosperous world society. Without this kind of global ethic, people will not be able to become active and constructive participants in the global process of sustainable development.(2)
While Agenda 21 provides an indispensable framework of scientific knowledge and technical know-how for implementing sustainable development, it does not inspire a personal commitment to a global ethic. This does not mean that ethics and values were disregarded during the United Nations Conference on Environment and Development (UNCED) process. The call for unifying values was raised throughout that process by Heads of State, UN officials, representatives of non-governmental organizations (NGOs) and individual citizens. In particular, the concepts of "our common humanity", "world citizenship" and "unity in diversity" were invoked to serve as the ethical underpinning for Agenda 21 and the Rio Declaration.(3)
Thus, the world community has already reached a basic agreement on the need for a global ethics to vitalize Agenda 21. We suggest that the expression, world citizenship, be adopted to encompass the set of principles, values, attitudes and behaviors that the peoples of the world must adopt to achieve sustainable development.
World citizenship begins with the acceptance of the unity of the human family and the interconnectedness of "Earth, our home" nations.(4) While encouraging sane and legitimate patriotism, it also insists on a broader loyalty, a love for humanity as a whole. It does not, however, imply the abandonment of legitimate loyalties, the suppression of cultural diversity, the abolition of national autonomy or the imposition of uniformity. It is characterized by "unity in diversity". World citizenship encompasses the principles of social and economic justice, between and within nations; cooperative decision-making at all levels of society; the equality of the sexes; racial, ethnic, national and religious harmony; and the willingness to sacrifice oneself for the common good. Other facets of world citizenship—all of which promote human honor and dignity, understanding, friendship, cooperation, trustworthiness, compassion, and a desire to serve—can be deduced from those already mentioned. Some of these principles(5) have been articulated in Agenda 21; however, most draw attention for their absence. Furthermore, no conceptual framework was provided under which they could be harmonized and promulgated.
Fostering world citizenship is a practical strategy to promote sustainable development. As long as disunity, antagonism and provincialism characterize social, political and economic relations within and between nations, a global and sustainable pattern of development cannot be established.(6)
More than a century ago, Bahá'u'lláh warned, "The welfare of humanity, its peace and security, are unattainable unless and until its unity is firmly established." A sustainable global society can only be built on the foundation of genuine unity, harmony and understanding among the world's diverse peoples and nations.
Therefore, we recommend that world citizenship be taught in all schools and that the unity of humanity – the underlying principle of world citizenship – be constantly declared in every nation.
The concept of world citizenship is not new to the world community. It is implicit and explicit in many UN documents, charters and agreements, including the very first words of the UN Charter itself: "We the peoples of the United Nations...", and it is already being promoted around the world in all cultures by various NGOs, academics, citizen groups, artists, educational programs and the media. Such efforts are significant but need to be greatly scaled up. A long-term campaign, carefully planned and orchestrated, and involving all sectors of society at the local, national and international levels, needs to be initiated to foster world citizenship. It must be pursued with all the vigor, moral courage and conviction that the United Nations, its member states and all willing partners can muster.
Promoting World Citizenship
The following proposal for a campaign to promote world citizenship(7) naturally fits within the framework for reorienting education, awareness and training towards sustainable development, as presented in Chapter 36 of Agenda 21.
Education
Education - formal, non-formal and informal - is arguably the most effective way to shape the values, attitudes, behaviors and skills that will enable the world's people to act in the long-term interests of the planet and humanity as a whole. todo.(8) The United Nations, governments and educational agencies should seek to make the principle of world citizenship an integral part of every child's education.
The details of educational programs and activities embodying this principle will vary greatly between and within nations. However, for world citizenship to be considered a universal principle, all programs must have certain aspects in common. Based on the principle of the unity of the human race, they should cultivate tolerance and brotherhood, fostering an appreciation for the richness and importance of the world's diverse cultural, religious and social systems, and strengthening those traditions that contribute to a sustainable world civilization. They should teach the principle of "unity in diversity" as the key to power and wealth, both for nations and for the world community. They should foster an ethic of service to the common good and instill an understanding of the rights and responsibilities of world citizenship. Such programs and activities should build on the country's positive efforts and highlight its tangible successes, including models of racial, religious, national, and ethnic unity. They should emphasize the importance of the UN in promoting global cooperation and understanding; its universal goals, objectives and programs; its immediate relevance to the peoples and nations of the world; and the role it must continually assume in our increasingly interconnected world. They should emphasize the importance of the UN in promoting global cooperation and understanding; its universal goals, objectives and programs; its immediate relevance to the peoples and nations of the world; and the role it must continually assume in our increasingly interconnected world. They should emphasize the importance of the UN in promoting global cooperation and understanding; its universal goals, objectives and programs; its immediate relevance to the peoples and nations of the world; and the role it must continually assume in our increasingly interconnected world.
Before a campaign to promote world citizenship can be launched, it will be necessary to develop a common understanding of the concept and reach a consensus on it. The Commission on Sustainable Development could form a special committee or working group to begin developing guidelines for world citizenship and proposals for incorporating this principle into existing formal and non-formal education programs. Alternatively, the Commission could seek assistance from the High-Level Advisory Council on Sustainable Development or the Inter-Agency Committee on Sustainable Development. The UN Secretariat could establish a Center for World Citizenship, similar to the former Center for Peace Studies, to develop such guidelines and coordinate system-wide implementation of education for world citizenship. Whichever path you choose, this task will have to be given high priority.
World citizenship could easily be incorporated into all the activities suggested in Chapter 36.S. of Agenda 21, to reorient education towards sustainable development. Some examples are illustrative:
- National advisory/round tables (36.5.c) should facilitate the incorporation of world citizenship into in-country educational programs.
- Training and development programs for all teachers, administrators, educational planners and non-formal educators (36.5.d) should include the principle of world citizenship in their programming.
Educational materials on sustainable development produced by UN agencies, as well as educational materials about the United Nations, should encourage world citizenship (36.5.g).- Agenda 21 recommends "the development of an international network" to support global education efforts for sustainable development (36.5.k). Such a network could encourage United Nations agencies and affiliated NGOs to create materials based on guidelines for world citizenship and provide the means to share them.
- Governments and education authorities have already been urged to "eliminate gender-based stereotypes in curricula" as a means of promoting sustainable development (36.5.m). We recommend that, in the spirit of world citizenship, stereotypes based on religion, culture, race, class, nationality and ethnicity are also eliminated.
Public Awareness
People need to see themselves as citizens of the world to understand their responsibility to promote sustainable development.(9) Campaigns to raise awareness of the challenges of world citizenship must take advantage of all media and the arts, including television, video, film, radio, electronic networks, books, magazines, posters, pamphlets, theater and music. Such campaigns should involve the advertising and entertainment industries, traditional and non-traditional media, the entire United Nations system, all member states, NGOs and popular personalities. They should reach the home, the workplace, public areas and schools. The guidelines for world citizenship whose establishment is recommended above should be suitable for use in such awareness campaigns.
World citizenship could be included in the activities presented in Chapter 36.10. of Agenda 21, to increase public awareness and sensitivity towards sustainable development. The following examples are illustrative:
[*]While raising public awareness "about the impacts of violence on society" (36.10.1), the media can generate a commitment to world citizenship by highlighting examples of constructive and unifying endeavors that show the power of unity and a common vision.[/list]
- National and international advisory boards (36.10.a) could encourage the various media to adopt guidelines for world citizenship. The media has done a lot to make the public aware of global interdependence and the enormous challenges facing the world community. It has also highlighted the seemingly insurmountable differences that divide us.
- The media has a responsibility to help people understand that diversity doesn't have to be a source of conflict; rather, diversity can, and now must, serve as a resource for sustainable development. The media can achieve this goal by focusing on constructive, unifying, and cooperative ventures that demonstrate humanity's ability to work together to overcome the enormous challenges it faces.
- In promoting "a cooperative relationship with the media" (36.10.e), the UN must boldly define its own identity and the promise it offers to the world community. The United Nations was established with high ideals and a vision of a peaceful and progressive world. By providing a framework for communication and cooperation and initiating numerous constructive projects, it has contributed significantly to understanding, hope and goodwill in the world. However, its achievements are little known by humanity in general.
- Using the concept of world citizenship as an integrating theme, the United Nations should publicize its ideals, activities and goals, so that people will come to understand the unique and vital role that the UN plays in the world and, therefore, in their lives. Similarly, the UN should promote world citizenship in all its public activities, including the 50th anniversary celebrations of the United Nations and tours of UN Headquarters. Every UN document dealing with sustainable development, starting with the preamble to the proposed Earth Charter, should also include this principle. World citizenship must become the most important ethical point of reference in all UN activities.
- Advertising industry services (36.10.e) should be recruited to promote world citizenship. Campaigns could be organized around themes such as:
We the Peoples of the United Nations:
Celebrating Unity in Diversity
One Planet, One People
In All Our Diversity,We Are One Human Family
Our Common Future: Unity in Diversity- Contests should be held and prizes awarded for promoting world citizenship (36.10.e).
Each country should be encouraged to allocate resources to the promotion of world citizenship. Consideration should also be given to including in the proposed "indicators of sustainable development" (40.6.) the promotion of this principle. For example, countries could be encouraged to report on efforts to promote respect and appreciation for other cultures, gender equality and the concept of one human family through school curricula, entertainment and the media.
The Challenge of World Citizenship
In conclusion, world citizenship is as challenging and dynamic a concept as the opportunities facing the world community. Wisdom demands that we, the peoples and nations of the world, courageously embrace its underlying principles and be guided by them in all aspects of our lives - in our personal and community relationships and in national and international affairs; in our schools, workplaces and media and in our legal, social and political institutions. We therefore urge the Commission to encourage the entire United Nations system to incorporate the principle of world citizenship into all its programs and activities.
The Bahá'í International Community, which for more than a century has been promoting world citizenship, would gladly help the Commission, Governments, NGOs and others to expand the concepts contained in this document; provide practical models of racial, religious, national and ethnic unity for sustainable development; and participate in consultations on this crucial issue. As a global community that embraces the diversity of humanity and shares a common vision, the Bahá'í International Community will continue to promote sustainable development, encouraging people to see themselves as citizens of one world and builders of a just and prosperous world civilization.
NOTES
(1) Agenda 21, Chapter 1.6.
(2) One of the most frequently repeated themes of Agenda 21 is the vital importance of "broad public participation in decision-making"; "commitment and genuine involvement of all social groups"; "true social partnership"; and "new levels of cooperation between States, key sectors of society and people".
(3) The call for a global ethic was raised many times during the UNCED process, especially at the Earth Summit and Global Forum, by Heads of State, UN officials and NGO Representatives; through official UNCED documents, NGO treaties, workshops, books and artistic performances. The following examples are just a few of the many:(4) Rio Declaration on Environment and Development, Preamble.
- Speeches at the Earth Summit by the President of Brazil; the President of France; the Prime Minister of Ireland; the Prime Minister of Japan; the President of the Republic of the Marshall Islands; the President of the United Mexican States; the Prince of the Kingdom of Morocco; the Prime Minister of the Kingdom of the Netherlands; the Prime Minister of Turkey; the Prime Minister of Tuvalu; the Secretary of State of the Holy See and the Secretary General of UNCED;
- NGO treaties prepared at the Global Forum, including The Youth Treaty; The Earth Charter; The Declaration of Rio de Janeiro; The Earth Pore Declaration; The Treaty on Environmental Education for Sustainable Societies and Global Responsibility and The Treaty on Ethical Commitments;
- Global Forum activities, including the Night in the Park Series, reflecting "the cultural diversity of the Human Family" and the Monument to Peace, whose inscription reads, "The Earth is one country, and human beings its citizens";
- Declarations and publications by governments, UN agencies and NGOs for the various Preparatory Sessions and other events related to UNCED, including The Universal Code of Environmental Conduct (NGO/Media Symposium, October 1990); In Our Hands. Women and Children First (UNCED/UNICEF/UNFPA Symposium Report, May 1991); The Earth Charter (US Citizens Network on UNCED, July 1991); One Earth Community (The Religious Communities Working Group on UNCED, August 1991); Caring for the Earth (IUCN/UNEP/WWF, October 1991); An Earth Charter (International Coordinating Committee on Religion and the Earth, 199 1); Ta Wananchi Agenda (Roots of the Future, December 1991); An Environmental Ethics or Earth Charter (UNEP - UK National Committee, February 1992); Principles on General Rights and Obligations (General Assembly document A/CONF.151/PC/WG.III/L.28, 9 March 1992); Earth Charter, Japan (People's Forum, Japan, 1992); Letter for Earth Repair (Earth Repair Foundation, 1992); and Our Country, The Planet (Sir Shridath Ramphal, 1992).
(5) See, for example, The Rio Declaration on Environment and Development, Principles 5, 8, 20, 25; and Agenda 21, Chapters 1, 2, 3, 23, 24 and 36.
(6) See The Rio Declaration on Environment and Development, Principle 25.
(7) Within the context of world citizenship, this program should be "executed by the various actors according to the different situations, capacities and priorities of countries and regions" (Agenda 21, Chapter 1.6.).
(8) Agenda 21, Chapter 36.3., states that "Education... should be recognized as a process by which human beings and societies can reach their highest potential. Education is a critical factor in promoting sustainable development." and in the empowerment of people to deal with issues of environment and development.... Both non-formal and formal education are indispensable for changing people's attitudes.... Furthermore, it is of fundamental importance in the formation of a conscience , ecological values and attitudes that are consistent with sustainable development and suitable for effective public participation in decision-making To be effective,... education... should address the dynamics of the physical/biological environment and the environment socio-economic as well as human development (including,the spiritual)."
(9) Agenda 21, Chapter 36.9., calls attention to the importance of promoting "broad public awareness, as an essential part of a global education effort to strengthen attitudes, values and actions that are compatible with sustainable development".
Reference:
https://www.bic.org/statements/world-ci ... elopment-0