Universal Charter for Human Dignity and Planetary Flourishing - Humanity 2.0

Ni, pobloù an Douar, unanet en hor mab-deniezh rannet ha liammet gant hon tonkad boutin war ar blanedenn vev-mañ :

O vezañ ma anzavomp eo stag ouzh pep boud denel un dignite hag un dalvoudegezh naturel — pe e vefe gwelet evel un donezon a-berzh Doue, un heritaj eus an natur, pe un dra liammet da vat ouzh hon natur denel — hag e ne c’hall netra bihanaat kement-se ;

O vezañ ma anzavomp ar furnez a gaver e pep hengoun relijiel, prederouriel ha brosezat bras, hag a gelenn deomp holl e tlevomp emzalc’h e-keñver ar re all evel ma fell deomp e vefe graet en hor c'heñver ;

O vezañ ma komprenomp emañ mab-den en un darempred — an eil gant egile, gant an hendadoù hag an diskennidi, gant an douar, an dour hag an holl voudoù bev a rann an Douar-mañ ganeomp ;

O vezañ ma embannomp ez omp un tiegezh denel hepken, o rannañ an hevelep mammenn hag an hevelep mammvro, hag e tepend hon dazont eus an anzav-se eus hon unaniezh tra ma enoromp hor liested ;

O teskiñ diwar tristidigezhioù an istor — pa voe nac’het an dignite, pa voe lakaet pobloù an eil a-enep d’egile, ha pa voe gloazet an Douar — hag o vezañ m’omp mennet da sevel ur bed reishoc’h ha peoc’husoc’h ;

O vezañ ma embannomp n’eo ket trawalc’h gwareziñ an dud diouzh an droug, met e tlefent bleuñviñ — evel krouerien, klaskerien ar wirionez, ha kenlabourerien evit ar mad boutin ;

O krediñ emañ mab-den war un hent a emdroadur, o tont da vezañ c’hoazh ar pezh a c’hallfe bezañ, hag e tlef pep rummad kaout an her ha an atebegezh da gas an araokadenn rannet-se war-raok ;

O talañ a-gevret ouzh daeoù bras hon amzer — ar gourdrouzoù ouzh an hin, an teknologiezhioù nevez galloudus-dreist, ar baourentez hag an dizingalded hag a bad, ha breudeurezh ar peoc’h — traoù hag a ne c’hall broad pe bobl ebet ober outo e-unan ;

O vezañ ma embannomp e tigoas atebegezhioù gant ar gwirioù, e servij ar frankiz ar mad boutin, hag e vez muzuliet kement kevredigezh dre an doare ma vez tretet ganti ar re wanañ ;

E tisklerioomp amañ ar Garta Hollvedel-mañ evit Dignite an Den ha Bleuñvidigezh ar Bed evel ur gweled hag ur reolenn voutin evit an holl bobloù hag an holl vroadoù.

Diazez ar Garta-mañ eo an etikañ a eilvadiñ, a gaver e pep hengoun moral padus : Grit d’ar re all ar pezh a fell deoc’h e vefe graet deoc’h. Na rit ket d’ar re all ar pezh na fell ket deoc’h e vefe graet deoc’h. Ar pennaenn-mañ a ya betek an holl dud, ar gumuniezhioù, hag ar broadoù. Heñchañ a ra hon darempred gant ar rummadoù da zont hag ar bed naturel. Goulenn a ra diganimp n’eo ket hepken chom hep ober droug met klask mad ar re all a-zevri.

Pep boud denel a doug ennañ un dignite stag outañ ha ne ddepend ket eus perzh, oberenn pe statud ebet. An dignite-mañ ne c'hall bezañ roet gant galloud ebet, na lamet kennebeut. Hi eo ar vammenn ma teu an holl gwirioù diouti hag ar reolenn ma tlef pep ober bezañ barnet outi.

Un tiegezh hepken eo mab-den. Dindan an holl zisheñvelderioù a sevenadur, a yezh, a feiz, hag a vro, e rannomp ur vammenn voutin, un natur voutin, hag ur gêr voutin. An unaniezh-mañ n’eo ket ur pal da dapout met ur fed da vezañ anzavet hag enoret. Liammet omp an eil gant egile, pe e vefe anzavet ganeomp pe get ; er furnez emañ al liamm-se pa vez bevet ganeomp.

An tiegezh denel unan-mañ en em ziskouez dre veur a sevenadur, a yezh, a feiz hag a hengoun. Al liested-mañ zo un teñzor da vezañ karet, n’eo ket ur gudenn da vezañ diskoulmet. Sevenadur pe gweled-bed ebet ne doug ar wirionez penn-da-benn. Deskiñ a reomp an eil digant egile, hag hor c’hemmoù a binvika ac’hanomp holl. An unaniezh wirion a degemer al liested ; ne glask ket he dilemel.

An Douar a vag kement buhez ha dleet eo deomp e enoriñ hag eveshaat outañ. An natur he deus un dalvoudegezh estreget he implij evit an dud. Ul lodenn omp eus gwiad ar vuhez, n’omp ket distag dioutañ. Yec'hed mab-den ha yec'hed ar blanedenn zo indalmadus.

Mirout a reomp an Douar e fiziañs evit ar re a zeuio war hon lerc'h. Pep rummad a dlef prederiañ war efedoù e zibaboù war e ziskennidi n’int ket ganet c’hoazh. Galvet omp da vezañ hendadoù mat, o lezel ur bed gouest da vagañ ar vuhez hag ar spi.

Mab-den zo war un hent a emdroadur — moral, sokial ha speredel — o tont da vezañ c’hoazh ar pezh a c’hallfe bezañ. Pep rummad a herit araokadennoù ha c’hwitadennoù ar re a zo bet a-raok, hag e-neus an tu da vont war-raok davet muioc’h a reizhded, a furnez hag a vbleuñvidigezh. Ar veaj rannet-mañ a ro ster d’ar buhezioù hiniennel hag a c’halv ac’hanomp da gemer perzh en un dra vrasoc’h egetomp hon-unan.

Ar vadelezh eo ar vertuz hollvedelañ — komprenet gant ar vugale, enoret gant pep sevenadur, ha ret d’an holl. Pep hini zo galvet da vezañ mat : da ober gant dousder, preder ha sourci e-keñver ar re all. Oberennoù bihan a vadelezh a zalc’h gwiad ar vuhez pemdez ; o mank a laka ar bed da vezañ kriz ha yen. Ar c’hevredigezhioù a dlef magañ ar vadelezh en o boazioù, o ensavadurioù hag en o deskadurezh.

An onestiz eo diazez ar fiziañs, hag ar fiziañs eo diazez ar gevredigezh. Pep hini a dlef klask bezañ gwirion en e gomzoù hag en e oberoù — lavarout ar wirionez, mirout e ouezon, diskouez e-unan hag ar saviadennoù evel m’emaint, ha nac’hañ ar gaou, an touellerezh hag an emdrerezh. Ur gevredigezh savet war gevier ne c’hall ket padout. Ar re a lavar ar wirionez, zoken pa vez diaes, a servij an holl.

Pep hini a zo dleet bezañ tretet gant doujañs — gwelet evel ur boud talvoudus, selaouet, ha kemeret e kont e-ser seryozhded. An doujañs ne c’houlenn ket bezañ a-du ; goulenn a ra anzav dignite an hini all. An dispriz, ar gounnar hag an dizeneladur eo greun ar groezded. Ar c’hevredigezhioù a dlef sevel sevenadurioù a zoujañs kenetrezo dreist d’an holl zisheñvelderioù.

Pep hini a zeu er bed gant ar varregezh da grouiñ, da ijinañ, da sevel, ha da degas un dra bennak dibar d’ar bed. Ar spered krouiñ-mañ zo ret evit dignite an den. Ar c’hevredigezhioù a dlef skoazellañ ar c’hrouiñ, kinnig tuioù da gaout ul labour hag ur skrid-lavar a ster, hag anzav e-neus pep hini donezonoù da ginnig.

Pep hini e-neus ar gwir da ziorren ur santimant yac’h eus e dalvoudegezh-hunan hag a zeu eus an diabarzh, n’eo ket hepken eus ar pezh a vez lavaret gant ar re all. An deskadurezh hag ar sevenadur a dlef lakaat an emestimm da greskiñ, diazezet war ar perzh-mat, ar striv hag ar perzh kemeret — n’eo ket war ar mestroni warno. Identelezh, gweledva ha hent dibar pep hini a dlef bezañ doujet.

Ar c’hoant da gompren zo un dra ziazez evit bezañ den. Pep hini e-neus ar gwir hag an atebegezh da glask ar wirionez gant ur spered digor, da sevel goulennoù, da zeskiñ ha da greskiñ a-hed e vuhez. Ar c’hevredigezhioù a dlef broudañ ar guriozite, gwareziñ an enklask onest, hag enoriñ ar re a glask an anaoudegezh e servij ar furnez.

Klask ar reizhded a dlef bezañ heñchet gant an emreizhadur (empathie) — ar varregezh da gompren ha da rannañ santimantoù ar re all. Ar reizhded hep trugarez a dro da groezded ; an trugarez hep reizhded a ro tu d’an droug. Pep hini zo galvet da stourm evit ar pezh zo reizh tra ma klasker kompren zoken ar re n’omp ket a-du ganto.

An dud a glask dre natur kreskiñ, gwellaat ha bezañ dreist. Ar gevezerezh yac’h hag a sav al live, a awen an excellence, hag a douj ouzh an enebourien zo da vezañ bountet warni. Koulskoude, ar gevezerezh ne dlef biken digarezout ar groezded, an implij fall, pe distruj ar re all. Ur berzh tapet en ur ober droug d’ar re all n’eo ket ur berzh wirion. Ar pal n’eo ket trec’hiñ ar re all met en em ziorren e-unan hag un degasadenn d’an holl.

Pep den zo dibar hag unel, gant donezonoù, gweledoù ha degasadennoù dezhañ e-unan. An hiniennelezh-mañ a dlef bezañ maget, n’eo ket flastret. Er memes koulz, an dud a vleuñv er gumuniezh hag el liamm. An tennder etre an hiniennelezh hag ar fed da vezañ unan a dlef bezañ dalc’het, n’eo ket diskoulmet — an eil hag egile zo ret evit ur vab-deniezh klok.

An dud zo gouest da gaout estlamm — bezañ bamet gant ar c’haerder, ar mister, ha ledander an ezvezañs. Ar varregezh-mañ evit an estlamm zo un donezon da vezañ diorroet, n’eo ket ur wander da vezañ trec’het warni. An arz, an natur, ar sonerezh, an istorioù hag ar prederiadur a vag an ene. Ar c’hevredigezhioù a dlef gwareziñ tachennoù evit ar c'haerder, ar sioulter hag ar preder, ha ne dlefent ket reduiñ ar vuhez denel d’ar produerezh ha d’ar c’hoñsomerezh hepken.

Ur vuhez bleuñvus a c’houlenn un atapi (balance) : etre an uhelvennad hag ar gontantiz, etre an emwellaat hag an emdegemer, etre al labour hag an diskuizh, etre reiñ ha resev. Klask "muioc’h" dibaouez a gas d’ar goullo. Ar furnez zo gouzout petra zo a-walc’h, bezañ dindan ar vuhez evel m’emañ, ha kavout ar peoc’h e-kreiz ar striv.

Ar vuhez zo graet evit bezañ bevet gant joa. Ar c’hoari, an dudi, al lid hag an enor n’int ket distraoù diouzh seryozhded ar vuhez — ret int evit bleuñvidigezh an den. Ar c’hevredigezhioù a dlef lezel plas evit ar gouelioù, an diskuizh, ha plijadur eeun an ezvezañs. Ur vuhez hep joa zo bihanaet, pe pegen leun a zever e vefe.

Ar spi eo ar vertuz a laka an holl vertuzioù all da vezañ posupl. Ar fiziañs eo e talvez ar striv, e c'hall an dazont bezañ gwelloc'h, hag e n'eo ket an dadelezh didalvez. Hep spi e tigoas ar galon hag e tianavez an ober. Pep hini e-neus ar gwir da gaout abegoù evit kaout spi, hag an atebegezh da zerc’hel spi ar re all. An dizesper n’eo ket realism ; un emdroad eo.

Pep hini e-neus an dever da gemer perzh e mad e gumuniezh hervez e varregezh. Ar re o deus muioc’h a vadoù o deus un atebegezh vrasoc’h da sikour ar re zo ezhomm ganto. Ar genunaniezh gant ar re wanañ, ar re o souffriñ, hag ar re a-gostez zo ur merk a oadvezh moral. Den ebet hag a c’hall sikour ne dlef chom hep ober netra tra ma souffr ar re all.

Ur gevredigezh bleuñvus eo an hini ma tegas pep hini ar pezh a c’hall hep klask un avantur dindan-guzh warno. Kemer muioc’h eget e lodenn, korvoiñ labour pe fiziañs ar re all, pe mont war-raok war-goust ar mad boutin a zistruj gwiad ar gevredigezh. Ar pal n’eo ket an avantur hiniennel met ar bleuñvidigezh kenetrezo. Pa tegas pep hini e lodenn ha pa ne gorvo den ebet, e teu mat an traoù evit an holl.

An integrited a dalvez bezañ unan — an hevelep den en deñvalijenn hag er sklêrijenn, o chom feal d’e dalvoudegezhioù zoken pa ne vez den ebet o sellout. Un den a integrited a vir e ouezon, a enor e engajamañtoù, hag a c'haller kaout fiziañs ennañ. Ar c’hevredigezhioù ne labouront nemet pa vez an darn vrasañ eus an dud o ren gant integrited an darn vrasañ eus an amzer.

Ur vuhez vat a endalc’h an azvent (gratitude) — anaoudegezh evit ar pezh hon eus resevet digant an tiegezh, ar gumuniezh, an natur hag ar re a zo bet a-raok deomp. An azvent eo al louzoù a-enep d’ar santimant "eo dleet din pep tra" ; kemmañ a ra hon gweled war ar bed hag hor plas ennañ. An humilite a anzav bevennoù hon anaoudegezh, degasadenn ar re all d’hon berzh, hag hon depandantezh eus galloudou dreist deomp. A-gevret e tigor an azvent hag an humilite ac’hanomp d’ar furnez hag e warezont ac’hanomp diouzh an orgouilh.

Ar madoù — pe e vefent hiniennel, kumunel pe naturel — zo da vezañ implijet gant furnez, n’eo ket dispignet fall pe berniet. Ar foranerezh zo un droug a-enep d’ar re o deus nebeutoc’h ha d’ar re a zeuio war hon lerc’h. Pep hini a dlef bevañ hervez e vadoù ha tretiñ ar madoù rannet evel ur fiziañs, n’eo ket evel ur mad da vezañ korvoet.

Madelezh ha fiziañs ar re all ne dlefent ket bezañ korvoet. Ar re a resev sikour o deus an atebegezh d’e implijout mat ha, pa vint gouest, da sikour ar re all d’o zro. Kemer avantur diwar ar vadelezh, ar garantez-vro pe ar madoù publik evit ur gounid hiniennel zo un trubarderezh eus al liamm sokial. Ar frankiz a ddepend eus an darn vrasañ eus an dud o ren gant feiz vat an darn vrasañ eus an amzer.

Bevañ mat a c’houlenn kalonegezh — bezañ prest da stourm evit ar wirionez hag ar reizhded zoken pa vez ker, da gomz pa vefe aesoc’h chom sioul, ha da ober ar pezh zo reizh a-enep d’ar wask pe d’an aon. Ar wander moral a ro tu d’an droug. Pep hini zo galvet da galonegezh sioul an integrited pemdez, ha, pa vez ret, da galonegezh publik an testeni.

Ar varregezh da bardoniñ — d’ar re all ha d’an unan — zo ret evit pareañ ha mont war-raok. Mirout gounnar a binim an hini e-neus ar gounnar-se. Pardoniñ ne dalvez ket ankounac’haat, digarezout pe dilezel ar reizhded ; talvout a ra dieubiñ krog ar gounnar ha digeriñ an nor d’an emreizhadur (reconciliation). Hep pardoniñ ne bare biken ar gouli hag e pad ront an droug.

Ur vuhez a ster ne gaver ket hepken er pezh a resevomp met er pezh a roomp. Servijout ar re all — an tiegezh, ar gumuniezh hag ar bed ledan — zo ur vammenn a gwalc’hadur don hag a bal. Ar re a servij a zizolo e tigoas pinvidigezh d’an hini a ro. Ar c’hevredigezhioù a dlef enoriñ ar re a servij hag a dlef magañ e kement hini ar meiz n’omp ket amañ evidomp hon-unan hepken, met an eil evit egile.

Dazont mab-den a ddepend eus hor barregezh da dighazañ a-gevret kentoc'h eget d’en em rannañ. Ar galloudoù a rann — ar meuriadelezh, ar rakvarnoù, an demagogiezh, an aon rak an hini all — a laka hor mad boutin en arvar ha lakaet o deus da ouezañ brasañ euzhustedoù an istor. Pep hini zo galvet da harz ouzh an temptadur da welet ar bed evel "ni a-enep dezho", da glask tachennoù boutin dreist d’an diforc’hoù, ha da sevel pontoù kentoc'h eget mogerioù. An unaniezh ne dalvez ket an unformelezh ; talvout a ra anzav hor mab-deniezh rannet dindan an holl zisheñvelderioù.

Ar bleustr da rannañ mab-den e "ni" ha "int" — ha da zizenelaat ar re gwelet evel "all" — eo gwrizienn ar rakvarn, an heskinerezh hag ar gouennlazh. Pep hini a dlef harz ouzh ar bleustr-se ennañ e-unan hag en em sevel a-enep dezhi en e gevredigezh. Strollad ebet n’eo dindan-denel. Pobl ebet n’hall bezañ diskaret evel ur boued-kanol. An estrañjour, an estren, an hini zo disheñvel — an dud-se ivez zo denel da vat, hag o deus gwir d’an dignite penn-da-benn.

Pep hini zo ur c’heodedour eus ar bed koulz hag eus e gumuniezh hag e vro dezhañ e-unan. Ar geodedouriezh vedel-mañ ne gemer ket plas an identelezhioù all met kenglokaat a ra anezho. Daeoù hon amzer — kemmañ an hin, pandemioù, armoù nukleel, spered artifisiel — a c'houlenn prederiañ hag ober evel ur vab-deniezh unan. Ar garantez-vro hag an atebegezh vedel n’int ket enep ; an eil hag egile a c’hall bezañ dalc’het a-gevret. Emdroadur ar gevredigezh denel a ya davet rontoù atav ledanoc’h a sourci moral.

Ar peoc’h zo muioc’h eget an diouer a vrezel ; anezhañ eo ar reizhded, ar surentez hag ar reolennoù evit bleuñvidigezh an den. Pep hini e-neus ar gwir da vevañ er peoc’h. Ar c’hevredigezhioù a dlef diskoulmañ an dizemglevioù dre ar gaoz, an emglev hag an hentoù lezennel. Ar feulster ne dlef bezañ nemet an diskoulm diwezhañ, bevennet gant harzoù moral. Ar re a labour evit ar peoc’h — ar re a laka an enebourien da emglevat, ar re a sioula an tabutoù, ar re a sav ar c’hompren — a ra ul labour sakr.

An holl dud a vez ganet frank ha kevatal e dignite hag e gwirioù. Pep den, hep diforc’h ebet — evel ar ouenn, al liv, ar reizh, ar yezh, ar relijion, ar soñjoù politikel, ar mammenn vroadel pe sokial, ar madoù, ar ganidigezh pe statud ebet all — e-neus gwir da warez klok ar Garta-mañ.

Pep hini e-neus gwir d’ar vuhez, d’ar frankiz ha d’ar surentez evel den. Den ebet ne dlef bezañ lakaet dindan ar jahinerezh pe dindan tretoù kriz, dizenel pe uheldaer. Den ebet ne dlef bezañ dalc’het evel sklav pe servijour. Den ebet ne dlef bezañ lamet e vuhez pe e frankiz digantañ hep abeg lezennel.

Pep hini e-neus gwir da frankiz e soñj, e goustiañs hag e relijion. Kement-mañ a endalc’h ar frankiz da gaout kement kredenn a fell dezhañ pe hini ebet, da gemmañ e gredennoù, ha da lakaat e pleustr e feiz dre al lid, ar c’helenn hag ar boazioù. Den ebet ne dlef bezañ rediet e kudennoù a gredenn.

Pep hini e-neus gwir da frankiz e skrid-lavar, o endelc’her ar frankiz da glask, da resev ha da rannañ titouroù ha mennozhioù. Kement-mañ a endalc’h frankiz ar wask hag an holl stummoù kelaouiñ. Ar frankizioù-mañ a doug atebegezhioù ha ne c’hallont bezañ bevennet nemet pa vez ret evit gwareziñ gwirioù ar re all pe interestoù publik ret.

Pep hini e-neus ar gwir d’en em vodañ er peoc’h ha da sevel pe da gemer perzh e kevredigezhioù, en o zouez an aozadurioù evit gwareziñ o interestoù. Den ebet ne c’hall bezañ rediet da gemer perzh en ur gevredigezh.

Galloud ar gouarnamant zo diazezet war bolontez ar bobl. Pep hini e-neus ar gwir da gemer perzh er gouarnamant, war-eeun pe dre dileuridi dibabet frank, ha da votiñ e votadegoù gwirion gant ur mouezhierezh hollvedel ha kevatal. Ar re yaouank o deus ar gwir da gaout ur vouezh a ster e divizoù hag a sell ouzh o dazont.

An holl dud zo kevatal dirak al lezenn. Pep hini e-neus ar gwir da vezañ tretet en un doare reizh gant lezioù-barn neptu, bezañ gwelet evel digant betek ma vo prouet e gablusted, kaout un alvokad, ha kaout un diskoulm efedus pa vez torret e wirioù. Den ebet ne dlef bezañ lakaet dindan un harzadenn pe un dalc’hidigezh hep abeg lezennel.

Pep hini e-neus ar gwir d’ar prevezded en e vuhez hiniennel, en e diegezh, en e gêr, hag en e gelaouadennoù. Ar gwir-mañ a ya betek gwarez an titouroù hag an roadennoù hiniennel. Den ebet ne dlef bezañ lakaet dindan ur spierezh pe un emellout hep abeg en e aferioù prevez.

Pep hini e-neus ar gwir da fiñval frank ha da zibab e lec’h annez. Pep hini e-neus ar gwir da guitaat kement bro hag a zont en-dro d’e vro dezhañ. Pep hini e-neus ar gwir da glask repu diouzh an heskinerezh. Er memes mod, pep hini e-neus ar gwir da chom en e vro dezhañ.

An tiegezh, en e stummoù liesseurt, zo ur strollad diazez eus ar gevredigezh hag a dlef bezañ gwarezet. An dud deuet o deus ar gwir da zimeziñ gant un asant frank ha klok ha da sevel un tiegezh. Ar vugale o deus ar gwir d’ar sourci, d’ar gwarez ha d’al liammoù tiegezh. Ar gumuniezhioù o deus ar gwir da zerc’hel o doareoù bevañ hag o liammoù sokial.

An holl bobloù o deus ar gwir da zivizout o zonkad dezho o-unan, da zibab o statud politikel, ha da glask o diorrerezh armerzhel, sokial ha sevenadurel. Pobl ebet ne dlef bezañ lamet diganti he madoù evit bevañ pe he gwir da stummañ he dazont.

An dud hag a zo perzh e minored etnek, relijiel, yezhel pe sevenadurel o deus ar gwir da gaout o sevenadur dezho, da lakaat o relijion e pleustr, ha da implijout o yezh dezho. Identelezh ha bleuñvidigezh an holl gumuniezhioù dibar a dlef bezañ gwarezet. Pa vez divizoù hag a sell ouzh douaroù, madoù pe doare bevañ ur gumuniezh, e dlef bezañ klasket he asant frank, roet a-raok hag en un doare titouret mat.

Pa vez bet graet drougoù bras, ar pobloù o deus ar gwir d’ar wirionez, d’an anzav, ha d’an tu da bareañ. Ar reizhded ne endalc’h ket hepken an atebegezh met ivez an emreizhadur (reconciliation). Sevel un dazont peoc’hus a c’houlenn ur gont onest gant an amzer dremenet.

Pep hini e-neus ar gwir d’al live bevañ dereat evit e yec’hed hag e walc’hadur, o endalc’her boued, dour, dilhad, lojeiz hag ar servijoù ret. Pep hini e-neus ar gwir d’ar surentez e mareoù a ezhomm dreist e galloud. Den ebet ne dlef kaout naon pe bezañ hep lojeiz en ur bed leun a vadoù.

Pep hini e-neus ar gwir d’al labour, d’an doareoù labour reizh, d’ur pae dleet, ha d’ar gwarez a-enep d’ar c’horvoiñ. Al labourerien o deus ar gwir d’en em aozañ ha da varc’hata a-stroll. Pep hini e-neus ar gwir d’an diskuizh, d’an dudi, ha d’ur bevennadur reizh eus an eurioù labour. Ar labour ret zo berzet.

Pep hini e-neus ar gwir d’an deskadurezh. An deskadurezh a dlef diorren mab-den penn-da-benn, magañ ar spered krutikañ hag ar spered krouiñ, kreñvaat an doujañs evit ar gwirioù hag al liested, ha magañ ar c’hompren e-touez an holl bobloù. An deskadurezh kentañ a vo digoust ha ret ; an deskadurezh pelloc’h a dlef bezañ mui-ouzh-mui d’an holl.

Pep hini e-neus ar gwir d’al live uhelañ a yec’hed fizikel ha speredel a c'haller tizhout. Kement-mañ a endalc’h al liamm gant ar sourci yec’hed, al louzoù ret, an dour propr, ur magadur dereat, hag an doareoù bevañ yac’h. Ar yec’hed speredel a dlef bezañ kemeret e kont kement hag ar yec’hed fizikel.

Pep hini e-neus ar gwir da gemer perzh er vuhez sevenadurel, da blijout d’an arzoù, ha da rannañ araokadennoù ar skiant hag o madoù. Ar gouiziegezh hengounel hag an heritaj sevenadurel a dlef bezañ doujet ha gwarezet. Frouezh ar c’hrouiñ ha dizoloadennoù mab-den zo d’ar vab-deniezh a-bezh a-benn ar fin.

An armerzh a dlef servijout mad an dud ha yec’hed ar blanedenn, n’eo ket hepken bernañ madoù. Ar c’henwerzh hag an arc’hant a dlef bezañ reizh ha sklaer. An holl bobloù o deus ar riegezh war o madoù naturel. An emglevioù armerzhel hag a zalc’h ar baourentez pe ar c’horvoiñ zo dilaouen.

Pep hini e-neus ar gwir da vont davet an teknologiezhioù niverel ha d’an isframmoù kelaouiñ ret evit kemer perzh er gevredigezh a-vremañ. Madoù oadvezh an titouriñ a dlef bezañ rannet ledan, hag ar mogerioù d’ar mont-davet a dlef bezañ trec’het tamm-ha-tamm.

Pep hini e-neus ar gwir da warez e roadennoù (data) hiniennel. Dastum hag implij titouroù hiniennel a dlef bezañ sklaer, bevennet d’ur pal lezennel, ha dindan un asant a ster. Pep hini e-neus ar gwir da ouezañ peseurt roadennoù zo diwar e benn ha da lakaat reizhañ pe dilemel ar re n’int ket resis pe n’int ket ret.

Den ebet ne dlef bezañ lakaet dindan ur spierezh hep abeg pe dilaouen. Eveshaat ar c’helaouadennoù pe an oberoù a dlef bezañ aotreet gant al lezenn, bezañ ret, kempouezet, ha dindan ur c’hontrol dizalc’h. Ar gwir d’ar gelaouadenn brevez a dlef bezañ gwarezet.

Pa vez savet pe levezonet divizoù hag a sell ouzh buhez an dud gant reizhiadoù emgefre (automata), ar re dindan an divizoù-se o deus ar gwir da gompren penaos int bet savet, da gaout un adwelet denel, ha da em sevel a-enep dezho ma vez ret. Den ebet ne dlef bezañ lakaet dindan un diforc’h gant reizhiadoù algoritmeg.

An deknologiezh a dlef servijout mab-den, n’eo ket bezañ e vestr. An teknologiezhioù galloudus, en o zouez ar spered artifisiel, a dlef bezañ diorroet hag implijet en ur zoujañ ouzh dignite an den, o virout e varregezh da ober e-unan, o vountañ war ar reizhded, o zerc’hel ar sklaerder, o lakaat an atebegezh, hag o wareziñ diouzh an droug. Ar re a grou hag a implij an teknologiezhioù o deus an atebegezh eus o efedoù.

An divizoù o deus un efed don war ar vuhez hag ar walc’hadur denel a dlef chom dindan ur c’hontrol denel a ster. Ar mekanikoù ne dlefent ket kaout ur galloud emren war ar vuhez hag ar marv. Barnedigezh, furnez hag atebegezh moral mab-den ne c’hallont ket bezañ roet d’ar reizhiadoù ha ne dportont ket anezho.

Pep hini e-neus ar gwir da vezañ gwarezet diouzh teknologiezhioù savet evit emdreiñ, touellañ pe gorvoiñ gwanderioù mab-den. Ur gwarez dibar a vo roet d’ar vugale ha d’an dud wanañ all. Pa vez teknologiezhioù o dougen rigoù bras, e ranko an evezh bezañ ar reolenn evit o lakaat e pleustr.

An deknologiezh a dlef brasaat kentoc’h eget kemmañ al liammoù denel a ster hag ar gumuniezh. Er servijoù ret hag a sell ouzh ar walc’hadur denel, an tu da gaout un darempred denel a dlef bezañ miret. Dalvoudegezh indalmadus an ezvezañs denel, an emreizhadur hag ar sourci a dlef bezañ anzavet.

Pep hini e-neus ar gwir d’un endro propr, yac’h ha padus, o endalc’her aer propr, dour suer, ekoreizhiadoù yac’h, hag un hin stabil. Distruj an endro hag a laka yec’hed ha walc’hadur an den en arvar a dlef bezañ dizarbennet ha reizhet.

Ar bed naturel e-neus un dalvoudegezh estreget e implij evit an dud hag e rank bezañ doujet ha gwarezet. An ekoreizhiadoù, ar spesadoù, ha gwiad ar vuhez a dlef bezañ miret ha, pa vezont gloazet, adsavet. Ar re a zo tepend eus an douar hag a ra war e dro o deus ur vouezh en e virerezh.

Un hin stabil zo ret evit ar sevenadur denel ha bleuñvidigezh ar vuhez. An holl bobloù o deus an atebegezh da wareziñ reizhiad an hin, gant ur garg vrasoc’h evit ar re o deus kemeret muioc’h a berzh en e zistruj hag evit ar re o deus ar brasañ barregezh. Kargoù an ober evit an hin hag an azasadur a dlef bezañ rannet en un doare reizh.

An diorrerezh a dlef respont d’an ezhommoù a-vremañ hep lakaat en arvar barregezh ar rummadoù da zont da respont d’o re dezho. Ar binvidigezh armerzhel, ar walc’hadur sokial, ha gwarez an endro zo indalmadus hag en em greñvaont an eil hag egile. Pep pobl he deus ar gwir da glask an diorrerezh hervez he zalvoudegezhioù hag he saviad dezhi he unan.

Ar Stadoù o deus an atebegezh kentañ da zoujañ, da wareziñ ha da lakaat e pleustr ar gwirioù er Garta-mañ. Rankout a reont kinnig diskoulmoù efedus pa vez droug ha seveniñ tamm-ha-tamm an holl gwirioù hervez o barregezh. Ar Stadoù a dlef kenlabourat etrebroadel evit respont d’an daeoù hag a ya dreist galloud ur broad hepken.

Ar c’hevredigezhioù bras, an aozadurioù hag an ensavadurioù a bep seurt a dlef doujañ d’ar gwirioù denel ha d’an endro en o holl oberoù. Rankout a reont ober gant sklaerder, dizarbenn an droug, ha bezañ atebek eus an distrujoù graet ganto. Ar galloud a gas an atebegezh gantañ.

Ar gwirioù ne c’hallont bezañ bevennet nemet hervez ar pezh zo skrivet el lezenn, ha pa vez ret evit gwareziñ gwirioù ar re all pe interestoù publik ret, hag en un doare kempouezet gant ar pal klasket. Gwirioù diazez zo — evel bezañ frank diouzh ar jahinerezh, ar sklavelezh hag al lammidigezh a vuhez hep abeg — hag a ne c’hallont biken bezañ paouezet, e degouezh ebet.

Pep hini e-neus bet torret e wirioù e-neus ar gwir d’un diskoulm efedus. Reizhiadoù dizalc’h a dlef bezañ evit resev klemmou, enklask an torridigezhioù, hag asuriñ an atebegezh. Ar re a ziskouez an droug a dlef bezañ gwarezet.

Anaoudegezh ar gwirioù hag an atebegezhioù a dlef bezañ bountet warni dre an deskadurezh e pep live hag a-hed ar vuhez. Pep hini e-neus an tu da zeskiñ diwar-benn ar Garta-mañ ha penaos bevañ hervez he fennaennoù. Stummadur ar perzh-mat hag ar vertuz keodedel a dlef bezañ maget asambles gant ar ouiziegezh.

Netra er Garta-mañ ne dlef bezañ displeget evit bevennañ ur gwir gwarezet gwelloc’h e lec’h all, pe evit digarezout un ober hag a glaskfe distrujañ ar gwirioù embannet ganti. Ar Garta-mañ a dlef bezañ lennet a-unan gant an Disklêriadur Hollvedel evit Gwirioù Mab-Den hag an testennoù all hag a warez dignite an den.

Ar Garta-mañ a denn he nerzh eus heritaj moral boutin mab-den :

• Ar Reolenn Aour, kelennet gant pep hengoun bras ;
• An Disklêriadur Hollvedel evit Gwirioù Mab-Den hag an emglevioù etrebroadel o deus heuliet anezhañ ;
• Ar bonreizhioù ha kartoù ar broadoù hag a stourm evit ar reizhded ;
• Furnez ar pobloù brosezat hag o deus bevet en un darempred gant an Douar ;
• An testennoù sakr ha kelennadurezhioù etikañ a feizioù hag a brederouriezhioù ar bed ;
• Skiantoù ar bredoniezh, ar brederouriezh, hag an arnodennoù denel war ar pezh a laka an dud da vleuñviñ.

Kinnig a reomp ar Garta-mañ n’eo ket evel ur gomz diwezhañ met evel ur bedadenn — d’ar gaoz, d’an engajamañt, ha d’an ober rannet. Komz a ra eus ar pezh a unan ac’hanomp, n’eo ket eus ar pezh a rann ac’hanomp. N’eo ket d’ur broad, d’ur sevenadur pe d’ur feiz hepken, met d’an holl re a anzav dignite pep hini ha priziusted hor mammvro voutin.

Un tiegezh denel omp war ur blanedenn vihan. Hon tonkadoù zo liammet asambles. An hent war-raok n’eo ket an disparti met an unaniezh ; n’eo ket ar c’horvoiñ met an degasadenn ; n’eo ket an dizesper met ar spi.

Ar Garta-mañ a c’halv ac’hanomp n’eo ket hepken da c'houlenn hor gwirioù met da zont da vezañ an doare dud hag a enor gwirioù ar re all — tud a vadelezh, onestiz, kalonegezh ha furnez. Tud a tegas o lodenn hep korvoiñ. Tud a sav pontoù, n’eo ket mogerioù. Tud talvoudus eus ar veaj m’emañ mab-den warni.

Ra vo ar gweled-mañ ouzh hon heñchañ davet ur bed ma c’hall pep hini bleuñviñ, ma en em vriata ar reizhded hag ar peoc’h, ma servij ar spered krouiñ ar mad boutin, ha ma vev mab-den a-unan gant an Douar hag a zalc’h ac’hanomp holl bev.

Embannet gant spi ha genunaniezh evit an holl bobloù, a-vremañ hag en dazont evel un tiegezh denel unan

This is a set of shared values for all of humanity. It describes:

• How every person deserves to be treated
• What kind of people we should try to become
• How we should treat each other, our communities, and our planet
• What rights everyone has
• What responsibilities come with those rights

It draws on wisdom from every major religion, philosophy, and culture. The core idea is ancient and universal: treat others as you want to be treated.

1. We Are One Human Family

Beneath all our differences — culture, language, faith, nation — we share a common humanity. We are more alike than different. Our future depends on recognizing this unity.

2. Every Person Has Worth

You matter. Not because of what you own, what you've achieved, or what anyone says about you. You matter because you're human. This can never be taken away.

3. Be Kind, Honest, and Respectful

These aren't just nice ideas — they're the foundation of any good society. Kindness makes life bearable. Honesty makes trust possible. Respect acknowledges each person's dignity.

4. Contribute Without Exploiting

A good society is one where everyone gives their best without taking unfair advantage of others. When everyone contributes and no one exploits, all thrive.

5. Unity Over Division

The forces that divide us — tribalism, prejudice, us-vs-them thinking — threaten our future. We must resist them and seek common ground.

6. Global Citizenship

You belong not just to your community and nation, but to humanity. The big challenges of our time require thinking and acting as one human family.

7. Rights Come With Responsibilities

Having rights doesn't mean we can do whatever we want. Freedom works only when people use it responsibly.

8. Care for the Earth

The planet is our only home. We must protect it for ourselves and future generations.

9. Humanity Is on a Journey

We are still becoming what we might be. Each generation can advance toward greater justice and flourishing.

10. There Is Reason for Hope

Despite all our problems, progress is possible. Hope isn't naive — it's what makes action meaningful.

• Kind — Treating others with gentleness and care
• Honest — Telling the truth; not lying or deceiving
• Respectful — Treating everyone as worthy of dignity
• Creative — Using your unique gifts to contribute
• Curious — Always wanting to learn and understand
• Brave — Standing up for what's right
• Humble — Knowing you don't have all the answers
• Grateful — Appreciating what you've been given
• Forgiving — Letting go of resentment; allowing healing
• Joyful — Finding delight in life
• Hopeful — Believing the future can be better
• Contributing — Giving your best without exploiting others

Basic Rights:

• Life and safety
• Freedom to think, believe, and speak
• Privacy
• Fair treatment under the law
• Movement and choosing where to live
• Family and community

Social Rights:

• Enough food, water, and shelter
• Healthcare (physical and mental)
• Education
• Fair work and fair pay
• Rest and free time
• Participation in culture and science

In the Digital World:

• Access to the internet
• Protection of your personal data
• Not being spied on without good reason
• Understanding when computers make decisions about you

Environmental Rights:

• Clean air and water
• A stable climate
• Healthy ecosystems

• Treating others as you want to be treated
• Being kind, honest, and respectful
• Contributing to your community
• Not taking advantage of people's kindness
• Using resources wisely, not wasting them
• Protecting the environment
• Seeking unity, not division
• Being a good ancestor — leaving a good world for the future
• Maintaining hope and sustaining it in others

Every major religion and philosophy teaches the same basic idea:

• Christianity: "Do unto others as you would have them do unto you."
• Islam: "None of you truly believes until you wish for your brother what you wish for yourself."
• Judaism: "What is hateful to you, do not do to your neighbor."
• Buddhism: "Hurt not others with that which pains yourself."
• Hinduism: "Treat others as you would yourself be treated."
• Confucianism: "What you do not wish upon yourself, do not do to others."
• Indigenous Wisdom: "We are all related."

This isn't a coincidence. It's humanity's shared moral compass.

We are one human family; every person has dignity; be kind, honest, and respectful; contribute without exploiting; seek unity over division; and care for each other and the Earth.

This document is about what every human being deserves — including you. And it's about what kind of person you can become.

It's not just rules. It's a vision of what the world could be.

The most important idea is simple: Treat people the way you want to be treated.

Every religion, every culture, every wise person in history has said some version of this.

Here's something important: we are one human family.

Yeah, we have different cultures, languages, religions, and countries. But underneath all that, we're the same species on the same small planet. Our futures are connected whether we like it or not.

The problems we face — climate change, AI, inequality — don't care about borders. We solve them together or not at all.

This doesn't mean giving up your identity. You can love your country AND care about humanity. You can be proud of your culture AND respect others. That's not contradiction — that's maturity.

These sound basic. They are basic. And they matter more than almost anything else.

Kindness

Small acts of kindness make life bearable. Without them, the world is cold and harsh. You have the power to make someone's day better just by being kind.

Honesty

Don't lie. Don't deceive. Don't manipulate. A world built on lies falls apart. When you're honest, you can be trusted. That matters.

Respect

Treat everyone like they matter. Because they do. Even people you disagree with. Even people who are different from you. Respect doesn't mean agreement — it means recognizing their dignity.

Here's a principle for life: Give your best. Don't take unfair advantage.

A healthy society is one where everyone contributes what they can and nobody exploits others to get ahead.

The goal isn't to "win" at others' expense. It's for everyone to thrive. When you succeed by making others fail, that's not real success.

The world is full of forces trying to divide us: political tribalism, racism, nationalism, us-vs-them thinking.

These forces are dangerous. They're how genocides happen. They're how democracies die. They're how we fail to solve problems that require cooperation.

Your job: Resist the temptation to see the world as "us versus them." Find common ground. Build bridges, not walls.

This doesn't mean you can't disagree with people or stand up for what's right. It means remembering that "they" are human too.

You're not just a citizen of your country. You're a citizen of the world.

This isn't about politics or giving up your national identity. It's about recognizing reality: the big challenges don't stop at borders, and neither should our concern.

Climate change. Pandemics. AI. Nuclear weapons. These are human problems requiring human solutions.

Think globally. Act locally. Both matter.

Here's a perspective that gives meaning: we're part of something bigger.

Humanity is on a journey — moral, social, spiritual — still becoming what it might be. Each generation inherits what came before and has the chance to push things forward.

You're not just living your own life. You're part of the story of our species. What you do matters for that larger story.

It's easy to be cynical. The news is full of terrible things. But cynicism is lazy, and despair accomplishes nothing.

Hope isn't naive. It's what makes action possible. Without hope, why try?

Progress is real. Life is better for most humans now than it was 200 years ago. That didn't happen by accident — it happened because people worked and fought and hoped.

You can be part of continuing that progress.

You have the right to:

• Be treated with dignity — no matter who you are
• Be safe from violence, cruelty, and abuse
• Think for yourself and believe what makes sense to you
• Speak your mind (while respecting others)
• Privacy — your stuff, your messages, your life
• Education that actually helps you grow
• Healthcare when you need it
• A clean environment and a livable planet
• Have a say in decisions that affect your future
• Access the internet and digital tools
• Know when a computer is making decisions about you

Rights aren't free. They only work if people take responsibility:

Don't:

• Treat people in ways you wouldn't want to be treated
• Lie, cheat, or break promises
• Take advantage of people's kindness
• Waste resources — they're not infinite
• Stand by when someone is being mistreated
• Fall for us-vs-them thinking

Do:

• Be kind, honest, and respectful
• Help people when you can
• Stand up for what's right
• Take care of shared spaces and things
• Think about how your actions affect others
• Seek unity and common ground
• Maintain hope — for yourself and others

You are a creator.

You have unique gifts. You can make things, build things, think new thoughts, solve problems, create beauty.

Your worth comes from inside, not outside.

Not from likes, followers, grades, money, or what others say about you. You have value because you exist.

Stay curious.

Keep asking questions. Keep learning. The world is fascinating.

Be brave.

It takes courage to be honest, to stand up for others, to be yourself.

Find balance.

It's okay to want to succeed. It's also okay to rest, to be content.

Notice beauty and wonder.

Don't get so busy that you forget to be amazed.

Forgive.

Holding grudges hurts you more than anyone. Let go when you can.

Find joy.

Life is meant to be enjoyed, not just endured.

1. We are one human family — beneath all differences
2. Every person has dignity — including you
3. Be kind, honest, respectful — the basics that make everything work
4. Contribute without exploiting — give your best, don't take unfair advantage
5. Unity over division — resist us-vs-them thinking
6. Global citizenship — you belong to humanity, not just your nation
7. Rights come with responsibilities — freedom isn't free
8. Care for the Earth — it's the only one we've got
9. Humanity is on a journey — you're part of a larger story
10. Hope makes action possible — choose hope

Be the kind of person who makes the world better just by being in it.

Kind. Honest. Respectful. Contributing. Building bridges.

That's the whole Charter in a life.

Imagine a world where:

• Everyone is treated fairly
• People are kind and honest
• We help each other
• We take care of the Earth
• Everyone has enough food, water, and a safe home

This Charter is a promise to try to build that world.

Here's something amazing: all the people on Earth are one big family.

We have different languages. Different foods. Different ways of doing things. But we're all human. We all want to be happy. We all want to be loved. We all feel sad and scared and joyful.

When you see someone who looks different from you, remember: they're your distant cousin. Really! All humans come from the same ancestors.

Almost everyone, everywhere, for thousands of years, has agreed on one thing:

Treat others the way you want to be treated.

• If you don't want people to be mean to you, don't be mean to others.
• If you want people to share with you, share with others.
• If you want people to tell you the truth, tell the truth.
• If you want people to be kind to you, be kind to others.

It's simple. And it's the most important rule there is.

Be Kind

Small kindnesses matter a lot. Smiling at someone. Helping when you can. Saying something nice. These little things make the world better.

Be Honest

Don't lie. Even when it's hard, tell the truth. People can trust someone who is honest.

Be Respectful

Treat everyone like they matter — because they do. Even people who are different from you. Even people you don't like very much.

When everyone helps and nobody cheats, things work well.

• Do your part.
• Share fairly.
• Don't take more than you need.
• Don't trick people to get what you want.

The best feeling isn't getting more than others. It's when everyone has enough.

Some people try to make us fight each other — to make us think "those people" are bad or scary.

Don't fall for it.

People who look different, talk different, or believe different things are still people. They have families. They have feelings. They have dreams.

We do better when we work together than when we fight.

Every person — including you — deserves:

• A safe home
• Enough food and clean water
• Help when they're sick
• The chance to learn
• To say what they think
• To believe what feels true to them
• To be treated fairly
• Clean air and a healthy planet
• To be treated with kindness and respect

Having rights means having responsibilities too:

• Be kind — even when no one's watching
• Be honest — even when it's hard
• Be brave — stand up for what's right
• Be helpful — especially to people who need it
• Be grateful — appreciate what you have
• Be fair — don't cheat or take more than your share
• Be careful — don't waste things
• Be curious — keep learning and asking questions
• Be forgiving — don't hold grudges forever
• Be joyful — enjoy life!
• Be you — your unique self matters

You are special — not because you're better than anyone else, but because there's no one exactly like you.

You have things you're good at. You have your own ideas. You have something to give that no one else can give.

You can create things. You can learn things. You can help people. You can make the world a little bit better.

Your worth doesn't come from how you look, what you own, or what grades you get. You matter just because you're you.

The Earth is our home — and the home of all animals, plants, and living things.

We need to take care of it:

• Don't waste water or food
• Don't litter
• Protect animals and plants
• Remember that kids in the future will need a healthy planet too

Phones, computers, and the internet can be amazing tools.

But remember:

• Real friends and real conversations matter most
• It's okay to take breaks from screens
• Some apps are designed to be hard to stop using — be aware
• Your private information should stay private

Sometimes the world seems scary or sad. That's okay to feel.

But things can get better. People can change. Problems can be solved.

Hoping isn't silly. It's brave. And it helps you do good things.

If everyone tried to follow the Golden Rule — if everyone tried to be kind, honest, brave, and helpful — the world would be so much better.

You can be part of making that happen, starting today.

Be good. Be kind. Be honest. Help others. We're all one family. Take care of the Earth. And there's always reason to hope.

Resources for educators, community leaders, and anyone who wants to spread the message of human dignity. Each resource below is tied to specific Articles of the Universal Charter.

Complete lesson plans for educators teaching human rights and human dignity at all levels. Each plan includes learning objectives, activities, and discussion prompts tied to specific Charter Articles.

Duration: 45 minutes Theme: The Golden Rule and One Human Family Charter Articles: Article 1 (The Golden Rule), Article 3 (One Human Family), Article 5 (Care for the Earth)

Learning Objectives:

• Understand that every person deserves to be treated with kindness and respect
• Recognise that all people belong to one human family
• Explore what it means to care for the Earth together

Opening Activity — The Golden Rule Circle (10 min)

Have students sit in a circle. Read aloud from Article 1:

Treat others as you would wish to be treated. This principle — found in every major ethical, philosophical, and spiritual tradition — is the foundation upon which all human dignity rests.

Ask each student to share one way they like to be treated. Write their answers on the board. Then ask: "If everyone followed these rules, what would our classroom look like?"

Main Activity — Our Earth Family Mural (20 min)

Give each student a section of a large paper mural. Ask them to draw themselves alongside people from different parts of the world, all sharing the same Earth. Encourage them to include:

• People who look different from them
• Animals and nature
• Things that make the Earth beautiful

While drawing, read key phrases from Article 3: "All human beings are born into one family. Differences of race, language, culture, and belief are expressions of humanity's richness."

Discussion (10 min)

1. What does it mean to be part of "one human family"?
2. Why is it important to be kind to people who are different from you?
3. What is one thing you can do today to care for the Earth?

Closing (5 min)

Have the class read together the one-sentence summary from the Children's Version: "Treat others as you wish to be treated. Be kind, be honest, and remember: we are one family on one Earth."

Materials Needed:

• Large roll of paper for mural
• Crayons, markers, or paint
• Printed copies of Articles 1, 3, and 5 (Plain Language version)

Duration: 60 minutes Theme: Rights, Responsibilities, and Building a Class Charter Charter Articles: Articles 34-43 (Rights of Persons), Articles 21-29 (Moral Character and Social Responsibility)

Learning Objectives:

• Understand the difference between rights and responsibilities
• Explore how personal responsibility supports collective rights
• Collaboratively create a "Class Charter" based on the Universal Charter

Opening — Rights vs. Responsibilities Sorting (15 min)

Prepare cards with statements from the Charter. Have students sort them into two columns: Rights and Responsibilities.

Examples from the Charter:

• "Every person has the right to life, liberty, and security of person" (Article 35) — Right
• "Every person has a responsibility to contribute to the common good" (Article 29) — Responsibility
• "Every person has the right to freedom of thought, conscience, and religion" (Article 36) — Right
• "Every person should act with integrity" (Article 23) — Responsibility

Discuss: Can you have rights without responsibilities? What happens when people claim rights but ignore responsibilities?

Main Activity — Create a Class Charter (30 min)

Divide students into groups of 4-5. Each group drafts 5-7 "articles" for a Class Charter, inspired by the Universal Charter. Guidelines:

1. Each article must name both a right and a matching responsibility
2. Articles must be specific enough to apply to daily classroom life
3. Every group member must agree to every article

Examples to inspire them:

"Every student has the right to speak without being interrupted. Every student has the responsibility to listen respectfully when others speak."

Sharing and Voting (10 min)

Each group presents their top 3 articles. The class votes on which articles to include in the final Class Charter. Post the finished Charter on the classroom wall.

Closing Reflection (5 min)

Read from Article 21: "Every person bears a responsibility to act in ways that uphold the dignity of others and contribute to the well-being of the broader community."

Ask: How is our Class Charter similar to the Universal Charter? Why do communities need shared agreements?

Materials Needed:

• Index cards with Charter statements (pre-prepared)
• Large poster paper for each group
• Markers
• Printed copies of Articles 21-29 and 34-43 (Plain Language version)

Duration: 90 minutes (or two 45-minute sessions) Theme: Digital Rights, Global Citizenship, and the Ethics of Technology Charter Articles: Articles 53-60 (Digital Age and Technology), Article 32 (Global Citizenship)

Learning Objectives:

• Analyse the rights and risks of living in a digital society
• Evaluate ethical dilemmas around AI, surveillance, and data privacy
• Understand the concept of global digital citizenship

Session 1 — Digital Rights Deep Dive (45 min)

Opening Discussion (10 min)

Read from Article 53: "Every person has the right to access information technology and digital tools necessary for full participation in modern society."

Ask: What happens to people who don't have internet access? Is internet access a human right?

Case Study Analysis (20 min)

Divide into 4 groups. Each group analyses one scenario:

• Group 1 — Data Privacy: A social media company sells user data to advertisers without clear consent. Which Charter articles apply? (Articles 41, 54)
• Group 2 — AI Decisions: A university uses an algorithm to reject applications. A student is denied entry based on their postcode. Which articles apply? (Articles 56, 58)
• Group 3 — Surveillance: A government installs facial recognition cameras on every street. Which articles apply? (Articles 55, 35)
• Group 4 — Digital Divide: A rural community has no internet, so children cannot access online education. Which articles apply? (Articles 53, 49)

Each group presents their analysis and recommended solutions.

Structured Debate (15 min)

Motion: "Artificial intelligence should never make decisions that affect a person's freedom, livelihood, or legal standing without meaningful human oversight."

Two teams debate for and against, using Charter Articles 56-58 as their framework.

Session 2 — Global Digital Citizenship (45 min)

Reading and Reflection (15 min)

Read Article 32 on Global Citizenship: "Every person is a citizen of the world as well as of their own community and nation."

Journal prompt: What does it mean to be a "global digital citizen"? What responsibilities come with being connected to billions of people online?

Group Project — A Digital Rights Charter (25 min)

Each group drafts a 5-article "Digital Rights Charter" for their school, inspired by Articles 53-60. They must address: access, privacy, AI fairness, surveillance, and human connection.

Closing (5 min)

Read from Article 60: "In an age of increasing digital interaction, the preservation of authentic human connection — face to face, heart to heart — must be actively protected."

Materials Needed:

• Printed case study cards
• Copies of Articles 53-60 and Article 32
• Journal/notebook for reflection
• Debate timer

Duration: 2 hours (seminar format) Theme: Implementation, Accountability, and Comparative Human Rights Frameworks Charter Articles: Articles 65-70 (Implementation), with comparisons to the UDHR and ECHR

Learning Objectives:

• Critically analyse the Charter's implementation framework
• Compare the Charter with the Universal Declaration of Human Rights (1948) and regional instruments
• Evaluate mechanisms for accountability and enforcement
• Explore the Charter's innovations: digital rights, technology ethics, environmental rights

Part 1 — Comparative Analysis (40 min)

Provide copies of the Universal Charter alongside the UDHR. In pairs, students identify:

1. Which UDHR rights are preserved in the Charter?
2. What new rights does the Charter introduce that the UDHR lacks?
3. How does the Charter's emphasis on responsibilities differ from the UDHR's rights-only approach?

Key innovations to discuss:

• Digital rights (Articles 53-56) — absent from the UDHR (written in 1948)
• Technology ethics (Articles 57-60) — AI governance, human oversight of algorithms
• Environmental rights (Articles 61-64) — climate stability as a human right
• Responsibilities framework (Articles 21-29) — reciprocal obligations alongside rights

Part 2 — Implementation Seminar (40 min)

Facilitated discussion on the Charter's implementation articles:

"States bear the primary responsibility for promoting, protecting, and fulfilling the rights and principles set forth in this Charter" (Article 65).

Discussion prompts:

1. How can a non-binding charter achieve compliance without legal enforcement?
2. What role do institutions (Article 66) and education (Article 69) play in implementation?
3. How does Article 67 (Limits on Rights) balance individual freedom with collective well-being?
4. What accountability mechanisms (Article 68) could be effective without a supranational court?

Part 3 — Workshop: Designing Accountability (30 min)

Groups of 4-5 design an accountability mechanism for one Charter article of their choice. They must address:

• Who monitors compliance?
• What happens when a right is violated?
• How are disputes resolved?
• How is the mechanism itself held accountable?

Each group presents their mechanism. Class votes on which is most feasible.

Closing Reflection (10 min)

Read the Closing Affirmation of the Charter and discuss: Can a charter change the world without the force of law? What is the role of moral authority versus legal authority in human rights?

Recommended Reading:

• The full Universal Charter (available at globalconsensus.earth/en/charter/)
• Universal Declaration of Human Rights (1948)
• The Charter's Plain Language Version for accessible overview

Facilitation guides for group discussions about the Charter. Each guide includes opening questions, key themes, and practical tips for leading meaningful conversations.

Format: 60-90 minute facilitated discussion Group Size: 8-25 participants Theme: Dignity, Diversity, and Shared Responsibility

Before You Begin

Print copies of the Charter's Plain Language Version for all participants. Arrange seating in a circle to promote equal participation.

Opening (10 min)

Read aloud from Article 1 (The Golden Rule):

Treat others as you would wish to be treated. This principle — found in every major ethical, philosophical, and spiritual tradition — is the foundation upon which all human dignity rests.

Ask each participant to briefly share: "What does dignity mean to you in one sentence?"

Discussion Prompts

1. Article 4 says "Differences of race, language, culture, and belief are expressions of humanity's richness, not threats to its unity." Where do you see this working well in our community? Where do we fall short?
2. Article 21 states that every person has "a responsibility to act in ways that uphold the dignity of others." What does this look like in daily life?
3. The Charter names both rights and responsibilities. Do you think people in our community are more aware of their rights or their responsibilities?
4. Article 32 describes Global Citizenship. Can someone be a global citizen while also being deeply rooted in their local community?
5. If our community could adopt three articles from the Charter as guiding principles, which three would make the biggest difference?

Facilitation Tips

• Let silence happen — not every pause needs to be filled
• If one person dominates, say: "Thank you — let's hear from someone who hasn't spoken yet"
• Redirect personal attacks to principles: "Let's focus on what the Charter says about this"
• Use "I" statements: encourage "I believe" rather than "You should"
• End each section by summarising areas of agreement before moving on

Format: 60 minute discussion (fits within a study group, Bible study, or similar gathering) Theme: Common Values Across Traditions Charter Articles: Article 1 (Golden Rule), Article 36 (Freedom of Thought, Conscience, and Religion)

Opening Reflection (10 min)

The Golden Rule appears in virtually every spiritual and ethical tradition. Read from Article 1, then share these parallels:

• Christianity: "Do unto others as you would have them do unto you" (Matthew 7:12)
• Islam: "None of you truly believes until he wishes for his brother what he wishes for himself" (Hadith)
• Judaism: "What is hateful to you, do not do to your neighbour" (Talmud, Shabbat 31a)
• Buddhism: "Hurt not others in ways that you yourself would find hurtful" (Udanavarga 5:18)
• Hinduism: "This is the sum of duty: do not do to others what would cause pain if done to you" (Mahabharata 5:1517)

Ask: What does it mean that this principle is universal?

Discussion Prompts

1. Article 36 protects "freedom of thought, conscience, and religion." How do we honour this freedom while also sharing our own beliefs authentically?
2. The Charter speaks of "inherent dignity" (Article 2). How does your faith tradition understand human dignity?
3. Article 5 calls for "Care for the Earth." Many traditions teach stewardship of creation. How can faith communities lead on environmental responsibility?
4. Where do you see alignment between the Charter and your faith's teachings? Where might there be tension?

Closing

Invite participants to choose one Charter article to reflect on during the coming week. Close with a moment of shared silence or prayer.

Format: 45-60 minute workshop Audience: Teams, departments, or company-wide training Theme: Dignity, Respect, and Ethical Responsibility at Work Charter Articles: Article 10 (Respect), Article 22 (Contributing Without Exploiting), Article 48 (Work)

Opening (5 min)

Read from Article 48:

Every person has the right to work in conditions that respect their dignity, provide fair compensation, ensure safe and healthy conditions, and allow for rest and leisure.

Ask: On a scale of 1-10, how well does our workplace uphold this article?

Exercise 1 — Dignity Audit (15 min)

In small groups, review these Charter principles and assess your workplace:

• Respect (Article 10): Does every person feel heard and valued regardless of their title or role?
• Contributing Without Exploiting (Article 22): Are contributions fairly recognised? Is anyone's work taken for granted?
• Integrity (Article 23): Can people speak honestly without fear of retaliation?
• Privacy (Article 41): Is employee monitoring proportionate and transparent?

Each group identifies one area of strength and one area for improvement.

Exercise 2 — Scenario Discussion (20 min)

• A team member consistently interrupts a colleague from a different cultural background. What does Article 10 (Respect) say about this?
• A manager takes credit for a junior employee's idea. How does Article 22 (Contributing Without Exploiting) apply?
• An employee is asked to work through weekends without additional compensation. What does Article 48 say about rest and fair conditions?

Action Planning (10 min)

Each participant writes one concrete action they will take this week to improve dignity in the workplace. Share with a partner for accountability.

Closing

Read from Article 10: "Respect is the recognition that every person carries within them a universe of experience, feeling, and potential that deserves to be honoured."

Format: 15-30 minute conversations (designed for dinner-table or car-ride discussions) Audience: Families with children ages 8 and up Theme: Kindness, Fairness, and Our Shared World

How to Use This Guide

These are not lectures — they are conversation starters. Choose one topic per conversation. Let your children lead the discussion as much as possible. There are no wrong answers.

Conversation 1 — The Golden Rule

Read together: "Treat others as you wish to be treated."

• Can you think of a time someone treated you the way you wanted to be treated? How did it feel?
• Can you think of a time you treated someone else that way?
• Is it always easy to follow the Golden Rule? When is it hardest?

Conversation 2 — One Human Family

Read from Article 3: "All human beings are born into one family."

• What does it mean to think of everyone in the world as part of your family?
• If a child on the other side of the world was hungry, would you want to help? Why?
• What is one thing our family can do to help people we have never met?

Conversation 3 — Care for the Earth

Read from Article 5: "The Earth is the shared heritage of all living beings."

• What is your favourite thing about nature?
• What would happen if nobody took care of the Earth?
• What is one thing our family can change to take better care of the planet?

Conversation 4 — Rights and Responsibilities

• What are some things every child should be allowed to have? (food, school, safety, play)
• If you have rights, do you also have responsibilities? What are they?
• What would a world look like where everyone had their rights respected?

Conversation 5 — Being Brave

Read from Article 27: "Courage is the willingness to stand for what is right, even when it is difficult."

• Have you ever stood up for someone who was being treated unfairly?
• Is it harder to be brave when you are alone or when you have friends who support you?
• What is one brave thing you could do this week?

Tip for Parents: These conversations work best when you share your own honest answers too. Children learn dignity by watching the adults in their lives practice it.

Printable activities and exercises to reinforce learning. Each worksheet connects directly to Charter Articles and can be used independently or alongside the lesson plans above.

Instructions: Choose 3-5 questions to reflect on. Write your answers in a journal, discuss with a partner, or use as prompts for group conversation.

On Dignity and Identity

1. Article 2 says dignity is "inherent" — meaning every person is born with it. Do you agree? Can dignity ever be taken away, or only denied?

1. Article 12 speaks of "self-worth and identity." What three things are most central to your identity? How would you feel if someone denied or dismissed those things?

On Rights and Responsibilities

1. Article 21 says we each have "a responsibility to act in ways that uphold the dignity of others." Think of the last week. When did you uphold someone else's dignity? When might you have fallen short?

1. The Charter includes both individual rights (Articles 34-43) and collective responsibilities (Articles 21-29). Which do you think is more important? Can you have one without the other?

On Community and the World

1. Article 32 describes Global Citizenship. Do you feel like a citizen of the world? What would it take for more people to feel that way?

1. Article 31 calls for "rejecting tribalism and othering." Where do you see tribalism in your own community or online spaces? What can be done about it?

On Technology and the Future

1. Article 60 warns about preserving "authentic human connection" in the digital age. Has technology made your relationships stronger or weaker? What could you change?

1. Article 63 names "climate stability" as a right. What does it mean for climate stability to be a human right? Who is responsible for protecting it?

Instructions: Read each scenario. Identify which Charter Articles are relevant. Discuss what should happen and why.

Case Study 1 — The Climate Refugees

A small island nation is losing land to rising sea levels. Thousands of families must relocate, but neighbouring countries refuse to accept them. The displaced families lose their homes, schools, and cultural heritage.

Questions:

• Which Charter articles apply? (Consider Articles 42, 44, 61, 63, 64)
• Does the right to a healthy environment (Article 61) create obligations for other nations?
• How should the principle of Global Citizenship (Article 32) influence the response?
• What would justice look like in this situation?

Case Study 2 — The Algorithm

A city government uses an AI system to decide which neighbourhoods receive public funding for schools. The algorithm consistently directs less funding to low-income areas because it uses historical data showing lower test scores. Parents discover that the system is reinforcing inequality rather than reducing it.

Questions:

• Which Charter articles apply? (Consider Articles 34, 49, 56, 58)
• Article 56 requires transparency in automated decisions. Was this requirement met?
• Article 58 says humans must retain control over critical decisions. Did they?
• How should the city fix this problem?

Case Study 3 — The School Ban

A country bans the teaching of certain religious and cultural practices in public schools, arguing that a secular curriculum serves all students equally. Members of minority communities say their children are being forced to abandon their heritage.

Questions:

• Which Charter articles apply? (Consider Articles 36, 45, 49, 4)
• How does Article 4 (Unity in Diversity) inform this debate?
• Can a school be both secular and respectful of cultural diversity?
• What solution would honour both equality and diversity?

Case Study 4 — The Whistleblower

An employee at a large company discovers that the company is dumping waste into a river, affecting drinking water for a nearby community. The employee reports it internally, but management ignores the complaint. The employee considers going public but fears losing their job.

Questions:

• Which Charter articles apply? (Consider Articles 27, 37, 61, 68)
• Article 27 speaks of "courage and moral conviction." What risks does the employee face?
• Article 68 calls for "remedy and accountability." What mechanisms should protect whistleblowers?
• What would you do in this situation?

Instructions: For each scenario, assign roles to participants. Act out the situation, then discuss what happened and what the Charter says about it. Each scenario takes 10-15 minutes.

Scenario 1 — The New Student

Roles: New student, two established students, a teacher

Setup: A student from a different country joins the class mid-year. They speak with an accent and dress differently. Two established students make comments behind their back.

Act it out: Play the scene. Then replay it — this time, have the established students respond according to Article 4 (Unity in Diversity) and Article 10 (Respect).

Discussion: How did it feel to be the new student? What changed when the established students followed the Charter?

Scenario 2 — The Unfair Decision

Roles: Manager, two employees, an observer

Setup: A manager must choose one person for a promotion. Both employees are equally qualified, but the manager favours the one they socialise with outside work.

Act it out: Play the decision scene. Then replay it with the manager following Article 34 (Equality) and Article 23 (Integrity).

Discussion: What does fairness look like in practice? How do unconscious biases affect decisions?

Scenario 3 — The Online Mob

Roles: A person who posted an unpopular opinion, three people responding online, a moderator

Setup: Someone shares a respectful but controversial opinion on social media. Others pile on with insults and threats.

Act it out: Play the pile-on. Then replay it with the responders following Article 37 (Freedom of Expression) and Article 10 (Respect).

Discussion: How do we protect free expression while preventing harassment? What is the difference between disagreement and attack?

Scenario 4 — The Community Vote

Roles: 5 community members, a facilitator

Setup: A community must decide whether to allow a large factory to be built. It would create 200 jobs but may pollute the local river. Some members desperately need work. Others depend on the river for drinking water.

Act it out: Each person argues their position. Try to reach a decision that respects Article 48 (Work), Article 61 (Right to a Healthy Environment), and Article 39 (Democratic Participation).

Discussion: How do you balance competing rights? Is compromise always possible?

Instructions: These creative activities can be done individually or in groups. Each project connects to Charter themes and can be displayed, shared, or presented to others.

Project 1 — The Dignity Mural

Ages: All ages Materials: Large paper or wall space, paint, markers, collage materials Time: 60-90 minutes

Create a mural that illustrates Article 2: "Every human being possesses inherent dignity that does not depend on any external condition."

Include images representing:

• People of different ages, backgrounds, and abilities
• The things that all people share (need for love, safety, belonging)
• What a world built on dignity looks like

Display the mural in a public space with the text of Article 2 alongside it.

Project 2 — Charter Poetry

Ages: 12 and up Materials: Paper, pen Time: 30-45 minutes

Choose one Charter Article that resonates with you. Write a poem inspired by it. Your poem can be:

• A personal response to the article
• A reimagining of the article in your own words
• A story about what the world would look like if this article were universally respected

Share your poem with the group. Compile all poems into a class or community anthology.

Project 3 — Photo Essay: Dignity in My Community

Ages: 14 and up Materials: Camera or smartphone Time: 1 week (ongoing project)

Take 10 photographs that capture dignity in your community. Look for:

• Acts of kindness between strangers
• Places where people gather in peace
• Examples of care for the environment
• Signs of fairness and inclusion

For each photo, write a short caption connecting it to a specific Charter Article. Present your photo essay to the group or display it in a public space.

Project 4 — Collage of Rights

Ages: 10 and up Materials: Old magazines, newspapers, scissors, glue, large paper Time: 45-60 minutes

Create a collage that represents the rights described in Part V of the Charter (Articles 34-43). Cut out images and words from magazines that represent:

• Equality
• Freedom of expression
• Education
• Privacy
• Democratic participation

Arrange them on your paper. In the centre, write the right you think is most important and explain why.

Educational videos are being developed to bring the Charter to life through visual storytelling. Below are descriptions of the planned video series.

A series of short animated videos (3-5 minutes each) explaining key Charter concepts in accessible, visual language. Planned topics include:

• The Golden Rule Across Cultures — How the same principle appears in every tradition worldwide
• What Are Human Rights? — A child-friendly introduction to rights and responsibilities
• The Digital Bill of Rights — Why Articles 53-60 matter in the age of AI and social media
• One Human Family — The science and philosophy behind Article 3
• Climate as a Human Right — Why Article 63 names climate stability as something every person deserves

These videos are currently in development. To be notified when they are released, subscribe to the newsletter.

A series of in-depth conversations (15-20 minutes each) with educators, human rights scholars, technologists, and community leaders discussing how the Charter applies to real-world challenges. Planned interviews include:

• The Philosophy of Dignity — What does "inherent dignity" actually mean? A philosopher explains
• Teaching Rights to Children — How educators introduce human rights concepts at different ages
• AI and Human Oversight — A technologist on why Article 58 matters for the future
• Environmental Justice — A climate scientist on the Charter's environmental rights framework
• Building Consensus Across Cultures — How diverse communities find common ground

These interviews are currently in production. Subscribe to the newsletter to be notified when they are available.

Short documentary segments (5-10 minutes) capturing real stories of people around the world who embody the Charter's principles:

• The Teacher — An educator in a refugee camp building a school from scratch (Articles 49, 29)
• The Whistleblower — An environmental defender who risked everything to protect a river (Articles 27, 61)
• The Bridge Builder — A community mediator bringing together divided neighbours (Articles 30, 33)
• The Innovator — A young technologist building accessible tools for people with disabilities (Articles 53, 34)

These documentary clips are currently being filmed. Subscribe to the newsletter for release updates.

A growing collection of videos (2-3 minutes each) featuring young people from around the world sharing what the Charter means to them:

• What article resonates most with you and why?
• How have you seen dignity upheld or denied in your community?
• What would you change about the world if you could?
• What does it mean to be a global citizen your age?

We are actively seeking student participants from all regions and age groups. If you are an educator and would like your students to participate, please reach out through the contact form on the Ambassador page.

All student testimonials will be published with appropriate consent and in compliance with child protection guidelines.

Common questions about the Universal Charter

The Universal Charter for Human Dignity and Planetary Flourishing - Humanity 2.0 is a comprehensive document that outlines fundamental human rights and responsibilities for all people on Earth. It builds upon existing human rights frameworks while addressing contemporary challenges like climate change and digital rights.

The Charter is currently an aspirational document that expresses shared human values. While not legally binding in itself, it can serve as a foundation for national laws, international agreements, and organizational policies.

You can use the Charter in many ways: to educate yourself and others about human rights, to advocate for policy changes, to guide organizational decisions, to spark discussions in your community, or simply to reflect on your own values and actions.

We provide multiple versions (Full, Plain Language, Youth, and Children) to make the Charter accessible to everyone. The core message remains the same, but the language and presentation are adapted for different audiences.

Use the language selector in the top menu to find your language. If your language is not available, please contact us about translation opportunities.

The Charter builds upon and complements the Universal Declaration of Human Rights (1948). While it maintains the core principles of the UDHR, it also addresses issues that have become more prominent in the 21st century, such as environmental rights and digital privacy.

Yes! The Charter is licensed under Creative Commons BY-NC-SA 4.0. You are free to share and adapt it for non-commercial purposes, as long as you give appropriate credit and distribute any modifications under the same license.