Universal Charter for Human Dignity and Planetary Flourishing - Humanity 2.0

Biz, Ýer şarynyň halklary, umumy ynsanperwerligimizde birleşen we şu janly planetadaky umumy ykbalymyz bilen baglanan:

Her bir ynsan oglunyň özüne mahsus mertebesiniň we gymmatynyň bardygyny ykrar edip — bu Hudaý tarapyndan berlen, tebigy ýagdaýda eýe bolunan ýa-da ynsanyň içki gymmaty hökmünde düşündirilse-de — ony hiç zat kemeldip bilmez;

Ähli beýik dini, pelsepewi we ýerli däp-dessurlarda bar bolan akyl-paýhasy ykrar edip, olaryň hemmesi hem başgalara özüňe çemeleşilmegini isleýşiň ýaly çemeleşmelidigini öwredýär;

Adamzadyň özara gatnaşykda — biri-biri bilen, ata-babalary we nesilleri bilen, şu Ýer şaryny paýlaşýan toprak, suwlar we ähli janly-jandarlar bilen gatnaşykda ýaşaýandygyna düşünip;

Biziň bir ynsan maşgalasydygymyzy, umumy gelip çykyşymyzy we umumy öýümizi paýlaşýandygymyzy, geljegimiziň bolsa biziň köpdürlüligimize hormat goýmak bilen bir hatarda, şu agzybirligimizi ykrar etmegimize baglydygyny tassyklap;

Taryhyň dowamynda mertebäniň äsgermezçilik edilen, halklaryň biri-birine garşy goýlan we Ýer şarynyň zeper ýetirilen döwürleriniň hasratlaryndan sapak alyp — has adalatly we parahat dünýäni gurmaga durnukly bolup;

Ynsanlaryň diňe bir zyýandan goralmaly däl-de, eýsem döredijiler, hakykaty gözleýjiler we umumy bähbide goşant goşýanlar hökmünde gülläp ösmäge çagyrylýandygyny tassyklap;

Adamzadyň ösüş ýolunda barýandygyna, entek özüniň bolup biljek derejesine ýetmändigine we her bir nesliň şu umumy ösüşi ileri sürmek mümkinçiliginiň we jogapkärçiliginiň bardygyna ynanyp;

Döwrümiziň uly synaglaryna — howa wehimlerine, görlüp-eşidilmedik güýje eýe bolan täze tehnologiýalara, dowamly garyplyga we deňsizlige, parahatçylygyň näzikligine — bilelikde ýüzbe-ýüz bolup, bularyň hiç birini bir döwlet ýa-da halk ýeke özi çözüp bilmez;

Hukuklaryň jogapkärçilik getirýändigini, azatlygyň umumy bähbide hyzmat edýändigini we islendik jemgyýetiň derejesiniň iň ejizlere bolan garaýşy bilen ölçelýändigini tassyklap;

Şu resminama arkaly ähli halklar we ähli milletler üçin umumy garaýyş we standart hökmünde Ynsan mertebesi we planetar gülläp ösüş baradaky ählumumy hartiýany yglan edýäris.

Şu Hartiýanyň binýady ähli dowamly ahlak däp-dessurlarynda bar bolan özara gatnaşyk ahlaklylygydyr: Özüňe nähili çemeleşilmegini isleýän bolsaň, başgalara-da şeýle çemeleş. Özüňe edilmegini islemeýän zadyňy başgalara etme. Bu ýörelge ähli şahsyýetlere, jemgyýetlere we milletlere degişlidir. Ol geljekki nesiller we tebigy dünýä bilen bolan gatnaşyklarymyza ýol görkezýär. Ol bizi diňe bir zyýan bermekden saklanmaga däl, eýsem başgalaryň bähbidini işjeň gözlemäge çagyrýar.

Her bir ynsan oglunyň hiç hili häsiýete, üstünlige ýa-da statusa bagly bolmadyk, özüne mahsus mertebesi bardyr. Bu mertebe hiç bir güýç tarapyndan berlip bilmez we alnyp hem bilinmez. Ol ähli hukuklaryň gözbaşy we ähli hereketleriň ölçegidir.

Adamzat bir maşgaladyr. Medeniýet, dil, din we millet ýaly ähli tapawutlaryň aňyrsynda biziň umumy gelip çykyşymyz, umumy tebigatymyz we umumy öýümiz bardyr. Bu agzybirlik ýetilmeli maksat däl-de, eýsem ykrar edilmeli we hormat goýulmaly hakykatdyr. Biz ykrar etsek-etmesek, biri-birimiz bilen baglanşyklydyrys; akyl-paýhas şoňa görä ýaşamakdadyr.

Şu bir ynsan maşgalasy özüni köp sanly medeniýetler, diller, dinler we däp-dessurlar arkaly görkezýär. Bu köpdürlülik çözülmeli mesele däl-de, eýsem goralmaly gymmatlykdyr. Hiç bir siwilizasiýa ýa-da dünýägaraýyş ähli hakykaty özünde jemleýän däldir. Biz biri-birimizden öwrenýäris we tapawutlylygymyz bizi baýlaşdyrýar. Hakyky agzybirlik köpdürlüligi kabul edýändir; ony ýok etýän däldir.

Ýer şary ähli ýaşaýşy üpjün edýär we biziň hormatymyza hem-de aladamyza mynasypdyr. Tebigatyň ynsanlar üçin peýdasyndan has ýokary gymmaty bardyr. Biz ýaşaýyş torunyň bir bölegidiris, ondan aýry däldiris. Adamzadyň saglygy bilen planetanyň saglygy biri-birinden aýrylmazdyr.

Biz Ýer şaryny özümizden soň geljekler üçin amanat hökmünde saklaýarys. Her bir nesil öz saýlawlarynyň entek dünýä inmedik nesillere ýetirjek täsirini göz öňünde tutmalydyr. Biz durmuşy we umydy dowam etdirip biljek dünýäni miras galdyrýan gowy ata-babalar bolmaga çagyrylýarys.

Adamzat ahlak, durmuş we ruhy taýdan ösüş ýolundadyr — ol entek bolup biljek derejesine ýetmek ugrunda ösýär. Her bir nesil özünden öňkileriň ösüşlerini we şowsuzlyklaryny miras alýar we has uly adalata, akyl-paýhasa we gülläp ösüşe tarap ädim ätmäge mümkinçilik alýar. Bu umumy ýol şahsy durmuşlara many berýär we bizi özümizden has uly bir zada goşant goşmaga çagyrýar.

Hoşniýetlilik iň ählumumy sypatdyr — oňa çagalar düşünýär, ähli medeniýetler hormat goýýar we hemmelere zerurdyr. Her bir ynsan hoşniýetli bolmaga: başgalara ýumşaklyk, üns we alada bilen çemeleşmäge çagyrylýar. Kiçijik hoşniýetli hereketler gündelik durmuşyň esasyny saklaýar; olaryň ýoklugy dünýäni gatatýar we sowadýar. Jemgyýetler öz däp-dessurlarynda, edaralarynda we bilim ulgamynda hoşniýetliligi ösdürmelidirler.

Dogruçyllyk ynamyň binýadydyr, ynam bolsa jemgyýetiň binýadydyr. Her bir ynsan sözünde we işinde dogruçyl bolmaga — hakykaty aýtmaga, beren sözünde durmaga, özüni we ýagdaýlary dogry görkezmäge hem-de ýalany, aldawy we mekirliği ret etmäge çalyşmalydyr. Ýalan üzerine gurlan jemgyýet durnukly bolup bilmez. Hakykaty aýdýanlar, hatda bu kyn bolsa-da, hemmeler üçin hyzmat edýärler.

Her bir ynsan hormat bilen çemeleşilmäge — gymmatly şahsyýet hökmünde ykrar edilmäge, diňlenilmäge we çynlakaý kabul edilmäge mynasypdyr. Hormat goýmak hökman razylaşmagy talap etmeýär; ol garşyňdakynyň mertebesini ykrar etmegi talap edýär. Hormatsyzlyk, äsgermezçilik we ynsanlykdan mahrum etmek rehimsizligiň tohumlarydyr. Jemgyýetler ähli tapawutlylyklara garamazdan özara hormat medeniýetini ösdürmelidirler.

Her bir ynsan döretmek, hyýal etmek, gurmak we dünýä özboluşly goşant goşmak ukyby bilen dogulýar. Bu döredijilik ruhy ynsan mertebesi üçin zerurdyr. Jemgyýetler döredijiligi goldamalydyrlar, manyly iş we özüňi görkezmek üçin mümkinçilikleri döretmelidirler hem-de her bir adamyň hödürläp biljek zehininiň bardygyny ykrar etmelidirler.

Her bir ynsan diňe bir daşarky tassyklama däl-de, eýsem öz içinden gelýän sagdyn özüne bolan ynamy ösdürmäge haklydyr. Bilim we medeniýet, başgalaryň üstünden hökmürowanlyk etmek däl-de, häsiýete, tagalla we goşanda esaslanýan özüňe bolan hormaty ösdürmelidir. Her bir adamyň özboluşly şahsyýetine, garaýşyna we ýoluna hormat goýulmalydyr.

Düşünmek islegi ynsan bolmagyň esasy şertidir. Her bir ynsan açyk zehin bilen hakykaty gözlemäge, sorag bermäge, öwrenmäge we ömrüniň dowamynda ösmäge haklydyr we jogapkärdir. Jemgyýetler bilesigelijiligi höweslendirmeli, dogruçyl barlaglary goramaly we akyl-paýhasa hyzmat edýän bilimleri gözleýänlere hormat goýmalydyr.

Adalat gözlegi duýgudaşlyk — başgalaryň duýgularyna düşünmek we paýlaşmak ukyby — bilen utgaşmalydyr. Şepagatsyz adalat rehimsizlige öwrülýär; adalatsyz şepagat bolsa ýalňyşlyga ýol açýar. Her bir ynsan dogry hasaplaýan zadyny goramaga, şol bir wagtyň özünde bolsa hatda razy däl adamlaryna hem düşünmäge çalyşmaga çagyrylýar.

Ynsanlar tebigy ýagdaýda ösmäge, kämilleşmäge we öňe saýlanmaga çalyşýarlar. Işjeňligi ýokarlandyrýan, kämillige ruhlandyrýan we bäsdeşlerine hormat goýýan sagdyn bäsdeşlik goldanylmalydyr. Emma bäsdeşlik hiç haçan rehimsizligi, ekspluatasiýany ýa-da başgalary ýok etmegi aklap bilmez. Başgalara zyýan bermek arkaly gazanylan üstünlik hakyky üstünlik däldir. Maksat başgalary ýeňmek däl-de, özüňi ösdürmek we bitewülige goşant goşmakdyr.

Her bir ynsan özboluşly we gaýtalanmazdyr, özboluşly zehini, garaýyşlary we goşantlary bardyr. Bu şahsyýet basylyp ýatyrylman, eýsem ösdürilmelidir. Şol bir wagtyň özünde ynsanlar jemgyýetçilikde we aragatnaşykda gülläp ösýärler. Şahsyýet we degişlilik arasyndaky deňagramlylyk saklanmalydyr — bularyň ikisi hem doly ynsanperwerlik üçin zerurdyr.

Ynsanlar haýran galmaga — gözellikden, syrdan we barlygyň giňliginden täsirlenmäge ukyplydyr. Bu haýran galmak ukyby ýeňilmeli gowşaklyk däl-de, eýsem ösdürilmeli sowgatdyr. Sungat, tebigat, saz, hekaýalar we pikirlenmek ruhy iýmitlendirýär. Jemgyýetler gözellik, dymmaklyk we oýlanmak üçin ýerleri goramalydyrlar we ynsan durmuşyny diňe öndürijilige we sarp edijilige çenli peseltmeli däldirler.

Gülläp ösýän durmuş deňagramlylygy talap edýär: meýil we kanagatlylyk arasynda, özüňi kämilleşdirmek we özüňi kabul etmek arasynda, iş we dynç alyş arasynda, bermek we almak arasynda. Çäksiz "has köp" zadyň yzyndan ylgamak boşluga eltýär. Akyl-paýhas nämäniň ýeterlikdigini bilmekde, durmuşda bardygyňy duýmakda we tagallalaryň içinde parahatlyk tapmakdadyr.

Durmuş şatlyk bilen ýaşalmalydyr. Oýun, degişme, baýramçylyk we lezzet almak durmuşyň çynlakaý taraplaryndan ünsüňi sowmak däl-de, eýsem ynsan gülläp ösüşi üçin zerurdyr. Jemgyýetler şagalaň, dynç alyş we barlykdan ýönekeýje lezzet almak üçin şert döretmelidirler. Şatlyksyz durmuş, näçe borçly ýaşalsa-da, kemis durmuşdyr.

Umyt — beýleki ähli sypatlary mümkin edýän sypatdyr. Ol edilen tagallanyň ähmiýetlidigine, geljegiň has gowy bolup biljekdigine, ýagşylygyň biderek däldigine bolan ynamdyr. Umyt bolmasa, batyrgaýlyk gaçýar we hereket durýar. Her bir adamyň umyt etmäge esasy bolmaga hukugy we başgalarda umydy dowam etdirmäge jogapkärçiligi bardyr. Göwnüçökgünlik realizm däl-de, eýsem boýun egmekdir.

Her bir ynsan öz ukybyna görä jemgyýetiniň abadançylygyna goşant goşmaga borçludyr. Has köp mümkinçiligi bolanlar mätäçlere kömek etmek üçin has uly jogapkärçilik çekýärler. Ejizler, ejir çekýänler we çetleşdirilenler bilen agzybir bolmak ahlak taýdan kämilleşmegiň alamatydyr. Kömek edip biljek hiç bir adam başgalaryň ejir çekýän pursadynda parahat oturyp bilmez.

Gülläp ösýän jemgyýet, her bir adamyň başgalaryň üstünden haksyz artykmaçlyk gözlemän, öz ukybynyň iň ýokary derejesinde goşant goşýan jemgyýetidir. Öz paýyňdan artygyny almak, başgalaryň zähmetini ýa-da ynamyny ulanmak ýa-da umumy bähbidiň hasabyna özüňi öňe sürmek durmuş gatnaşyklaryny bozýar. Maksat şahsy peýda däl-de, özara gülläp ösüşdir. Hemmeler goşant goşup, hiç kim biri-birini ulanmasa, hemmeler öser.

Bitewülik — bu doly bolmaklygy aňladýar; jemgyýetde nähili bolsaň, ýekelikde-de şol adam bolmak, hatda hiç kim seretmeýän wagty hem öz gymmatlyklaryňa görä hereket etmekdir. Bitewi (wyždanly) adam sözünde durýar, borçlaryny ýerine ýetirýär we oňa ynanyp bolýar. Jemgyýetler diňe köp adam köp wagtlap wyždanly hereket eden wagty işleýär.

Gowy durmuş minnetdarlygy — maşgaladan, jemgyýetden, tebigatdan we bizden öňkilerden alan zatlarymyz üçin minnetdar bolmagy öz içine alýar. Minnetdarlyk her zada haklylyk duýgusynyň dermanydyr; ol dünýä we ondaky ornumyza bolan garaýşymyzy üýtgedýär. Pespällik biziň bilimimiziň çäklidigini, üstünliklerimize başgalaryň goşandyny we özümize bagly bolmadyk güýçlere mätäçligimizi ykrar etmekdir. Minnetdarlyk we pespällik bilelikde bizi akyl-paýhasa açýar we tekepbirlikden goraýar.

Serişdeler — şahsy, jemgyýetçilik ýa-da tebigy bolsun — biderek sarp edilmän ýa-da ýygnalyp goýulman, paýhasly ulanylmalydyr. Isripçilik — az zady bolanlara we bizden soň geljeklere garşy edilen kemsitmedir. Her kes öz mümkinçiligine görä ýaşamalydyr we umumy serişdelere ulanmak üçin däl-de, amanat hökmünde çemeleşmelidir.

Başgalaryň jomartlygy we ynamy hyýanatly ulanylmaly däldir. Kömek alýanlar ony gowy ulanmaga we mümkinçiligi bolanda başgalara kömek etmäge jogapkärdirler. Hoşniýetliligi, haýyr-sahawaty ýa-da jemgyýetçilik bähbitlerini şahsy bähbit üçin ulanmak durmuş baglanyşygyna ikilik etmekdir. Azatlyk köp adamyň köp wagtlap ak ýürekden hereket etmegine baglydyr.

Gowy ýaşamak batyrgaýlygy talap edýär — hatda gymmat düşse-de hakykaty we adalaty goramaga, dymmak aňsat wagty sözlemäge we gysyş ýa-da gorkuň öňünde dogry hereket etmäge taýynlygy talap edýär. Ahlak gorkaklygy ýamanlyga ýol açýar. Her bir ynsan gündelik wyždanlylygyň asuda batyrgaýlygyna we zerur bolanda köpçülik öňündäki şaýatlyk batyrgaýlygyna çagyrylýar.

Geçirimlilik ukyby — başgalary we özüňi geçirmek — sagalmak we öňe gitmek üçin zerurdyr. Öýke-kinäni saklamak, ony saklaýan adamy zäherleýär. Geçirmeklik ýatdan çykarmak, bahana tapmak ýa-da adalatdan dänmek däl-de, eýsem gahar-gazaby goýbermek we ýaraşyk mümkinçiligini açmakdyr. Geçirimlilik bolmasa, ýaralar hiç haçan bitmez we zyýanly aýlawlar dowam eder.

Manyly durmuş diňe bir alan zatlarymyzda däl, eýsem beren zatlarymyzda hem tapylýar. Başgalara — maşgala, jemgyýete we giň dünýä — hyzmat etmek uly kanagatlanma we maksat çeşmesidir. Hyzmat edýänler bermegiň berýän adamy baýlaşdyrýandygyny görýärler. Jemgyýetler hyzmat edýänlere hormat goýmaly we her bir adamda biziň diňe bir özümiz üçin däl, eýsem biri-birimiz üçin şu ýerdedigimiz baradaky düşünjäni ösdürmelidir.

Adamzadyň geljegi biziň dargamak däl-de, birleşmek ukybymyza baglydyr. Bölüji güýçler — taýpaparazlyk, öňünden gelýän ýigrenç, demagogiýa, başgasyndan gorkmak — biziň umumy abadançylygymyza wehim salýar we taryhyň iň uly pajygalaryna sebäp boldy. Her bir ynsan dünýäni "biz we olar" diýip görmäge bolan meýle garşy durmaga, tapawutlylyklaryň arasyndan umumy esas gözlemäge we diwarlaryň ýerine köprüleri gurmaga çagyrylýar. Agzybirlik birmeňzeşlik däl-de, ähli tapawutlaryň aňyrsynda biziň umumy ynsanperwerligimizi ykrar etmekdir.

Adamzady "biz" we "olar" diýip bölmäge bolan meýil — we "beýlekiler" diýlip hasaplananlary ynsanlykdan mahrum etmek — öňünden gelýän ýigrenjiň, yzarlamalaryň we genosidiň köküdir. Her bir ynsan özünde bu meýle garşy durmaly we öz jemgyýetinde oňa garşy çykmaly. Hiç bir topar ynsan däl diýlip hasaplanyp bilmez. Hiç bir halk gurban edilmeli däldir. Nätanyş, daşary ýurtly, başgaça bolan adam — olar hem doly derejede ynsandyr we mertebä mynasypdyr.

Her bir şahsyýet öz jemgyýetiniň we döwletiniň raýaty bolşy ýaly, dünýäniň hem raýatydyr. Bu ählumumy raýatlyk beýleki şahsyýetleriň ornuny tutmaýar, eýsem olary doldurýar. Döwrümiziň synaglary — howanyň üýtgemegi, pandemiýalar, ýadro ýaraglary, emeli aň — bir adamzat hökmünde pikirlenmegi we hereket etmegi talap edýär. Watanperwerlik we ählumumy jogapkärçilik biri-birine garşy däl; olaryň ikisini hem utgaşdyryp bolar. Adamzat jemgyýetiniň ewolýusiýasy ahlak aladasynyň has giň halkalaryna tarap barýar.

Parahatçylyk diňe bir urşuň ýoklugy däl-de, eýsem adalatyň, howpsuzlygyň we ynsan gülläp ösüşi üçin şertleriň bolmagydyr. Her bir adamyň parahatçylykda ýaşmaga hukugy bardyr. Jemgyýetler gapma-garşylyklary gepleşikler, ylalaşyklar we kanuny ýollar arkaly çözmelidirler. Zorluk iň soňky çäre bolmaly we ahlak çäkleri bilen çäklendirilmelidir. Parahatçylyk üçin işleýänler — duşmanlary ýaraşdyrýanlar, gapma-garşylyklary köşeşdirýänler, özara düşünşmegi guraýanlar — mukaddes işi ýerine ýetirýärler.

Ähli ynsanlar azat we mertebesi hem-de hukuklary boýunça deň dogulýarlar. Her bir şahsyýet jynsy, reňki, jynsyýeti, dili, dini, syýasy garaýşy, milli ýa-da durmuş gelip çykyşy, emlägi, dogulmagy ýa-da başga bir statusy boýunça hiç hili tapawut goýulmazdan, şu Hartiýanyň doly goragyna eýedir.

Her bir adamyň ýaşmaga, azatlyga we şahsy howpsuzlyga hukugy bardyr. Hiç kim gynamalara ýa-da rehimsiz, ynsanlyga ýat ýa-da mertebesini kemsidiji çemeleşmelere sezewar edilip bilmez. Hiç kim gulçulykda ýa-da garaşlylykda saklanyp bilmez. Hiç kim ýaşaýyşdan ýa-da azatlykdan esassyz mahrum edilip bilmez.

Her bir adamyň pikir, wyždan we din azatlygyna hukugy bardyr. Bu islendik ynanja uýmak ýa-da hiç zada ynanmazlyk, öz ynanjyňy üýtgetmek we öz dinini ybadatda, öwretmekde we amal etmekde ýerine ýetirmek azatlygyny öz içine alýar. Hiç kim ynanç meselelerinde mejbur edilip bilmez.

Her bir adamyň söz azatlygyna, şol sanda maglumatlary we ideýalary gözlemek, almak we paýlaşmak azatlygyna hukugy bardyr. Bu metbugat azatlygyny we aragatnaşygyň ähli görnüşlerini öz içine alýar. Bu azatlyklar jogapkärçilik getirýär we diňe başgalaryň hukuklaryny ýa-da möhüm jemgyýetçilik bähbitlerini goramak üçin zerur bolan ýagdaýda çäklendirilip bilner.

Her bir adamyň parahatçylykly ýygnanyşmaga we öz bähbitlerini goramak üçin guramalar we birleşikler döretmäge hem-de olara goşulmaga hukugy bardyr. Hiç kim haýsydyr bir birleşige degişli bolmaga mejbur edilip bilmez.

Hökümetiň ygtyýarlylygy halkyň erkine esaslanýar. Her bir adamyň gönüden-göni ýa-da erkin saýlanan wekiller arkaly dolandyryşa gatnaşmaga we ählumumy hem-de deň saýlaw hukugy esasynda hakyky saýlawlarda ses bermäge hukugy bardyr. Ýaşlaryň öz geljeklerine täsir edýän kararlarda manyly ses berip bilmäge hukugy bardyr.

Ähli adamlar kanun öňünde deňdir. Her kes bitarap kazyýetler tarapyndan adalatly çemeleşilmäge, günäsi subut edilýänçä günäsiz hasaplanmaga, hukuk kömegini almaga we hukuklary bozulan ýagdaýda netijeli düzediş çärelerine hukugy bardyr. Hiç kim esassyz tussag edilip ýa-da saklanyp bilmez.

Her bir adamyň şahsy durmuşynda, maşgalasynda, öýünde we aragatnaşygynda gizlinlige hukugy bardyr. Bu hukuk şahsy maglumatlaryň we maglumatlaryň goralmagyna hem degişlidir. Hiç kim esassyz gözegçilige ýa-da şahsy işlerine gatyşylmagyna sezewar edilip bilmez.

Her bir adamyň erkin hereket etmäge we ýaşaýan ýerini saýlamaga hukugy bardyr. Her kes islendik ýurtdan gitmäge we öz ýurduna dolanmaga hukugy bardyr. Her kes yzarlamalardan gaçyp penalamaga hukugy bardyr. Şeýle hem, her bir adamyň öz watanynda galmaga hukugy bardyr.

Maşgala, özüniň dürli görnüşlerinde, jemgyýetiň esasy bölümidir we goraga hukugy bardyr. Ulularyň erkin we doly razylygy bilen öýlenmäge/durmuşa çykmaga we maşgala gurmaga hukugy bardyr. Çagalaryň alada, goraga we maşgala baglanyşyklaryna hukugy bardyr. Jemgyýetleriň öz ýaşaýyş we durmuş baglanyşyklaryny saklamaga hukugy bardyr.

Ähli halklaryň öz ykbalyny özleri kesgitlemäge, öz syýasy statusyny saýlamaga we ykdysady, durmuş we medeni ösüşlerini dowam etdirmäge hukugy bardyr. Hiç bir halk öz ýaşaýyş serişdelerinden ýa-da öz geljegini kemala getirmek hukugyndan mahrum edilip bilmez.

Etniki, dini, dil ýa-da medeni azlyklara degişli bolan adamlaryň öz medeniýetinden peýdalanmaga, öz dinine uýmaga we öz dilini ulanmaga hukugy bardyr. Ähli aýratyn jemgyýetleriň şahsyýeti we gülläp ösmegi goralmalydyr. Kararlar haýsydyr bir jemgyýetiň topragyna, serişdelerine ýa-da ýaşaýyş ýörelgesine ep-esli täsir edende, şol jemgyýetiň erkin, öňünden we habarly razylygy alynmaly.

Agyr ýalňyşlyklar edilen ýerinde halklaryň hakykaty bilmäge, bolan işiň ykrar edilmegine we sagalmak mümkinçiligine hukugy bardyr. Adalat diňe bir jogapkärçiligi däl, eýsem ýaraşygy hem öz içine alýar. Parahatçylykly geljegi gurmak geçmiş bilen dogruçyl hasaplaşmagy talap edýär.

Her bir adamyň saglygy we abadançylygy üçin ýeterlik ýaşaýyş derejesine, şol sanda iýmit, suw, eşik, jaý we möhüm hyzmatlara hukugy bardyr. Her kes özüne bagly bolmadyk mätäçlik döwürlerinde howpsuzlyga hukugy bardyr. Bolçulyk dünýäsinde hiç kim aç galmaly ýa-da öýsüz bolmaly däldir.

Her bir adamyň işlemäge, adalatly şertlere, mynasyp hak almaga we ekspluatasiýadan goralmaga hukugy bardyr. Işçileriň guramaçylykly bolmaga we köpçülikleýin ylalaşmaga hukugy bardyr. Her kes dynç almaga, boş wagta we iş sagatlarynyň paýhasly çäklendirilmegine hukugy bardyr. Mejbury zähmet gadagandyr.

Her bir adamyň bilim almaga hukugy bardyr. Bilim ynsan şahsyýetini doly ösdürmeli, tankydy pikirlenmäni we döredijiligi kemala getirmeli, hukuklara we köpdürlülige bolan hormaty güýçlendirmeli we ähli halklaryň arasynda özara düşünşmegi ösdürmelidir. Başlangyç bilim mugt we mejbury bolmaly; ondan ýokary bilim bolsa hemmeler üçin kem-kemden elýeterli edilmeli.

Her bir adamyň elýeterli bolan iň ýokary fiziki we ruhy saglyk standartyna hukugy bardyr. Bunga saglyk hyzmatlaryna, möhüm dermanlara, arassa suwa, ýeterlik iýmitlenmä we sagdyn ýaşaýyş şertlerine elýeterlilik degişlidir. Ruhy saglyga fiziki saglyk bilen deň derejede ähmiýet berilmelidir.

Her bir adamyň medeni durmuşa gatnaşmaga, sungatdan lezzet almaga we ylmy ösüşiň bähbitlerini paýlaşmaga hukugy bardyr. Däp bolan bilimlere we medeni mirasa hormat goýulmaly we olar goralmalydyr. Ynsan döredijiliginiň we açyşlarynyň miweleri ahyrky netijede ähli adamzada degişlidir.

Ykdysadyýet diňe bir baýlyk ýygnamaga däl-de, ynsan abadançylygyna we planetanyň saglygyna hyzmat etmelidir. Söwda we maliýe adalatly hem-de aýdyň bolmalydyr. Ähli halklar öz tebigy serişdelerine eýeçilik edýärler. Garyplygy ýa-da ekspluatasiýany dowam etdirýän ykdysady düzgünler adalatsyzdyr.

Her bir adamyň häzirki zaman jemgyýetine gatnaşmak üçin zerur bolan sanly tehnologiýalara we aragatnaşyk düzümlerine elýeterlilik hukugy bardyr. Maglumat eýýamynyň bähbitleri giňden paýlaşylmaly we elýeterlilige bolan bökdençlikler kem-kemden aradan aýrylmalydyr.

Her bir adamyň şahsy maglumatlarynyň goralmagyna hukugy bardyr. Şahsy maglumatlaryň ýygnalmagy we ulanylmagy aýdyň bolmaly, kanuny maksatlar bilen çäklendirilmeli we manyly razylyga esaslanmalydyr. Her kes öz barasynda haýsy maglumatlaryň saklanýandygyny bilmäge we nädogry ýa-da zerur bolmadyk maglumatlary düzedtmäge ýa-da öçürtmäge hukugy bardyr.

Hiç bir şahsyýet esassyz ýa-da kanunsyz gözegçilige sezewar edilip bilmez. Aragatnaşyklaryň ýa-da çäreleriň yzarlanmagy kanun tarapyndan rugsat berlen, zerur, proporsional bolmaly we garaşsyz gözegçilige degişli bolmalydyr. Şahsy aragatnaşyk hukugy goralmalydyr.

Awtomatlaşdyrylan ulgamlar adamlaryň durmuşyna ep-esli täsir edýän kararlary kabul edende ýa-da täsir edende, şol täsir edilen adamlaryň şeýle kararlaryň nähili kabul edilendigine düşünmäge, ynsan gözegçiligini talap etmäge we netijeli garşy çykmaga hukugy bardyr. Hiç kim algoritmik ulgamlar tarapyndan kemsitmelere sezewar edilip bilmez.

Tehnologiýa adamzada hyzmat etmelidir, oňa hökmürowanlyk etmeli däldir. Güýçli tehnologiýalar, şol sanda emeli aň, ynsan mertebesine hormat goýýan, ynsan erkini saklaýan, adalatlylygy goldaýan, aýdyňlygy saklaýan, jogapkärçiligi üpjün edýän we zyýandan goraýan usullar bilen ösdürilmeli we ulanylmalydyr. Tehnologiýalary döredýänler we ulanýanlar olaryň täsirleri üçin jogapkärçilik çekýärler.

Ynsan durmuşy we abadançylygy üçin uly ähmiýeti bolan kararlar manyly ynsan gözegçiliginde galmalydyr. Maşynlara ýaşaýyş we ölüm barada özbaşdak güýç berilmeli däldir. Ynsan karary, akyl-paýhasy we ahlak jogapkärçiligi bulardan mahrum bolan ulgamlara ynanylyp bilinmez.

Her bir adamyň ynsan ejizligini ulanmak, aldamak ýa-da ekspluatasiýa etmek üçin döredilen tehnologiýalardan goralmaga hukugy bardyr. Çagalara we beýleki ejiz şahsyýetlere aýratyn gorag üpjün edilmelidir. Tehnologiýalar çynlakaý töwekgelçilikler döredende, olary ulanmakda ätiýaçlylyk ýörelgesi esas alynmalydyr.

Tehnologiýa manyly ynsan gatnaşyklarynyň we jemgyýetiniň ornuny tutman, eýsem olary güýçlendirmelidir. Ynsan abadançylygyna täsir edýän möhüm hyzmatlarda ynsan bilen aragatnaşyk saklamak mümkinçiligi goralmalydyr. Ynsan barlygynyň, duýgudaşlygynyň we aladasynyň çalşyp bolmajak gymmaty ykrar edilmelidir.

Her bir adamyň arassa, sagdyn we durnukly gurşawa, şol sanda arassa howa, howpsuz suwa, sagdyn ekoulgamlara we durnukly howa şertlerine hukugy bardyr. Ynsan saglygyna we abadançylygyyna wehim salýan daşky gurşawyň hapalanmagynyň öňü alynmaly we ol düzedilmelidir.

Tebigy dünýäniň ynsanlar üçin peýdasyndan has ýokary gymmaty bardyr we ol hormata hem-de goraga mynasypdyr. Ekoulgamlar, görnüşler we ýaşaýyş tory goralmalydyr we zeper ýeten ýerinde dikeldilmelidir. Topraga bagly bolan we oňa seredýänleriň ony dolandyrmakda sesi bolmalydyr.

Durnukly howa ynsan siwilizasiýasy we ýaşaýşyň gülläp ösmegi üçin zerurdyr. Ähli halklar howa ulgamyny goramak üçin jogapkärçilik çekýärler, bunda howanyň bozulmagyna iň köp goşant goşanlar we iň uly mümkinçiligi bolanlar has uly borç çekýärler. Howa boýunça hereketleriň we uýgunlaşmagyň agramy adalatly paýlanmalydyr.

Ösüş geljekki nesilleriň öz mätäçliklerini kanagatlandyrmak ukybyna zeper ýetirmezden häzirki mätäçlikleri kanagatlandyrmalydyr. Ykdysady ösüş, durmuş abadançylygy we daşky gurşawy goramak biri-birinden aýrylmazdyr we biri-birini güýçlendirýändir. Her bir halkyň öz gymmatlyklaryna we şertlerine görä ösüşi dowam etdirmäge hukugy bardyr.

Döwletler şu Hartiýadaky hukuklara hormat goýmak, olary goramak we berjaý etmek üçin esasy jogapkärçiligi çekýärler. Olar düzgün bozulmalary üçin netijeli çäreleri üpjün etmeli we ähli hukuklary öz mümkinçilikleriniň iň ýokary derejesinde kem-kemden durmuşa geçirmelidirler. Döwletler islendik milletiň ýeke özi çözüp bilmejek synaglaryny çözmek üçin halkara derejesinde hyzmatdaşlyk etmelidirler.

Korporasiýalar, guramalar we ähli görnüşli edaralar öz işlerinde ynsan hukuklaryna we daşky gurşawa hormat goýmalydyrlar. Olar aýdyň hereket etmeli, zyýanyň öňüni almaly we ýetiren zeperleri üçin jogapkär bolmalydyrlar. Güýç jogapkärçilik getirýär.

Hukuklar diňe kanunda bellenen tertipde, diňe başgalaryň hukuklaryny ýa-da möhüm jemgyýetçilik bähbitlerini goramak üçin zerur bolanda we diňe göz öňünde tutulan maksada laýyk derejede çäklendirilip bilner. Käbir esasy hukuklar — şol sanda gynamalardan, gulçulykdan we ýaşaýyşdan esassyz mahrum edilmekden azat bolmak — hiç bir ýagdaýda togtadylyp bilinmez.

Hukuklary bozulan her bir adamyň netijeli düzediş çäresine hukugy bardyr. Şikaýatlary kabul etmek, bozulmalary barlamak we jogapkärçiligi üpjün etmek üçin garaşsyz mehanizmler bolmalydyr. Ýalňyşlyklary paş edýänler goralmalydyr.

Hukuklar we jogapkärçilikler baradaky bilim ähli derejelerdäki okuwlar arkaly we ömür boýu goldanylmalydyr. Her bir adamyň şu Hartiýa we onuň ýörelgeleri boýunça nähili ýaşamalydygyny öwrenmäge mümkinçiligi bolmalydyr. Häsiýet kemala getirmek we raýat sypatlary bilim bilen bilelikde ösdürilmelidir.

Şu Hartiýadaky hiç bir zat başga ýerde has doly goralan hukugy çäklendirmek ýa-da yglan edýän hukuklaryny ýok etmäge gönükdirilen islendik hereketi aklamak hökmünde düşündirilip bilinmez. Şu Hartiýa Adam hukuklarynyň ählumumy jarnamasy we ynsan mertebesini goraýan beýleki resminamalar bilen utgaşyklykda okalmalydyr.

Şu Hartiýa adamzadyň umumy ahlak mirasyna esaslanýar:

• Ähli beýik däp-dessurlaryň öwredýän Altyn düzgüni;
• Adam hukuklarynyň ählumumy jarnamasy we ondan soňky halkara ylalaşyklary;
• Adalata çalyşýan milletleriň konstitusiýalary we hartiýalary;
• Ýer şary bilen gatnaşykda ýaşan ýerli halklaryň akyl-paýhasy;
• Dünýä dinleriniň we pelsepeleriniň mukaddes tekstleri we ahlak taglymatlary;
• Psihologiýanyň, pelsepäniň we ynsan tejribesiniň adamlaryň gülläp ösmegine nämäniň ýol açýandygy baradaky garaýyşlary.

Biz şu Hartiýany iň soňky söz hökmünde däl-de, eýsem çakylyk hökmünde hödürleýäris — gepleşige, ygrarlylyga we umumy herekete çakylyk hökmünde. Ol bizi bölýän däl-de, birleşdirýän zatlar barada söz açýar. Ol diňe bir millete, medeniýete ýa-da ynama degişli däl-de, her bir adamyň mertebesini we umumy öýümiziň gymmatlylygyny tassyklaýanlaryň hemmesine degişlidir.

Biz bir kiçijik planetadaky bir ynsan maşgalasydyrys. Biziň ykballarymyz biri-birine baglydyr. Öňe barýan ýol bölünişik däl-de, bitewülikdir; ekspluatasiýa däl-de, goşant goşmakdyr; göwnüçökgünlik däl-de, umutdyr.

Şu Hartiýa bizi diňe bir öz hukuklarymyzy talap etmäge däl, eýsem başgalaryň hukuklaryna hormat goýýan adamlar bolmaga çagyrýar — hoşniýetli, dogruçyl, batyrgaý we paýhasly adamlar bolmaga. Ekspluatasiýa etmän goşant goşýan adamlar. Diwarlary däl-de, köprüleri gurýan adamlar. Adamzadyň barýan ýoluna mynasyp adamlar.

Goý, şu garaýyş bizi her bir adamyň gülläp ösüp biljek, adalat we parahatçylyk goşulyşýan, ynsan döredijiliginiň umumy bähbide hyzmat edýän we adamzadyň bizi saklaýan Ýer şary bilen agzybir ýaşaýan dünýäsine tarap alyp barsyn.

Ähli halklar üçin, häzirki we geljekki, bir ynsan maşgalasy hökmünde, umut we raýdaşlyk bilen yglan edildi.

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.