Universal Charter for Human Dignity and Planetary Flourishing - Humanity 2.0

Mu, al’ummun Duniya, da muke hade a cikin kasancewarmu dan adam guda daya kuma muke da makoma guda a kan wannan rayayyar duniya:

Muna sane da cewa kowane dan adam yana da mutunci da kima na gado — walau an fahimci hakan a matsayin kyautar Allah, ko ta dabi’a, ko kuma tana nan a cikin kasancewarmu dan adam — wadda babu abin da zai iya rage ta;

Muna amincewa da hikimar da ke kunshe a cikin kowane babban addini, falsafa, da al’adun magabata, wadanda duka suke koyar da cewa dole ne mu kyautata wa wasu yadda muke son a kyautata mana;

Muna fahimtar cewa dan adam yana rayuwa ne cikin alaka — da juna, da kakanninmu da zuri’armu, da kasa da ruwa da dukkan sauran halittu masu rai da muke raba wannan Duniyar da su;

Muna tabbatar da cewa mu iyali daya ne na dan adam, muna da asali guda da gida guda, kuma makomarmu ta dogara ne kan gane wannan hadin kai yayin da muke girmama bambance-bambancenmu;

Muna koyo daga bakin cikin tarihi — lokacin da aka hana mutunci, lokacin da aka hada al’ummu fada da juna, da kuma lokacin da aka cutar da Duniya — kuma muna da kudurin gina duniya mai adalci da zaman lafiya;

Muna tabbatar da cewa ba wai kawai a kare dan adam daga cutarwa ba ne, har ma an kira shi ya bunkasa — a matsayin mahalicci, mai neman gaskiya, da mai ba da gudummawa ga moriyar jama’a;

Muna imani cewa dan adam yana kan tafiyar ci gaba ne, har yanzu yana kokarin zama abin da ya kamata ya zama, kuma kowane tsara yana da zarafi da nauyin ciyar da wannan ci gaba gaba;

Muna fuskantar tare manyan kalubalen zamaninmu — barazana ga yanayi, sabbin fasahohi masu karfin gaske, talauci da rashin daidaito, da kuma rashin tabbas na zaman lafiya — wadanda babu wata kasa ko al’umma da za ta iya magance su ita kadai;

Muna tabbatar da cewa hakkoki suna dauke da nauyi, cewa yanci yana hidima ne ga moriyar jama’a, kuma ma’aunin kowace al’umma shi ne yadda take bi da marasa karfi;

A nan, muna kaddamar da wannan Kundin Yarjejeniyar Duniya kan Mutuncin Dan Adam da Habakar Duniyarmu a matsayin hangen nesa da ma’auni na bai-daya ga dukkan al’ummu da dukkan kasashe.

Tushen wannan Kundin Yarjejeniya shi ne dabi’ar musayar alheri, wadda ake samu a kowace al’adar kwarai: Ka bi da wasu yadda kake son a bi da kai. Kada ka yi wa wasu abin da ba ka son a yi maka. Wannan ka’ida ta shafi dukkan mutane, al’ummu, da kasashe. Tana jagorantar alakarmu da zuri’a masu zuwa da kuma duniyar halitta. Tana kiran mu ba kawai mu guji cutarwa ba, har ma mu nemi alherin wasu da gaske.

Kowane dan adam yana da mutunci na gado wanda ba ya dogara da wata sifa, nasara, ko matsayi. Wannan mutunci babu wani iko da zai iya ba da shi, kuma babu wanda zai iya kwace shi. Shi ne tushen da dukkan hakkoki ke fitowa daga gare shi, kuma shi ne ma’aunin da za a auna dukkan ayyuka.

Dan adam iyali daya ne. A karkashin dukkan bambance-bambancen al’ada, yare, addini, da kasa, muna da asali guda, dabi’a guda, da gida guda. Wannan hadin kai ba wani buri ne da za a cimma ba, face gaskiya ce da ya kamata a gane kuma a girmama. Muna hade da juna ko mun amince ko ba mu amince ba; hikima tana cikin rayuwa bisa wannan gaskiya.

Wannan iyali guda na dan adam yana bayyana kansa ne ta hanyar al’adu, yaruka, addinai, da al’adu da dama. Wannan bambancin abin alfahari ne da ya kamata a daraja, ba matsala ba ce da za a magance. Babu wata wayewa ko ra’ayin duniya guda daya da ke da dukkan gaskiya. Muna koyo daga juna, kuma bambance-bambancenmu suna kara mana arziki duka. Hadin kai na gaskiya yana rungumar bambance-bambance ne; ba ya goge su.

Duniya tana tallafawa dukkan rayuwa kuma tana bukatar girmamawarmu da kulawarmu. Halitta tana da kima fiye da amfanin da take wa mutane kawai. Mu bangare ne na sarkokin rayuwa, ba mu ware daga gare ta ba. Lafiyar dan adam da lafiyar duniya ba sa rabuwa.

Muna rike da Duniyar nan ne a matsayin amana ga wadanda za su zo bayunmu. Kowane tsara dole ne ya yi la’akari da sakamakon zabinsa ga jikokin da ba a haifa ba tukuna. An kira mu mu zama kakanni nagari, mu bar duniya mai iya tallafawa rayuwa da bege.

Dan adam yana kan tafiyar ci gaba ne — na dabi’a, na zamantakewa, da na ruhaniya — har yanzu yana kokarin zama abin da ya kamata ya zama. Kowane tsara yana gadon ci gaba da gazawar wadanda suka gabace shi, kuma yana da zarafin ci gaba zuwa ga adalci, hikima, da bunkasa. Wannan tafiya ta bai-daya tana ba da ma’ana ga rayuwar mutum daya kuma tana kiran mu mu ba da gudummawa ga wani abu da ya fi mu girma.

Kyautatawa ita ce dabi’a mafi dacewa da kowa — yara suna fahimtar ta, kowace al’ada tana girmama ta, kuma kowa yana bukatar ta. An kira kowane mutum ya kasance mai kyautatawa: ya yi aiki da tausasawa, da tunani, da kulawa ga wasu. Kananan ayyukan kyautatawa suna dinke rayuwar yau da kullum; rashin su yana sanya duniya ta zama mai tauri da sanyi. Al’ummu za su raya kyautatawa a cikin al’adunsu, cibiyoyinsu, da iliminsu.

Gaskiya ita ce tushen amana, kuma amana ita ce tushen al’umma. Kowane mutum zai yi kokarin kasancewa mai gaskiya a magana da aiki — ya fadi gaskiya, ya cika alkawura, ya wakilci kansa da yanayi yadda suke, kuma ya ki karya, yaudara, da kissa. Al’ummar da aka gina ta a kan karya ba za ta taba tsayawa ba. Wadanda suke fadar gaskiya, koda kuwa tana da daci, suna yi wa kowa hidima ne.

Kowane mutum ya cancanci a bi da shi cikin girmamawa — a amince da shi a matsayin mai kima, a saurare shi, kuma a dauke shi da muhimmanci. Girmamawa ba ta bukatar sai an amince da ra’ayi daya; tana bukatar amincewa da mutuncin dayan ne. Raini, kaskantarwa, da rashin daukar mutum a matsayin dan adam su ne kwayoyin cutar zalunci. Al’ummu za su bunkasa al’adun girmama juna a kowane bangare na bambance-bambance.

An haifi kowane mutum da ikon yin halitta, tunani, ginawa, da bayar da wani abu na musamman ga duniya. Wannan ruhin kirkira yana da muhimmanci ga mutuncin dan adam. Al’ummu za su rainon kirkira, su samar da damammaki na aiki mai ma’ana da bayyana kai, kuma su gane cewa kowane mutum yana da baiwar da zai bayar.

Kowane mutum yana da ikon samar da kyakkyawar fahimtar kimar kai wadda ke fitowa daga ciki, ba wai daga yabon waje kadai ba. Ilimi da al’ada za su bunkasa girman kai da aka gina a kan hali, kokari, da gudummawa — ba wai a kan mamaye wasu ba. Za a girmama asali, hangen nesa, da tafarkin kowane mutum.

Burin fahimta yana daya daga cikin ginshikan kasancewa dan adam. Kowane mutum yana da hakki da nauyin neman gaskiya da zuciya daya, yin tambaya, koyo, da girma a cikin rayuwarsa. Al’ummu za su karfafa son sani, su kare bincike na gaskiya, kuma su girmama wadanda ke neman ilimi domin hidimar hikima.

Dole ne neman adalci ya kasance karkashin jagorancin tausayi — ikon fahimta da raba jin dadi ko radadin wasu. Adalci ba tare da tausayi ba yakan zama zalunci; tausayi ba tare da adalci ba yakan ba da dama ga kuskure. An kira kowane mutum ya tsaya ga abin da yake daidai yayin da yake kokarin fahimtar koda wadanda ba su yarda da shi ba.

Dan adam a dabi’ance yana neman ya girma, ya inganta, kuma ya yi fice. Gasar kwarai wadda take daukaka aiki, take sanya kwazo, kuma take girmama abokan hamayya abin karfafawa ne. Duk da haka, gasa kada ta taba zama hujjar zalunci, cin amana, ko lalata wasu. Nasarar da aka samu ta hanyar cutar da wasu ba nasara ba ce ta gaskiya. Burin ba wai a kayar da wasu ba ne, face a inganta kai da ba da gudummawa ga baki daya.

Kowane mutum na musamman ne kuma babu kamarsa, yana da baiwa, hangen nesa, da gudummawa na daban. Wannan kasancewar kai za a rainon ta, ba a danne ta ba. A lokaci guda, dan adam yana bunkasa ne a cikin al’umma da alaka. Za a rike daidaito tsakanin kasancewar kai da kasancewa a cikin jama’a — duka biyun suna da muhimmanci ga cikakkiyar rayuwar dan adam.

Dan adam yana da ikon yin mamaki — na motsawa sakamakon kyawu, asiri, da girman rayuwa. Wannan ikon mamakin baiwa ce da ya kamata a raya ta, ba rauni da za a kawar da shi ba. Fasaha, yanayi, kida, labarai, da tunani suna ciyar da kurwa. Al’ummu za su kare wuraren kyawu, shiru, da tunani, kuma ba za su rage rayuwar dan adam zuwa samar da kaya da amfani da su kawai ba.

Rayuwa mai bunkasa tana bukatar daidaito: tsakanin buri da gamsuwa, tsakanin gyara kai da amincewa da kai, tsakanin aiki da hutu, tsakanin bayarwa da karba. Neman "kari" ba tare da iyaka ba yana kaiwa ga wofi. Hikima tana cikin sanin abin da ya isa, da kasancewa a cikin rayuwa yadda take, da samun zaman lafiya a cikin kokari.

An tsara rayuwa ne don a yi ta cikin farin ciki. Wasa, barkwanci, biki, da nishadi ba abubuwan raba hankali ba ne daga muhimman ayyukan rayuwa — suna da muhimmanci ga bunkasar dan adam. Al’ummu za su samar da fili don shagali, hutu, da jin dadin kasancewa a raye kawai. Rayuwa ba tare da farin ciki ba nakasasshiya ce, koda kuwa tana cike da ayyuka.

Bege shi ne dabi’ar da ke sanya dukkan sauran dabi’un yiwuwa. Shi ne yakinin cewa kokari yana da tasiri, cewa nan gaba na iya zama mafi kyau, cewa alheri ba a banza yake ba. Idan babu bege, jarunta takan gaza kuma aiki yakan tsaya. Kowane mutum yana da hakkin samun dalilin yin bege, da kuma nauyin dorewar bege a zukatan wasu. Fidda tsammani ba gaskiya ba ce; mika wuya ne.

Kowane mutum yana da hakkin ba da gudummawa ga jin dadin al’ummarsa gwargwadon ikonsa. Wadanda suke da karfi ko dukiya suna da babban nauyi na taimaka wa wadanda ke cikin bukata. Hadin kai da marasa karfi, masu shan wahala, da wadanda aka ware shi ne alamar girman dabi’u. Kada wanda zai iya taimakawa ya zauna banza yayin da wasu ke shan wahala.

Al’umma mai bunkasa ita ce wadda kowane mutum ke ba da gudummawa iyakacin kokarinsa ba tare da neman fifikon da bai dace ba a kan wasu. Daukar fiye da kason mutum, cin amancin aikin wasu ko amanarsu, ko ciyar da kai gaba ta hanyar cutar da moriyar jama’a yana lalata tsarin zamantakewa. Manufar ba wai amfanin kai ba ne, face bunkasar juna. Lokacin da kowa ya ba da gudummawa kuma babu mai zalunci, kowa zai bunkasa.

Mutunci yana nufin kasancewa cikakke — kasancewa mutum daya a asirce da kuma a bainar jama’a, yin aiki daidai da dabi’un mutum koda kuwa babu mai kallo. Mutumin da yake da wannan hali yana cika alkawura, yana girmama alkawurran da ya dauka, kuma ana iya amincewa da shi. Al’ummu suna aiki ne kawai idan yawancin mutane suna aiki da mutunci a mafi yawan lokuta.

Kyakkyawar rayuwa tana hadawa da godiya — nuna daraja ga abin da muka karba daga iyali, al’umma, yanayi, da wadanda suka gabace mu. Godiya ita ce maganin jin cewa komai hakkin mutum ne; tana canza yadda muke ganin duniya da matsayinmu a cikinta. Kankantar da kai tana amincewa da iyakacin iliminmu, da gudummawar wasu ga nasararmu, da dogararmu ga karfin da ya fi mu. Tare, godiya da kankantar da kai suna bude mana kofofin hikima kuma suna kare mu daga girman kai.

Albarkatu — walau na kashin kai, na al’umma, ko na halitta — za a yi amfani da su cikin hikima, ba a tozarta su ba ko a boye su. Tozarci laifi ne ga wadanda ba su da shi da kuma wadanda za su zo nan gaba. Kowa zai rayu gwargwadon abin da yake da shi kuma ya bi da albarkatun da aka raba a matsayin amana, ba dukiya da za a cinye ba.

Kada a ci moriyar karimci da amana ta wasu ta hanyar da ba ta dace ba. Wadanda suka karbi taimako suna da nauyin yin amfani da shi yadda ya kamata, kuma idan sun samu dama, su taimaki wasu su ma. Yin amfani da kyautatawa, sadaka, ko dukiyar jama’a don amfanin kai na son kai cin amana ne ga dangantakar zamantakewa. Yanci ya dogara ne kan yawancin mutane su kasance masu kyakkyawar niyya a mafi yawan lokuta.

Rayuwa mai kyau tana bukatar jarunta — son tsayawa ga gaskiya da adalci koda kuwa da tsada, yin magana lokacin da yin shiru zai fi sauki, da yin aiki daidai a fuskar matsin lamba ko tsoro. Rashin jaruntar dabi’u yana ba wa mugunta dama. An kira kowane mutum zuwa ga jaruntar shiru ta mutuncin yau da kullum da kuma, idan bukatar hakan ta taso, jaruntar bainar jama’a na shaida gaskiya.

Ikon gafartawa — wasu da kuma kai kansa — yana da muhimmanci ga warkewa da ci gaba. Rike bacin rai a zuciya yana sanya wa wanda ya rike shi guba. Gafara ba tana nufin mancewa, ba da uzuri ga kuskure, ko watsar da adalci ba ne; tana nufin sakin bacin rai da bude kofar sasanci. Idan babu gafara, raunuka ba sa taba warkewa kuma sarkokin cutarwa za su ci gaba.

Ba a samun ma’anar rayuwa a cikin abin da muke karba kawai ba, har ma a cikin abin da muke bayarwa. Hidima ga wasu — ga iyali, al’umma, da duniya baki daya — tushen gamsuwa ne mai zurfi da manufa. Wadanda ke hidima suna gano cewa bayarwa tana kara wa mai bayarwa arziki. Al’ummu za su girmama wadanda ke hidima kuma su shuka a cikin dukkan mutane fahimtar cewa ba muna nan don kanmu kadai ba ne, face muna nan don juna ne.

Makomar dan adam ta dogara ne kan ikonmu na haduwa maimakon rarraba. Karfin da ke rarrabawa — son bangarenci, son zuciya, karya, tsoron wasu — yana barazana ga jin dadinmu na bai-daya kuma ya haifar da mafi munin abubuwa a tarihi. An kira kowane mutum ya ki jarabawar ganin duniya a matsayin "mu da su," ya nemi mafita ta bai-daya a cikin bambance-bambance, kuma ya gina gadoji maimakon katangu. Hadin kai ba yana nufin kowa ya zama daya ba; yana nufin gane kasancewarmu dan adam guda daya a karkashin dukkan bambance-bambance.

Dabi’ar raba dan adam zuwa "mu" da "su" — da kaskantar da wadanda ake ganin "wasu" ne — ita ce tushen son zuciya, tsanantawa, da kisan kare-dangi. Kowane mutum zai ki wannan dabi’ar a cikin kansa kuma ya yaki hakan a cikin al’ummarsa. Babu wata kungiya da ba mutane ba ne. Babu wata al’umma da za a iya watsar da ita. Bako, bare, wanda ya bambanta — su ma mutane ne cikakku, wadanda suka cancanci mutunci baki daya.

Kowane mutum dan duniya ne kamar yadda yake dan al’ummarsa da kasarsa. Wannan zama dan duniya ba ya maye gurbin sauran asali amma yana kara musu kyau ne. Kalubalen zamaninmu — sauyin yanayi, cututtuka, makaman nukiliya, fasahar zamani — suna bukatar tunani da aiki a matsayin dan adam daya. Kishin kasa da nauyin da ya rataya a wuyan duniya ba sa fada da juna; duka ana iya rike su tare. Ci gaban al’ummar dan adam yana nuna kaiwa ga manyan da’irori na damuwa da dabi’u.

Zaman lafiya ya fi rashin yaki kawai; shi ne kasancewar adalci, tsaro, da yanayi na bunkasar dan adam. Kowane mutum yana da hakkin rayuwa cikin zaman lafiya. Al’ummu za su warware rikici ta hanyar tattaunawa, sasantawa, da hanyoyin doka. Yin amfani da karfi zai zama mafita ta karshe, wadda dabi’un kwarai za su takaita. Wadanda ke aiki don zaman lafiya — masu sasanta makiya, masu kwantar da rikici, masu gina fahimta — suna yin aiki mai tsarki.

An haifi dukkan yan adam cikin yanci da daidaito a mutunci da hakkoki. Kowane mutum, ba tare da wani bambanci na kowane iri ba — hadda launin fata, jinsi, yare, addini, ra’ayin siyasa, asalin kasa ko zamantakewa, dukiya, haifuwa, ko wani matsayi — yana da hakkin samun cikakkiyar kariya ta wannan Kundin Yarjejeniyar.

Kowane mutum yana da hakkin rayuwa, yanci, da amincin kansa. Kada wanda za a azabtar ko a yi masa tursasawa ta rashin imani ko wulakanci. Kada wanda za a bautar ko ya zama bawan wani. Kada wanda za a kwace masa rayuwa ko yancinsa ba bisa ka’ida ba.

Kowane mutum yana da hakkin yancin tunani, lamiri, da addini. Wannan ya hada da yancin rike kowane imani ko rashinsa, canza imani, da gudanar da imaninsa a cikin bauta, koyarwa, da kiyayewa. Kada wanda za a tilasta wa a cikin al’amuran imani.

Kowane mutum yana da hakkin yancin fadar albarkacin baki, gami da yancin nema, karba, da raba bayanai da ra’ayoyi. Wannan ya hada da yancin jarida da dukkan hanyoyin sadarwa. Wadannan yance-yancen suna dauke da nauyi kuma ana iya takaita su kawai idan ya zama dole don kare hakkokin wasu ko moriyar jama’a mai muhimmanci.

Kowane mutum yana da hakkin taron lumana da kafa kungiyoyi, hadda kungiyoyin kare muradunsu. Kada wanda za a tilasta wa shiga wata kungiya.

Ikon gwamnati yana dogara ne kan nufin jama’a. Kowane mutum yana da hakkin shiga cikin mulki, kai-tsaye ko ta hanyar wakilan da aka zaba cikin yanci, da kuma kada kuri’a a zaben gaskiya tare da daidaiton kuri’a ga kowa. Matasa suna da hakkin samun murya mai ma’ana a cikin shawarwarin da suka shafi makomarsu.

Dukkan mutane daidai suke a gaban doka. Kowa yana da hakkin samun adalci daga kotuna masu zaman kansu, a dauke shi bashi da laifi har sai an tabbatar da laifinsa, samun lauya, da kuma samun magani mai tasiri lokacin da aka keta hakkokinsa. Kada wanda za a kama ko a tsare shi ba bisa ka’ida ba.

Kowane mutum yana da hakkin samun sirri a rayuwarsa, iyalinsa, gidansa, da sadarwarsa. Wannan hakkin ya shafi kare bayanan mutum. Kada wanda za a sanya wa idanu ko a tsoma baki a cikin al’amuransa na sirri ba bisa ka’ida ba.

Kowane mutum yana da hakkin yin zirga-zirga cikin yanci da zabar inda zai zauna. Kowa yana da hakkin barin kowace kasa da komawa kasarsa. Kowa yana da hakkin neman mafaka daga tsanantawa. Hakazalika, kowane mutum yana da hakkin zama a mahaifarsa.

Iyali, a cikin siffofinta daban-daban, ita ce tushen al’umma wadda ke da hakkin samun kariya. Manyan mutane suna da hakkin yin aure cikin yardar kansu da kafa iyali. Yara suna da hakkin samun kulawa, kariya, da alakun iyali. Al’ummu suna da hakkin kiyaye salon rayuwarsu da alakar zamantakewa.

Dukkan al’ummu suna da hakkin zabar makomarsu, zabar matsayinsu na siyasa, da bin ci gaban tattalin arziki, zamantakewa, da al’ada. Kada wata al’umma da za a kwace mata hanyoyin rayuwarta ko hakkinta na gina makomarta.

Mutanen da suke cikin marasa rinjaye na kabila, addini, yare, ko al’ada suna da hakkin cin gajiyar al’adarsu, gudanar da addininsu, da amfani da yarensu. Za a kare asali da bunkasar dukkan al’ummu na musamman. Lokacin da shawarwari suka shafi filayen al’umma, albarkatu, ko salon rayuwa, za a nemi yardar al’ummar cikin yanci da kuma bayan an ba su bayanai.

Inda aka aikata manyan kuskure, al’ummu suna da hakkin sanin gaskiya, amincewa da hakan, da zarafin warkewa. Adalci ya hada da ba kawai bin kadun laifi ba har ma da sasanci. Gina makoma mai zaman lafiya yana bukatar yin lissafi na gaskiya da abubuwan da suka gabata.

Kowane mutum yana da hakkin samun matsayin rayuwa mai dacewa da lafiya da jin dadi, ciki har da abinci, ruwa, tufafi, gidaje, da muhimman ayyuka. Kowa yana da hakkin samun tsaro a lokutan bukata da suka fi karfinsa. Kada wanda zai kasance cikin yunwa ko rashin gida a duniyar da ke cike da wadata.

Kowane mutum yana da hakkin yin aiki, samun yanayi mai kyau, samun albashi mai adalci, da kariya daga zalunci. Ma’aikata suna da hakkin su kafa kungiyoyi su kuma tattauna don kare muradunsu. Kowa yana da hakkin hutu, lokacin nishadi, da iyakancewar sa’o’in aiki. Aikin tursasawa haramun ne.

Kowane mutum yana da hakkin samun ilimi. Ilimi zai bunkasa cikakken halin dan adam, ya raya tunani na kwarai da kirkira, ya karfafa girmama hakkoki da bambance-bambance, da bunkasa fahimta tsakanin dukkan al’ummu. Ilimin firamare zai zama kyauta kuma dole; sauran matakan ilimi za a bude su ga kowa a hankali.

Kowane mutum yana da hakkin samun matsayi mafi girma na lafiyar jiki da ta hankali. Wannan ya hada da samun magani, ruwa mai tsabta, isasshen abinci mai gina jiki, da yanayin rayuwa mai lafiya. Za a ba wa lafiyar hankali muhimmanci daidai da lafiyar jiki.

Kowane mutum yana da hakkin shiga cikin rayuwar al’ada, jin dadin fasaha, da raba amfanin ci gaban kimiyya. Za a girmama tare da kare ilimin magabata da gadon al’ada. Kayayyakin kirkirar dan adam da bincikensa mallakar dukkan dan adam ne.

Tattalin arziki zai bauta wa jin dadin dan adam da lafiyar duniya ne, ba wai kawai tara dukiya ba. Kasuwanci da kudi za su kasance cikin adalci da gaskiya. Dukkan al’ummu suna da ikon mallakar albarkatunsu na halitta. Tsare-tsaren tattalin arziki da ke dawwamar da talauci ko zalunci ba su da adalci.

Kowane mutum yana da hakkin samun fasahar zamani da tsarin sadarwa da ake bukata don shiga cikin al’ummar zamani. Za a raba amfanin zamanin fasahar sadarwa ga kowa, kuma za a kawar da shinge ga samun damar shiga a hankali.

Kowane mutum yana da hakkin a kare bayanan kansa. Tarawa da amfani da bayanan kashin kai za su kasance cikin gaskiya, kuma don halaltattun dalilai kadai, kuma bayan an samu yardar mai shi. Kowa yana da hakkin sanin wane bayani ake rike da shi game da shi, kuma a gyara ko goge bayanan da ba daidai ba ne ko wadanda ba sa bukatar hakan.

Kada wani mutum da za a sanya wa idanu ko bibiya ba bisa ka’ida ba. Sanya idanu kan sadarwa ko ayyuka dole ne ya kasance bisa izinin doka, da bukatar hakan, da kuma karkashin ikon wani bangare mai zaman kansa. Za a kare hakkin sadarwa na sirri.

Lokacin da tsarin inji (algorithms) suka yanke shawara ko suka yi tasiri kan shawarwarin da suka shafi rayuwar mutane sosai, wadanda abin ya shafa suna da hakkin fahimtar yadda aka yanke wadannan shawarwari, samun nazari daga dan adam, da kuma ikon kalubalantar hakan yadda ya kamata. Kada wanda za a nuna wa bambanci ta hanyar tsarin inji.

Fasaha za ta bauta wa dan adam ne, ba wai ta mallake shi ba. Fasahohi masu karfi, ciki har da basirar na’ura (Artificial Intelligence), za a kirkira kuma a yi amfani da su ta hanyoyin da ke girmama mutuncin dan adam, kiyaye ikon dan adam, inganta adalci, dorewar gaskiya, tabbatar da daukar nauyi, da kuma karewa daga cutarwa. Wadanda ke kirkirar da kuma amfani da fasahohi suna da nauyin sakamakonsu.

Shawarwarin da ke da babban tasiri ga rayuwar dan adam da jin dadinsa za su kasance karkashin ikon dan adam mai ma’ana. Kada a ba inji iko na kashin kansa kan rayuwa da mutuwa. Hukunci, hikima, da nauyin dabi’un dan adam ba za a taba mika su ga tsarin da ba su da su ba.

Kowane mutum yana da hakkin samun kariya daga fasahohin da aka tsara don yaudara, kissa, ko cin moriyar marasa karfi. Za a ba wa yara da sauran mutane marasa karfi kariya ta musamman. Lokacin da fasahohi suka haifar da hadari mai tsanani, za a yi taka-tsan-tsan wajen amfani da su.

Fasaha za ta kara karfin alakar dan adam da al’umma ne maimakon ta maye gurbinta. A cikin muhimman ayyukan da ke shafar jin dadin dan adam, za a kiyaye zabin samun mu’amalar dan adam. Za a amince da kimar da ba ta da tamka ta kasancewar dan adam, tausayawa, da kulawa.

Kowane mutum yana da hakkin samun muhalli mai tsabta, mai kyau, kuma mai dorewa, hadda iska mai kyau, ruwa mai aminci, sassan rayuwa masu kyau, da yanayi tabbatacce. Za a hana kuma a gyara lalacewar muhalli da ke barazana ga lafiyar dan adam da jin dadinsa.

Duniyar halitta tana da kima fiye da amfanin da take wa dan adam kuma tana cancanci girmamawa da kariya. Za a kiyaye tsarin halittu, nau’o’in halittu, da sarkokin rayuwa, kuma inda aka lalata su, za a maido da su. Wadanda rayuwarsu ta dogara kan kasa kuma suke kula da ita suna da hakkin fadar albarkacin bakinsu kan yadda ake tafiyar da ita.

Yanayi tabbatacce yana da muhimmanci ga wayewar dan adam da bunkasar rayuwa. Dukkan al’ummu suna da nauyin kare yanayin duniya, musamman wadanda suka fi ba da gudummawa ga lalacewarsa da kuma wadanda suke da babban iko su ne ke da babban nauyi. Za a raba nauyin gyara yanayi da sauya dabi’u cikin adalci.

Ci gaba zai biya bukatun yanzu ba tare da tauye ikon zuri’a masu zuwa na biyan bukatunsu ba. Arzikin tattalin arziki, jin dadin jama’a, da kiyaye muhalli abubuwa ne da ba sa rabuwa kuma suna karfafa juna. Kowane al’umma tana da hakkin bin ci gaba daidai da dabi’unta da yanayinta.

Kasashe ne ke da babban nauyin girmamawa, karewa, da cika hakkokin da ke cikin wannan Kundin Yarjejeniyar. Za su samar da hanyoyin magance keta hakkoki da kuma aiwatar da dukkan hakkoki iyakacin iyawarsu. Kasashe za su ba da hadin kai a matakin duniya don fuskantar kalubalen da suka fi karfin kowace kasa ita kadai.

Kamfanoni, kungiyoyi, da cibiyoyi na kowane iri za su girmama hakkokin dan adam da muhalli a cikin dukkan ayyukansu. Za su yi aiki cikin gaskiya, su hana cutarwa, kuma su dauki nauyin lalacewar da suka haifar. Iko yana tattare da nauyi.

Ana iya takaita hakkoki ne kawai kamar yadda doka ta nuna, kawai don kare hakkokin wasu ko moriyar jama’a mai muhimmanci, kuma kawai gwargwadon manufar da ake bi. Wasu muhimman hakkoki — ciki har da yanci daga azaba, bauta, da kwace rayuwa ba bisa ka’ida ba — ba za a taba dakatar da su ba a kowane yanayi.

Kowane mutum da aka keta hakkokinsa yana da hakkin samun magani mai tasiri. Za a samar da hanyoyi masu zaman kansu don karbar koke-koke, binciken keta hakkoki, da tabbatar da daukar nauyi. Wadanda suka tona asirin ba daidai ba za a kare su.

Za a inganta sanin hakkoki da nauyi ta hanyar ilimi a kowane mataki da kuma tsawon rayuwa. Kowane mutum zai samu damar koyo game da wannan Kundin Yarjejeniya da kuma yadda zai rayu bisa ka’idodinsa. Za a rainon kyawawan halaye da dabi’un zama dan kasa tare da ilimi.

Babu wani abu a cikin wannan Kundin Yarjejeniyar da za a fassara shi don takaita wani hakki da aka kare shi sosai a wani waje, ko kuma don halatta wani aiki da nufin lalata hakkokin da take kaddamarwa. Wannan Kundin Yarjejeniyar za a karanta shi ne cikin jituwa da Kundin Yarjejeniyar Kare Hakkokin Dan Adam na Duniya da sauran yarjejeniyoyin da ke kare mutuncin dan adam.

Wannan Kundin Yarjejeniya ya samo asali ne daga dabi’un kwarai na bai-daya na dan adam:

• Dokar Zinariya, wadda kowane babban addini ke koyarwa;
• Kundin Yarjejeniyar Kare Hakkokin Dan Adam na Duniya da sauran yarjejeniyoyin da suka biyo baya;
• Kundin tsarin mulki na kasashen da ke kokarin tabbatar da adalci;
• Hikimar al’ummu na asali wadanda suka rayu cikin jituwa da Duniya;
• Littattafai masu tsarki da koyarwar dabi’u na addinai da falsafun duniya;
• Fahimtar ilimin halin dan adam, falsafa, da kwarewar rayuwar mutane game da abin da ke sanya mutane bunkasa.

Muna gabatar da wannan Kundin Yarjejeniya ba a matsayin maganar karshe ba, face a matsayin kira — zuwa ga tattaunawa, ga sadaukarwa, da kuma aiki tare. Tana magana ne kan abin da ke hada mu, ba abin da ke raba mu ba. Ba mallakar wata kasa daya ba ce, ko al’ada, ko addini, face mallakar dukkan wadanda suka amince da mutuncin kowane mutum da kuma kima na gidanmu na bai-daya.

Mu iyali daya ne na dan adam a kan karamar duniya guda. Makomarmu tana hade. Hanyar gaba ba rarrabuwa ba ce, face hadin kai; ba zalunci ba, face bayar da gudummawa; ba fidda tsammani ba, face bege.

Wannan Kundin Yarjejeniyar tana kiran mu ba kawai mu nemi hakkokinmu ba, face mu zama irin mutanen da ke girmama hakkokin wasu — mutane masu kyautatawa, gaskiya, jarunta, da hikima. Mutanen da ke bayar da gudummawa ba tare da zalunci ba. Mutanen da ke gina gadoji, ba katangu ba. Mutanen da suka cancanci tafiyar da dan adam yake kai.

Bari wannan hangen nesa ya jagorance mu zuwa duniyar da kowane mutum zai iya bunkasa, inda adalci da zaman lafiya za su rungumi juna, inda kirkirar dan adam za ta bauta wa moriyar jama’a, kuma inda dan adam zai rayu cikin jituwa da Duniyar da take tallafa mana baki daya.

An kaddamar cikin bege da hadin kai ga dukkan al’ummu, na yanzu da na nan gaba a matsayin iyali daya na dan adam

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.