Universal Charter for Human Dignity and Planetary Flourishing - Humanity 2.0

Mí, anyigba dzi dukɔwo, siwo le ɖekami le míaƒe amegbetɔnyenye me eye míaƒe etsɔme nɔ anyigba gbagbe sia dzi le ɖeka:

Míekpɔe be amegbetɔ ɖe sia ɖe nɔ anyi kple bubu tso dzɔdzɔme — eɖanye Mawu ye tsɔe nɛ o, dzɔdzɔme ye tsɔe nɛ o, alo amegbetɔnyenye ƒe bubu ko wònye o — eye naneke mate ŋu axe mɔ nɛ o;

Míelɔ̃ ɖe nunya si le subɔsubɔha gãwo katã, xexemenunya, kple blema dekɔnuwo me, siwo katã fiaa mí be míawɔ nu na ame bubuwo abe ale si míawo ŋutɔ míedi be woawɔ nu na mí ene;

Míese egbe be amegbetɔ nɔa anyi kple ehaviwo — ɖekami kple ehavi amegbetɔwo, tɔgbi kple mama siwo yi kple vi siwo gbɔna, eye kple anyigba, tsiwo, kple nu gbagbe bubuwo katã siwo le anyigba sia dzi;

Míeɖee fia be amegbetɔƒome ɖeka míenye, míaƒe dzɔtsoƒe le ɖeka eye míaƒe aƒe hã le ɖeka, eye míaƒe etsɔme nɔ te ɖe ɖekawɔwɔ sia dzi tsɔ kpe ɖe míaƒe nɔnɔme vovovowo ŋu bubu ŋu;

Míexɔ nufiame tso blema dzigbagbawo me — ɣeyiɣi siwo me wogbe bubu na amewo, ɣeyiɣi siwo me dukɔwo wɔ avu kple wo nɔewo, eye wogblẽ anyigba la — eye míeɖoe kplikpaa be míatu xexeame si me dzɔdzɔenyenye kple ŋutifafa le;

Míeɖee fia be menye amegbetɔwo kpɔkpɔ ɖe nuvẽwo ŋu ko o, ke boŋ be woayi ŋgɔ — abe nuwɔlawo, nyateƒediilawo, kple ame siwo nɔa dɔ wɔm na hadome ƒe nyonyo;

Míexɔe se be amegbetɔwo le dzidziɖedzi ƒe mɔzɔzɔ dzi, míegale nyanyem ɖe edzi, eye dzidzime ɖe sia ɖe kpɔ mɔ eye agbanɔamenu le ezi be wòana ŋgɔyiyi sia nayi ŋgɔ;

Míele kuxi gã siwo le míaƒe ɣeyiɣia me la katã kpem — yame ƒe nɔnɔme ƒe tɔtrɔ, mɔ̃ɖaŋununya yeye siwo ƒe ŋusẽ lolo ŋutɔ, ahedada kple masɔmasɔ siwo gakpɔtɔ li, kple ŋutifafa ƒe gbɔdzɔgbɔdzɔ — siwo dukɔ aɖeke alo amegbetɔ aɖeke mate ŋu aɖɔ ɖo le eɖokui si o;

Míeɖee fia be gomenɔamesiwo kpe ɖe agbanɔamenuwo ŋu, ablɔɖe nye dɔwɔnu na hadome ƒe nyonyo, eye nɔnɔme si me hadome aɖe le la dzena le ale si wòwɔa nu na ame siwo gbɔdzɔ wu ŋu;

Eya ta míeɖe gbeƒã Anyigba dzi Amegbetɔwo ƒe Bubu kple Nuwo ƒe Dzidzegbe ƒe Se Kɔkɔe sia abe ŋutega kple se na dukɔwo kple amewo katã ene.

Se Kɔkɔe sia ƒe gɔmeɖokpe enye ale si míawɔ nu na mía nɔewo, si le agbe nyui nɔnɔ ƒe nufiame gãwo katã me: Wɔ nu na ame bubuwo abe ale si nèdi be woawɔe na wò ene. Mégawɔ naneke na ame bubu si mèdi be woawɔ na wò o. Gɔmeɖose sia ku ɖe ame ɖekaɖekawo, nutowo, kple dukɔwo katã ŋu. Efiaa mɔ mí le míaƒe nuwɔwɔ kple dzidzime siwo gbɔna kpakple dzɔdzɔmeŋutinuawo ŋu. Egblɔ na mí be míaƒu asa na nuveviwɔwɔ ame eye míadi ame bubuwo ƒe nyonyo vevie.

Amegbetɔ ɖe sia ɖe nɔ anyi kple bubu si le eya ŋutɔ me eye menye nɔnɔme aɖe, dɔwɔwɔ, alo ŋusẽ aɖe gbɔe wòtso o. Ŋusẽ aɖeke mate ŋu ana bubu sia o, eye womate ŋu axɔe le ame si hã o. Eyae nye dzɔtsoƒe si me gomenɔamesiwo katã tsona eye eyae nye se si dzi woanɔ te ɖo adrɔ̃ ʋɔnu nuwɔnawo katã.

Amegbetɔƒome ɖeka míenye. Le míaƒe dekɔnuwo, gbegbɔgblɔwo, xɔsewo, kple dukɔwo ƒe vovototowo katã te la, míaƒe dzɔtsoƒe nye ɖeka, míaƒe dzɔdzɔme nye ɖeka, eye míaƒe aƒe hã nye ɖeka. Ðekawɔwɔ sia menye taɖodzinu si míadi be míaka ɖe edzi ko o, ke boŋ enye nyateƒe si wòle be míalɔ̃ ɖe edzi eye míabu eŋu. Míele ɖekami eɖanye míelɔ̃ ɖe edzi alo míegbe o; nunya nye be míanɔ agbe wòasɔ ɖe eŋu.

Amegbetɔƒome ɖeka sia le dzedzem le dekɔnu, gbegbɔgblɔ, xɔse, kple kɔnu vovovowo me. Vovototo sia nye nu xɔasi si wòle be míade asixɔxɔ ŋu, ke menye kuxi si wòle be míakpɔ o. Dukɔ aɖeke alo xexemenunya aɖeke mekpɔ nyateƒe la katã o. Míesrena tso mía nɔewo gbɔ, eye míaƒe vovototowo nana mí katã míenyona. Ðekawɔwɔ vavã lɔ̃a vovototowo; meɖea wo ɖa o.

Anyigba ye léa agbe katã ɖe te eye esɔ be míade bubu eŋu eye míadzra ɖo nɛ. Dzɔdzɔmeŋutinuawo ƒe asixɔxɔ gbɔ ale si amegbetɔwo zãnɛ ene ŋu. Míenye agbe ƒe ɖekami, eye míemlo mía ɖokui si o. Amegbetɔwo ƒe lãmesẽ kple anyigba la ƒe lãmesẽ mate ŋu amlo wo ɖokui si o.

Míelé anyigba la ɖe te na ame siwo gbɔna le mía yome. Dzidzime ɖe sia ɖe nɔ nua bum tso ale si eƒe tiatiawo agblẽ nu le vi siwo womedzi haɖe o la ŋu. Woyɔ mí be míanye tɔgbi kple mama nyuiwo, eye míagblẽ xexeame ɖi wòanye esi ate ŋu alé agbe kple mɔkpɔkpɔ ɖe te.

Amegbetɔwo le dzidziɖedzi ƒe mɔzɔzɔ dzi — le agbe nyui nɔnɔ, hadomegbe, kple gbɔgbɔ me — míegale nyanyem ɖe edzi. Dzidzime ɖe sia ɖe xɔa ŋgɔyiyi kple kpuie siwo ame siwo do ŋgɔ na mí la wɔ, eye mɔnukpɔkpɔ su esi be wòayi ŋgɔ ɖe dzɔdzɔenyenye, nunya, kple dzidzegbe gã wu ŋu. Mɔzɔzɔ ɖekami sia nana gɔmesese nɔa agbe me eye wòyɔa mí be míawɔ nu aɖe si lolo wu míawo ŋutɔ míaƒe agbe.

Dɔmetɔtrɔ nye nɔnɔme nyui si xexeame katã nya — ɖeviwo senɛ gɔme, dekɔnu ɖe sia ɖe dea bubu eŋu, eye ame katã hiã nɛ. Woyɔ ame ɖe sia ɖe be wòanye dɔmetrɔla: wòawɔ nu kple fafa, bubu, kple dzadzraɖo na ame bubuwo. Dɔmetɔtrɔ suewo ye léa gbesiagbe agbe ɖe te; woƒe anyimanɔmanɔ nana xexeame sena eye wòvɔ̃na. Hadomewo asu dɔmetɔtrɔ le woƒe kɔnuwo, dɔwɔƒewo, kple nufiame me.

Anukwareɖiɖi nye kakaɖedzi ƒe gɔmeɖokpe, eye kakaɖedzi nye hadome ƒe gɔmeɖokpe. Ame ɖe sia ɖe anze be yeanye nyateƒetɔ le nya kple nuwɔna me — aƒo nyateƒe, awɔ ŋugbeɖodziwo, atsɔ eɖokui kple nɔnɔmewo afia pɛpɛpɛ, eye wòagbe alakpa, beble, kple ametafafa. Hadome si wotu ɖe alakpa dzi mate ŋu anɔ te o. Ame siwo ƒoa nyateƒe, eɖanye wosesẽ hã, wɔa dɔ na ame katã.

Ame ɖe sia ɖe dzɔ be woawɔ nu nɛ kple bubu — woalɔ̃ ɖe eŋu abe ame xɔasi ene, woase eƒe nya, eye woatsɔe nɛ vevie. Bubu mebia be woalɔ̃ ɖe nya katã dzi o; ebia ko be woalɔ̃ ɖe bubu si le ame bubua me ŋu. Bubumademade ame ŋu, amemabumabu, kple amegbetɔ ƒe asixɔxɔ ɖeɖe ɖa nye lɔlɔ̃manɔmanɔ ƒe nu kuwo. Hadomewo ado bubu nɔ nɔewo ŋu ɖe ŋgɔ le vovototowo katã me.

Wodzi ame ɖe sia ɖe kple ŋutete be wòawɔ nu yeyewo, wòabu nuawo ŋu, wòatu nuawo, eye wòawɔ nu tɔxɛ aɖe ade xexeame me. Nuwɔwɔ ƒe gbɔgbɔ sia le vevie na amegbetɔ ƒe bubu. Hadomewo ade asixɔxɔ nuwɔwɔ ŋu, woana mɔnukpɔkpɔwo na dɔwɔwɔ si gɔmesese le kple gbeɖeɖe, eye woalɔ̃ ɖe edzi be nunanawo le ame ɖe sia ɖe si be wòatsɔ ana.

Ame ɖe sia ɖe nɔ mɔnukpɔkpɔ si be wòatu eɖokui-asixɔxɔ nyui si tsona eya ŋutɔ me, eye menye tso ale si ame bubuwo bunɛ ko o. Nufiame kple dekɔnu ado eɖokui-asixɔxɔ si nɔ te ɖe nɔnɔme, agbagbadzedze, kple nuwɔwɔ ade hadome me ŋu — eye menye le ame bubuwo dzi ɖuɖu me o. Woade bubu ame ɖe sia ɖe ƒe amenyenye tɔxɛ, eƒe tamesusu, kple eƒe mɔ dzi.

Didzi be woase nu gɔme nye nusiawo gɔmeɖokpe na amegbetɔnyenye. Ame ɖe sia ɖe si gomenɔamesi kple agbanɔamenu be wòadi nyateƒe kple tamesusu si ʋu ɖe nu ŋu, wòabia nya, wòasre nu, eye wòatsi le agbe me katã. Hadomewo ade dzi ƒo na nuseese-didzi, woakpɔ nyateƒe-didzi ta, eye woade bubu ame siwo dia sidzedze be woatsɔ asubɔ nunya.

Dzɔdzɔenyenye ƒe didi nɔ te ɖe vevesese (empathy) — ŋutete be woase ame bubuwo ƒe seselelamewo gɔme eye woakpɔ gome le eme — dzi. Dzɔdzɔenyenye si me vevesese manɔ o la zua lɔlɔ̃manɔmanɔ; vevesese si me dzɔdzɔenyenye manɔ o la nana vodada yia ŋgɔ. Woyɔ ame ɖe sia ɖe be wòanɔ te ɖe nu si le eteƒe ŋu eye wòadi be yease ame siwo ye kple wo meɖeka o hã ƒe nya gɔme.

Amegbetɔwo di tso dzɔdzɔme be yewotsi, yewoaɖɔ nuawo ɖo, eye yewoawɔ dɔ nyuie wu. Hoʋiʋli nyui si nana dɔwɔwɔ nyona ɖe edzi, nana amewo wɔa dɔ gãwo, eye wòdea bubu hoʋilawo ŋu la sɔ be woade dzi ƒo nɛ. Gake hoʋiʋli megbe be woawɔ lɔlɔ̃manɔmanɔ nu, woataba ame, alo woatsrɔ̃ ame bubuwo o. Dzidzedze si wokpɔ tso nuveviwɔwɔ ame bubuwo me la menye dzidzedze vavã o. Taɖodzinu la menye be woaɖu ame bubuwo dzi o, ke boŋ be woatu ame ɖokui eye woawɔ nu ade eme na ame katã.

Ame ɖe sia ɖe nye ame tɔxɛ eye naneke mesɔ kplii o, kple nunana, tamesusu, kple nuwɔwɔ ade eme tɔxɛwo. Wode dzi ƒo na ame-tɔxɛ nɔnɔ sia, eye womamli anyi o. Le ɣeyiɣi ma ke me la, amegbetɔwo nyona le hadome kple ɖekawɔwɔ me. Masɔmasɔ si le ame-tɔxɛ nɔnɔ kple hadome me nɔnɔ dome la nye nu si wòle be míalé ɖe te, ke menye be míakpɔ egbɔ o — wo katã woafia nuawo na amegbetɔnyenye blibo la.

Amegbetɔwo ate ŋu ase nukutinu — be anyiehekpɔkpɔ, nya ɣaɣla, kple anyigba blibo ƒe lolome nawɔ dɔ ɖe wo dzi. Ŋutete sia be woase nukutinu nye nunana si wòle be míatu, eye menye gbɔdzɔgbɔdzɔ si wòle be míadzi o. Aɖaŋudɔwo, dzɔdzɔme, haƒoƒo, gliwo, kple ŋugbedede nana luʋɔ la nyona. Hadomewo akpɔ anyiehekpɔkpɔ, ziɖoɖo, kple ŋugbedede ƒe teƒewo ta, eye womana amegbetɔ ƒe agbe nanye dɔwɔwɔ kple nuzãzã ko o.

Agbe nyui nɔnɔ bia sɔsɔme: le didzi kple dzidzeme dome, le eɖokui ɖɔɖɔɖo kple eɖokui lɔlɔ̃ dome, le dɔwɔwɔ kple gbɔɖeme dome, le nunana kple nuxɔxɔ dome. Didzi be woakpɔ "geɖe wu" si nu mavɔ o la kplɔa ame yi ŋugbegbe me. Nunya nye be woanya nu si sɔ, be woanɔ agbe si li fifia me, eye woakpɔ ŋutifafa le agbagbadzedze me.

Wodzɔ agbe be woanɔe kple dzidzɔ. Fefewɔwɔ, nukoko, aseye-titi, kple dzidzɔkpɔkpɔ menye nu siwo ɖea ame ƒe susu ɖa le agbe ƒe dɔ vevewo ŋu o — wo katã woafiagbe na amegbetɔ ƒe dzidzegbe. Hadomewo ana mɔnukpɔkpɔ na aseye-titi, gbɔɖeme, kple agbe ko ƒe dzidzɔkpɔkpɔ. Agbe si me dzidzɔ manɔ o la ɖe kpɔtɔ, eɖanye ɖokusitsɔtsɔsa le eme gã deŋgɔ hã.

Mɔkpɔkpɔ nye nɔnɔme nyui si nana nɔnɔme nyui bubuwo katã nɔa anyi. Enye kakaɖedzi be agbagbadzedze le vevie, be etsɔme ate ŋu anyo wu, eye be nyonyo menye dzodzro o. Mɔkpɔkpɔ manɔmee la, dzinɔameƒo vɔna eye dɔwɔwɔ tɔna. Ame ɖe sia ɖe gomenɔamesi be wòakpɔ mɔkpɔkpɔ ƒe nɔnɔme, eye agbanɔamenu le ezi be wòalé mɔkpɔkpɔ ɖe te na ame bubuwo. Dzidzigbagba menye nyateƒekpɔkpɔ o; enye taɖoɖo.

Ame ɖe sia ɖe gbanɔamenu be wòawɔ nu ade eƒe hadome ƒe nyonyo me pɛpɛpɛ abe ale si eƒe ŋutete le ene. Ame siwo si nu geɖe le la, agbanɔamenu gã wu le wo dzi be woakpe ɖe ame siwo le hiã me ŋu. Ðekawɔwɔ kple ame siwo gbɔdzɔ, ame siwo le fu kpem, kple ame siwo wotabu la nye agbe nyui nɔnɔ ƒe dzesi. Ame aɖeke si ate ŋu akpe ɖe ame ŋu mekpɔ mɔ anɔ anyi dzodzro ne ame bubuwo le fu kpem o.

Hadome si le ŋgɔ yim enye esi me ame ɖe sia ɖe wɔa eƒe ŋutete katã ŋu dɔ pɛpɛpɛ manɔmee na mɔkpɔkpɔ be yeataba ame bubuwo. Nuxɔxɔ si gbɔ sɔsɔme ŋu, ame bubuwo ƒe dɔwɔwɔ alo kakaɖedzi taba, alo eɖokui dada ɖe ŋgɔ le hadome ƒe nyonyo ƒe tanyene gblẽa hadome la. Didzi la menye eɖokui ƒe viɖe o, ke boŋ be mí katã míanyo. Ne ame ɖe sia ɖe wɔ eƒe tɔ eye ame aɖeke metaba ame o la, mí katã míanyona.

Blibonɔnɔ fia be woanye ame ɖeka — ame si nènye le ziɖoɖo me sɔ kple ame si nènye le amewo ŋkume, nɔ agbe wòasɔ ɖe wò xɔsewo ŋu eɖanye ame aɖe le wò kpɔm o hã. Ame si me blibonɔnɔ le la wɔa eƒe ŋugbeɖodziwo eye wokatã kaka ɖe eŋu. Hadomewo zɔna ko ne amewo katã wɔa nu kple blibonɔnɔ le ɣeyiɣi geɖe me.

Agbe nyui lɔ̃ akpedada — nuawo xɔxɔ kple ŋudzedzekpɔkpɔ tso nu siwo míexɔ tso ƒome, hadome, dzɔdzɔme, kple ame siwo do ŋgɔ na mí gbɔ. Akpedada nye atike na eɖokui-ŋudidi; etrɔa ale si míekpɔa xexeame kple míaƒe teƒe le eme. Ðokusibɔbɔ lɔ̃a ɖe míaƒe sidzedze ƒe seɖoƒewo ŋu, ale si ame bubuwo wɔe míekpɔ dzidzedze, eye ale si míaƒe agbe nɔ te ɖe ŋusẽ bubuwo dzi. Akpedada kple ɖokusibɔbɔ kpena ʋua mɔ na nunya eye wòkpɔa mía ta tso eɖokui-dada ŋu.

Nunɔamesiwo — eɖanye ame ɖeka tɔ, hadome tɔ, alo dzɔdzɔme tɔ o — wòle be woazã wo kple nunya, eye womagblẽ wo alo aɖɔ wo ɖo o. Nugbegblẽ nye lɔlɔ̃manɔmanɔ nu na ame siwo si nu meta eye na dzidzime siwo gbɔna. Ame ɖe sia ɖe anɔ agbe wòasɔ ɖe eƒe nunɔamesiwo ŋu eye wòabu nu ɖekamiwo abe nu kɔkɔe ene, ke menye abe nunɔamesi si yeataba ene o.

Ame bubuwo ƒe dɔmetɔtrɔ kple kakaɖedzi la, womatabae o. Ame siwo xɔa kpekpeɖeŋu la, agbanɔamenu le wo dzi be woazãe nyuie eye ne woate ŋu la, woakpe ɖe ame bubuwo hã ŋu. Mɔnukpɔkpɔ xɔxɔ tso dɔmetɔtrɔ, dɔmenyonyo, alo hadome nuwo me na eɖokui ƒe viɖe nye hadome ƒe ɖekawɔwɔ ƒe dzigbagba. Ablɔɖe nɔ te ɖe amewo ƒe nuwɔwɔ le anukwareɖiɖi me le ɣeyiɣi geɖe me dzi.

Agbe nyui nɔnɔ bia dzinɔameƒo — lɔlɔ̃ be woanɔ te ɖe nyateƒe kple dzɔdzɔenyenye ŋu eɖanye woxɔ nu gã aɖe hã, be woaƒo nya ne ziɖoɖo anyo wu, eye woawɔ nu si le eteƒe le ŋusẽ alo vɔvɔ̃ ŋkume. Agbe nyui me vɔvɔ̃ɖi nana vɔ̃ yia ŋgɔ. Woyɔ ame ɖe sia ɖe be wòanye dzinɔameƒotɔ le gbesiagbe blibonɔnɔ me eye ne ehiã la, wòanye dzinɔameƒotɔ le amewo ŋkume.

Ŋutete be woatsɔ ake — ame bubuwo kple wò ɖokui — le vevie na dɔdada kple ŋgɔyiyi. Dziku léle ɖe dɔme nana ame si lée la sena. Tsɔtsɔke mefia be woaŋlɔ nu be, woaxɔ na ame, alo woagbe dzɔdzɔenyenye o; efia ko be woaɖe asime le dziku me eye woaʋu mɔ na ɖekawɔwɔ yeye. Tsɔtsɔke manɔmee la, nuveviwɔwɔ medana o eye nuveviwɔwɔ ƒe kɔnuwo yia ŋgɔ.

Agbe gɔmesese le nu si míexɔna me ko o, ke boŋ le nu si míenana hã me. Subɔsubɔ ame bubuwo — ƒome, hadome, kple xexeame blibo — nye dzidzeme gã kple taɖodzinu ƒe dzɔtsoƒe. Ame siwo subɔna la kpɔa dzidzɔ be nunana nana ame si na la hã nyona. Hadomewo ade bubu ame siwo subɔna ŋu eye woatu nunya ade ame katã me be míenɔ anyi na míawo ŋutɔ mía ɖokui ko o, ke boŋ na mía nɔewo hã.

Amegbetɔwo ƒe etsɔme nɔ te ɖe míaƒe ŋutete be míava ɖekami wu be míamã mía nɔewo dzi. Ŋusẽ siwo mãa amewo — dukɔme-ɖekawɔwɔ-manɔmanɔ, amemabumabu, ametafafa, vɔvɔ̃ na ame bubu — ƒo nuvẽ ɖe míaƒe nyonyo ŋu eye wowɔ nu vɔ̃ɖi gãwo le blema. Woyɔ ame ɖe sia ɖe be wòanɔ te ɖe nɔnɔme si nye "míawo kple wowo" ŋu, be wòadi gɔmeɖokpe ɖekami le vovototowo dome, eye wòatu mɔwo wu gliwo. Ðekawɔwɔ mefia nɔnɔme ɖekanɔnɔ o; efia be míalɔ̃ ɖe míaƒe amegbetɔnyenye ɖekami ŋu le vovototowo katã te.

Nɔnɔme si nye amegbetɔwo mamã ɖe "míawo" kple "wowo" me — eye amemabumabu na ame siwo wobu be wonye "ame bubuwo" — nye amemabumabu, yometiti, kple ametsrɔ̃srɔ̃ ƒe ke. Ame ɖe sia ɖe anɔ te ɖe nɔnɔme sia ŋu le eɖokui me eye wòatsi tre ɖe eŋu le eƒe hadome. Dukɔ aɖeke menye amegbetɔ-me-o. Amegbetɔ aɖeke menye nu-si-wo-ate-ŋu-agblẽ o. Amegadzre, amedzro, ame si le vovo — wo hã nye amegbetɔ blibowo, eye bubu sɔ na wo.

Ame ɖe sia ɖe nye xexeame katã me tɔ sɔ kple ale si wònye eya ŋutɔ ƒe hadome kple dukɔ me tɔ ene. Xexeame katã me tɔ nɔnɔ sia meɖea amenyenye bubuwo ɖa o ke boŋ ekpena ɖe wo ŋu. Kuxi siwo le míaƒe ɣeyiɣia me — yame ƒe nɔnɔme ƒe tɔtrɔ, dɔvɔ̃wo, akɔm-nuwɔnuwo, mɔ̃ɖaŋununya (AI) — bia tamesusu kple nuwɔwɔ abe amegbetɔƒome ɖeka ene. Dukɔ-lɔlɔ̃ kple xexeame katã ƒe agbanɔamenu mewɔa avu o; woate ŋu alé wo katã ɖe te. Amegbetɔ ƒe hadome ƒe dzidziɖedzi fia mɔ ɖe agbe nyui nɔnɔ ƒe tamesusu si le lolom ɖe edzi ŋu.

Ŋutifafa lolo wu aʋamanɔmanɔ ko; enye dzɔdzɔenyenye, dedienɔnɔ, kple nɔnɔme siwo ana amegbetɔwo nanyo ƒe anyimanɔmanɔ. Ame ɖe sia ɖe gomenɔamesi be wòanɔ agbe le ŋutifafa me. Hadomewo akpɔ masɔmasɔwo gbɔ pɛpɛpɛ to dzeɖoɖo, gbeɖeɖe, kple se ƒe mɔwo dzi. Lɔlɔ̃manɔmanɔ nuwɔna anye mɔ mamlɛtɔ, eye woaxe mɔ nɛ kple agbe nyui ƒe seɖoƒewo. Ame siwo wɔa dɔ na ŋutifafa — ame siwo dzra futɔwo ɖo, ame siwo fa masɔmasɔwo nu, ame siwo tua gɔmesese — le dɔ kɔkɔe wɔm.

Wodzi amegbetɔwo katã kple ablɔɖe eye wo sɔ le bubu kple gomenɔamesiwo me. Ame ɖe sia ɖe, manɔmee na vovototo aɖeke — abe amedzɔƒe, ameti ƒe amadede, ŋutsu alo nyɔnu nɔnɔ, gbegbɔgblɔ, subɔsubɔ, dunyahehenunya, dukɔ alo hadome dzɔtsoƒe, nunɔamesi, dzidzi, alo nɔnɔme bubu — gomenɔamesi le esi be wòakpɔ Se Kɔkɔe sia ƒe kpɔkplɔ blibo.

Ame ɖe sia ɖe gomenɔamesi be wòakpɔ agbe, ablɔɖe, kple dedienɔnɔ na eɖokui. Womawɔ fu ame aɖeke alo awɔ nu nɛ le lɔlɔ̃manɔmanɔ mɔ dzi o. Womamli ame aɖeke kluvi nɔnɔ alo subɔsubɔ me o. Womaxɔ agbe alo ablɔɖe le ame aɖeke si manɔmee na se o.

Ame ɖe sia ɖe gomenɔamesi be wòakpɔ tamesusu, dzitsinya, kple subɔsubɔ ƒe ablɔɖe. Esia lɔ ablɔɖe be woalé xɔse aɖe alo ɖeke o, be woatrɔ ame ƒe xɔsewo, eye be woawɔ subɔsubɔ ƒe kɔnuwo le subɔsubɔ, nufiame, kple nuwɔna me. Womazi ame aɖeke dzi le xɔse ƒe nyawo me o.

Ame ɖe sia ɖe gomenɔamesi be wòakpɔ gbeɖeɖe ƒe ablɔɖe, si lɔ ablɔɖe be wòadi, wòaxɔ, eye wòamã nyatakaka kple tamesusuwo. Biblia sia lɔ nyadzɔdzɔŋlɔlawo ƒe ablɔɖe kple kadodo ƒe nɔnɔme katã. Ablɔɖe siawo kpe ɖe agbanɔamenuwo ŋu eye woate ŋu axe mɔ na wo ko ne ehiã be woakpɔ ame bubuwo ƒe gomenɔamesiwo alo hadome ƒe nyonyo veviwo ta.

Ame ɖe sia ɖe gomenɔamesi be wòakpɔ kpekpeɖeŋu le ŋutifafa me eye wòatu alo awɔ ɖeka kple habɔbɔwo, si lɔ dɔwɔlawo ƒe habɔbɔwo be woakpɔ woƒe nyonyo ta. Womazi ame aɖeke dzi be wòanye habɔbɔ aɖe me tɔ o.

Dziɖuɖu ƒe ŋusẽ nɔ te ɖe dukɔa ƒe lɔlɔ̃nu dzi. Ame ɖe sia ɖe gomenɔamesi be wòakpɔ gome le dunyahehe me, tẽ alo to ame siwo woti kple ablɔɖe me, eye wòade akɔ le tiatia vavãwo me kple akɔdada sɔsɔe na ame katã. Sɔhɛwo gomenɔamesi be woase woƒe gbe le nyametsotso siwo ku ɖe woƒe etsɔme ŋu me.

Ame katã sɔ le se ƒe ŋkume. Ame ɖe sia ɖe gomenɔamesi be woawɔ nu nɛ le pɛpɛpɛ mɔ dzi le ʋɔnudrɔ̃ƒe si meɖea dzo o, be woabu eŋu be mekpɔ fɔ o va se ɖe ne woɖee fia be ekpɔ fɔ, be wòakpɔ lɔya, eye wòakpɔ mɔnu nyui ne wogblẽ nu le eƒe gomenɔamesiwo ŋu. Womaxɔ ame aɖeke eye woade gaxɔ me manɔmee na se o.

Ame ɖe sia ɖe gomenɔamesi be wòakpɔ eɖokui ƒe nyawo ta le eƒe agbe, ƒome, aƒe, kple kadodowo me. Gomenɔamesi sia ku ɖe ame ƒe nyatakakawo kple dɔwɔnuwo ƒe kpɔkplɔ ŋu. Womatsɔ ame aɖeke ade mɔ̃ ɖe nu ŋu dzodzro alo agblẽ nu le eƒe ame ɖokui ƒe nyawo ŋu o.

Ame ɖe sia ɖe gomenɔamesi be wòazɔ kple ablɔɖe eye wòatia eƒe nɔfe. Ame ɖe sia ɖe gomenɔamesi be wòadzo le dukɔ aɖe me eye wòagbugbɔ ava eya ŋutɔ tɔ me. Ame ɖe sia ɖe gomenɔamesi be wòadi nɔfe le yometiti me. Nenema ke, ame ɖe sia ɖe gomenɔamesi be wòanɔ eya ŋutɔ ƒe de.

Ƒome la, le eƒe nɔnɔme vovovowo me, nye hadome ƒe gɔmeɖokpe eye wòle be woakpɔ eta. Ame tsitsiwo gomenɔamesi be woaɖe wo nɔewo kple lɔlɔ̃nu blibo eye woatu ƒome. Ðeviwo gomenɔamesi be woakpɔ dzadzraɖo, kpɔkplɔ, kple ƒome ƒe kadodo. Hadomewo gomenɔamesi be woalé woƒe agbenɔnɔ mɔwo kple hadome kadodowo ɖe te.

Dukɔwo katã gomenɔamesi be woaɖo wo nɔewo ƒe mɔkpɔkpɔ, be woatia woƒe dunyahehe ƒe nɔnɔme, eye woadi woƒe ganya, hadome, kple dekɔnu ƒe dzidziɖedzi. Womaxɔ dukɔ aɖeke ƒe agbenɔnuwo le esi alo gomenɔamesi be wòatu eƒe etsɔme o.

Ame siwo nye nuto, subɔsubɔ, gbegbɔgblɔ, alo dekɔnu suewo me tɔwo gomenɔamesi be woase vivi na wo ŋutɔ woƒe dekɔnu, woasubɔ wo ŋutɔ woƒe subɔsubɔ, eye woazã wo ŋutɔ woƒe gbegbɔgblɔ. Woakpɔ amenyenye kple dzidzegbe nuto vovovowo katã ta. Ne nyametsotso aɖewo awɔ dɔ ɖe nuto aɖe ƒe anyigba, nunɔamesi, alo agbenɔnɔ mɔ dzi vevie la, woadi nuto ma ƒe lɔlɔ̃nu si woxɔ kple ablɔɖe eye wose egɔme do ŋgɔ.

Teƒe siwo wowɔ nuvɔ̃ gãwo le la, dukɔwo gomenɔamesi be woakpɔ nyateƒe, lɔlɔ̃ ɖe edzi, eye mɔnukpɔkpɔ na dɔdada. Dzɔdzɔenyenye lɔ agbanɔamenu xɔxɔ sɔ kple ɖekawɔwɔ hã. Etsɔme ŋutifafa tutu bia anukwareɖiɖi kple blema nyawo.

Ame ɖe sia ɖe gomenɔamesi be wòanɔ agbe si sɔ na lãmesẽ kple nyonyo, si lɔ nuɖuɖu, tsi, awu, nɔfe, kple subɔsubɔ dɔ veviwo. Ame ɖe sia ɖe gomenɔamesi be wòakpɔ dedienɔnɔ le hiã ɣeyiɣiwo me si gbɔ eƒe ŋusẽ ŋu. Ame aɖeke medze na dɔwui alo nɔfemanɔmanɔ le xexeame si me nu geɖe le o.

Ame ɖe sia ɖe gomenɔamesi be wòawɔ dɔ, wòakpɔ nɔnɔme pɛpɛpɛwo, fetu dzɔdzɔe, eye woakpɔ eta tso ametafafa ŋu. Dɔwɔlawo gomenɔamesi be woawɔ dɔwɔlawo ƒe habɔbɔ eye woawɔ ɖekami le fetish nyawo me. Ame ɖe sia ɖe gomenɔamesi be wòakpɔ gbɔɖeme, modzakaɖeɖe, eye seɖoƒe si sɔ na dɔwɔƒoɖo. Woɖe gbe fia dɔwɔwɔ le zi dzi.

Ame ɖe sia ɖe gomenɔamesi be wòade suku. Sukudede atu amegbetɔ ƒe amenyenye blibo la, ade dzi ƒo na tamesusu pɛpɛpɛ kple nuwɔwɔ ade eme, ado ŋusẽ bubu na gomenɔamesiwo kple vovototowo, eye wòado gɔmesese ɖe ŋgɔ le dukɔwo katã dome. Gɔmedzesuku anye esi woxɔna fɛɛ eye wònye agbanɔamenu; suku kɔkɔwo anye esi ame katã ate ŋu akpɔ vivivi.

Ame ɖe sia ɖe gomenɔamesi be wòakpɔ lãmesẽ kple tamesusu ƒe seɖoƒe kɔkɔtɔ si wòate ŋu akpɔ. Biblia sia lɔ lãmesẽ dɔwo kpɔkpɔ, atike veviwo, tsi nyui, nuɖuɖu si sɔ, kple agbenɔnɔ nɔnɔme nyuiwo. Woana asixɔxɔ sɔsɔe na tamesusu sɔ kple lãmesẽ hã.

Ame ɖe sia ɖe gomenɔamesi be wòakpɔ gome le dekɔnu agbe me, wòase vivi na aɖaŋudɔwo, eye wòakpɔ gome le dzɔdzɔmeŋutinunya ƒe ŋgɔyiyi ƒe viɖewo me. Woade bubu blema sidzedze kple dekɔnu nunɔamesiwo ŋu eye woakpɔ wo ta. Amegbetɔ ƒe nuwɔwɔ kple nyatutudidi ƒe kutsetsewo nye amegbetɔƒome blibo la tɔ le mamlɛ me.

Ganya la asubɔ amegbetɔ ƒe nyonyo kple anyigba la ƒe lãmesẽ, ke menye nunɔamesiwo ƒe ƒuƒuƒu ko o. Asitsatsa kple gakpɔkpɔ anye esi le pɛpɛpɛ eye wòʋu ɖe nu ŋu. Dukɔwo katã si ŋusẽ ɖe wo ŋutɔ woƒe dzɔdzɔme nunɔamesiwo dzi. Ganya ƒe ɖoɖo siwo nana ahedada alo ametafafa yia ŋgɔ la menye dzɔdzɔe o.

Ame ɖe sia ɖe gomenɔamesi be wòakpɔ mɔ̃ɖaŋununya (digital) kple kadodo ƒe dɔwɔnuwo siwo hiã na gomekpɔkpɔ le egbe hadome me. Mɔ̃ɖaŋununya ɣeyiɣia ƒe viɖewo amã na amewo katã, eye woaɖu mɔxeɖenu siwo axe mɔ na kpɔkpɔ dzi vivivi.

Ame ɖe sia ɖe gomenɔamesi be wòakpɔ eɖokui ƒe nyatakakawo (data) ta. Nyatakakawo ƒe ƒuƒuƒu kple zazã anye esi le pɛpɛpɛ, agbe ɖe taɖodzinu siwo le se nu ko, eye wòanɔ te ɖe lɔlɔ̃nu si me gɔmesese le dzi. Ame ɖe sia ɖe gomenɔamesi be wòanya nyatakaka siwo le wo si tso ye ŋu eye wòana woaɖɔ nyatakaka siwo mesɔ o alo esiwo mehiã o la ɖo alo woatsrɔ̃ wo ɖa.

Womatsɔ ame aɖeke ade mɔ̃ ɖe eŋu dzodzro alo manɔmee na se o. Kadodowo alo nuwɔnawo ƒe kpɔkpɔ wòle be wòanye esi se ɖe mɔ nɛ, ehiã, eye wòasɔ sɔ kple taɖodzinu la, eye wòanɔ kpɔkplɔ si meɖea dzo o te. Woakpɔ ame ɖokui ƒe kadodo gomenɔamesi ta.

Ne mɔ̃wo (automated systems) wɔ alo kpɔ ŋusẽ ɖe nyametsotso siwo gblẽa nu le amewo ƒe agbe dzi vevie la, ame siwo dzi wòkpɔ ŋusẽ ɖo gomenɔamesi be woase ale si wowɔ nyametsotso mawo gɔme, be amegbetɔ nagbugbɔ akpɔe, eye be woatsi tre ɖe eŋu nyuie. Womatsɔ ame aɖeke ade masɔmasɔ me to mɔ̃ɖaŋununya ƒe ɖoɖowo (algorithms) me o.

Mɔ̃ɖaŋununya asubɔ amegbetɔ, menye wòanye eƒe aƒetɔ o. Mɔ̃ɖaŋununya sesẽwo, si lɔ mɔ̃ɖaŋununya tɔxɛ (artificial intelligence), woatu wo eye woazã wo le mɔ siwo dea bubu amegbetɔ ƒe bubu ŋu, léa amegbetɔ ƒe nyametsotso ŋusẽ ɖe te, doa pɛpɛpɛwɔwɔ ɖe ŋgɔ, léa nuʋuʋuɖenu ɖe te, nana agbanɔamenu nɔa anyi, eye wòkpɔa ame ta tso nuveviwɔwɔ ŋu. Ame siwo wɔa mɔ̃ɖaŋununya eye wotsɔa wo dɔa dɔe la, agbanɔamenu le wo dzi na woƒe nuwɔnawo.

Nyametsotso siwo gblẽa nu le amegbetɔ ƒe agbe kple nyonyo dzi vevie wòle be woanɔ amegbetɔ ƒe kpɔkplɔ blibo te. Womana mɔ̃ɖaŋununya ŋusẽ si wòatsɔ aɖu agbe kple ku dzi le eɖokui si o. Amegbetɔ ƒe nyametsotso, nunya, kple agbe nyui agbanɔamenu mate ŋu anye nu si woade mɔ̃ siwo me nɔnɔme siawo mele o si o.

Ame ɖe sia ɖe gomenɔamesi be wòakpɔ dzadzraɖo tso mɔ̃ɖaŋununya siwo wowɔ be woataba, woable, alo woazã amegbetɔ ƒe gbɔdzɔgbɔdzɔwo ŋu. Woana dzadzraɖo tɔxɛ ɖeviwo kple ame bubu siwo gbɔdzɔ. Ne mɔ̃ɖaŋununyawo fia afɔku gãwo la, nyanyra anye mɔfiagbe na wo zazã.

Mɔ̃ɖaŋununya ado amegbetɔ ƒe kadodo vavã kple hadome ɖe ŋgɔ wu be wòaxɔ eƒe teƒe. Le subɔsubɔ dɔ veviwo siwo gblẽa nu le amegbetɔ ƒe nyonyo dzi me la, mɔnukpɔkpɔ be woakpe amegbetɔ tẽ wòle be wòanɔ anyi. Woalɔ̃ ɖe amegbetɔ ƒe anyinɔmanɔmanɔ-teƒe-xɔxɔ, vevesese, kple dzadzraɖo ƒe asixɔxɔ si sɔ kplii o ŋu.

Ame ɖe sia ɖe gomenɔamesi be wòakpɔ anyigba dzadzɛ, lãmesẽtɔ, eye wòate ŋu anɔ te, si lɔ ya dzadzɛ, tsi nyui, anyigba ƒe ɖoɖo nyuiwo, eye yame ƒe nɔnɔme si li ke. Woaxe mɔ na anyigba ƒe gbegblẽ si afia lãmesẽ kple nyonyo ŋu eye woaɖɔe ɖo.

Dzɔdzɔme xexeame ƒe asixɔxɔ gbɔ eƒe zazã na amegbetɔwo ŋu eye wòdze na bubu kple dzadzraɖo. Anyigba ƒe ɖoɖowo, nu gbagbe vovovowo, kple agbe ƒe ɖekawɔwɔ woadzra wo ɖo eye, ne wogblẽ la, woagbugbɔ wo aɖɔ ɖo. Ame siwo nɔa anyigba dzi eye woadzra ɖo nɛ la akpɔ gbe le eƒe dzadzraɖo me.

Yame ƒe nɔnɔme si li ke le vevie na amegbetɔ ƒe dukɔ kple agbe ƒe dzidzegbe. Dukɔwo katã gbanɔamenu be woakpɔ yame ƒe nɔnɔme ta, eye ame siwo gblẽ nu le eŋu wu kple ame siwo si ŋusẽ gã wu la, agbanɔamenu gã wu le wo dzi. Agba si le yame ƒe nɔnɔme ƒe dɔwɔwɔ kple tɔtrɔ ŋu la, woamãe pɛpɛpɛ.

Ŋgɔyiyi akpɔ fifi hiãwo gbɔ manɔmee na mɔkpɔkpɔ gbegblẽ na dzidzime siwo gbɔna be woakpɔ wo ŋutɔ wo tɔ gbɔ. Ganya ƒe nyonyo, hadomegbe nyonyo, kple anyigba ƒe dzadzraɖo nye nu siwo mate ŋu amlo wo ɖokui si o eye wo doa ŋusẽ wo nɔewo. Dukɔ ɖe sia ɖe gomenɔamesi be wòadi ŋgɔyiyi wòasɔ ɖe eya ŋutɔ ƒe asixɔxɔ kple nɔnɔmewo ŋu.

Dukɔwo dzi ye agbanɔamenu gbãtɔ le be woade bubu, woakpɔ ta, eye woawɔ gomenɔamesi siwo le Se Kɔkɔe sia me. Woana mɔnu nyuiwo na gomenɔamesi gbegblẽwo eye woawɔ gomenɔamesiwo katã bliboe pɛpɛpɛ sɔ kple woƒe ŋutete. Dukɔwo awɔ dɔ ɖekami le xexeame katã be woakpɔ kuxi siwo gbɔ dukɔ ɖeka ƒe ŋusẽ ŋu gbɔ.

Dɔwɔƒe gãwo, habɔbɔwo, kple dɔwɔƒe vovovowo katã ade bubu amegbetɔ ƒe gomenɔamesiwo kple anyigba la ŋu le woƒe nuwɔnawo katã me. Woawɔ nu pɛpɛpɛ, woaxe mɔ na nuveviwɔwɔ, eye woaxɔ agbanɔamenu na gbegblẽ si wowɔ. Ŋusẽ kpe ɖe agbanɔamenu ŋu.

Gomenɔamesiwo ate ŋu akpɔ seɖoƒe ko abe ale si se ɖo nɛ ene, eye ne ehiã ko be woakpɔ ame bubuwo ƒe gomenɔamesiwo alo hadome ƒe nyonyo veviwo ta, eye wòasɔ sɔ kple taɖodzinu la. Gomenɔamesi gɔmeɖokpe aɖewo — si lɔ ablɔɖe tso fuwɔame, kluvi nɔnɔ, kple agbe xɔxɔ manɔmee na se ŋu — womate ŋu aɖe wo ɖa gbeɖe o le nɔnɔme aɖeke me.

Ame ɖe sia ɖe si ƒe gomenɔamesiwo wogblẽ gomenɔamesi be wòakpɔ mɔnu nyui. Ðoɖo siwo meɖea dzo o anɔ anyi be woaxɔ nyatoatowo, woaku vodadawo me, eye woakpɔ egbɔ be agbanɔamenu li. Ame siwo ɖea nuvɔ̃ɖiwɔwɔ fia la woakpɔ wo ta.

Woado gomenɔamesiwo kple agbanɔamenuwo ƒe sidzedze ɖe ŋgɔ to sukudede me le ɖoɖo katã me eye le agbe blibo me. Ame ɖe sia ɖe akpɔ mɔnukpɔkpɔ be wòasre nu tso Se Kɔkɔe sia ŋu kple ale si wòanɔ agbe sɔ ɖe eƒe gɔmeɖosewo ŋu. Amenyenye tutu kple hadomegbe nɔnɔme nyuiwo woatu wo kpe ɖe sidzedze ŋu.

Naneke le Se Kɔkɔe sia me womase egɔme be wòakpɔ seɖoƒe na gomenɔamesi aɖe si wokpɔ ta nɛ nyuie wu le teƒe bubu o, alo wòanye mɔɖeɖe na nuwɔna aɖe si fia gomenɔamesi siwo eya ŋutɔ ɖe gbeƒã na tsrɔ̃srɔ̃. Se Kɔkɔe sia woaxlẽe wòasɔ kple Xexeame Katã ƒe Amegbetɔ ƒe Gomenɔamesiwo Kpeɖodzi kple dɔwɔnu bubu siwo kpɔa amegbetɔ ƒe bubu ta.

Se Kɔkɔe sia tso amegbetɔ ƒe agbe nyui nɔnɔ ƒe dekɔnu ɖekami me:

• Sika-Se la, si subɔsubɔha gã ɖe sia ɖe fia;
• Xexeame Katã ƒe Amegbetɔ ƒe Gomenɔamesiwo Kpeɖodzi kple xexeame katã ƒe se siwo kplɔe ɖo;
• Dukɔwo ƒe se gãwo siwo di dzɔdzɔenyenye;
• Blema nuto me tɔwo ƒe nunya siwo nɔ agbe kple anyigba la le ɖekawɔwɔ me;
• Xexeame ƒe xɔse kple xexemenunya ƒe agbalẽ kɔkɔe kple agbe nyui nufiamewo;
• Tameɖoɖoŋutinunya (psychology), xexemenunya, kple amegbetɔ ƒe nuteƒekpɔkpɔ tso nu si nana amewo nyona ŋu.

Míetsɔ Se Kɔkɔe sia na menye abe nya mamlɛtɔ ene o, ke boŋ abe yɔyɔ ene — na dzeɖoɖo, na ɖokusitsɔtsɔna, eye na ɖekami dɔwɔwɔ. Eƒoa nu tso nu si wɔa mí ɖeka ŋu, ke menye nu si mãa mí o. Menye dukɔ, dekɔnu, alo xɔse ɖeka aɖe tɔe o, ke boŋ ame katã si lɔ̃ ɖe amegbetɔ ɖe sia ɖe ƒe bubu kple míaƒe aƒe ɖekami ƒe xɔasi ŋu tɔe.

Amegbetɔƒome ɖeka míenye le anyigba suea sia dzi. Míaƒe mɔkpɔkpɔwo le ɖeka. Mɔ si yi ŋgɔ menye masɔmasɔ o ke boŋ ɖekawɔwɔ; menye ametafafa o ke boŋ nunana; menye dzidzigbagba o ke boŋ mɔkpɔkpɔ.

Se Kɔkɔe sia yɔ mí menye be míabia míaƒe gomenɔamesiwo ko o, ke boŋ be míanye ame siwo dea bubu ame bubuwo ƒe gomenɔamesiwo ŋu — ame siwo me dɔmetɔtrɔ, anukwareɖiɖi, dzinɔameƒo, kple nunya le. Ame siwo nana manɔmee na ametafafa. Ame siwo tua mɔwo, menye gliwo o. Ame siwo dze na mɔzɔzɔ si dzi amegbetɔwo le.

Na ŋutega sia nafia mɔ mí ɖe xexeame si me ame ɖe sia ɖe ate ŋu anyo le, si me dzɔdzɔenyenye kple ŋutifafa lɔ̃ wo nɔewo le, si me amegbetɔ ƒe nuwɔwɔ asubɔ hadome ƒe nyonyo, eye si me amegbetɔwo anɔ anyi le ɖekawɔwɔ me kple anyigba si léa mí katã ɖe te.

Woɖe gbeƒãe le mɔkpɔkpɔ kple ɖekawɔwɔ me na dukɔwo katã, fifia kple etsɔme abe amegbetɔƒome ɖeka ene

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.