Universal Charter for Human Dignity and Planetary Flourishing - Humanity 2.0

Nun, xeeti àdduna bi, nu bennoo ci sunu nit ak sunu dund ci suuf si:

Gis ne nit ku nekk am na teddugu ak solo gu mu jibé — lu bawoo ci Yàlla, ci nekkam, walla ci nitam — te lenn mën ko ko nànd;

Nangu xam-xam bi nekk ci diine yu mag yi, ci xalaatu xeltu yi, ak ci cosaanu xeet yi, te ñépp jangal nañu ne fawwu nu nekkale sa moroom ni nga bëgge mu nekkale la;

Xam ne nit mënul dund bu nekkul ci loxoy sa moroom — ak sa dëkkandoo, sa maam, sa sët, ak suuf si, ndox mi, ak lépp lu dund ci àdduna bi;

Dëgëral ne nu ngi nekk benn njabootu nit, nu bokk benn cosaan ak benn kër, te sunu ëllëg mu ngi sukkandiku ci ràññee bennoo boobu ak wormaal sunu wuute;

Jàng ci naqar yi fi jaar — jamono yi ñu nàndee teddugu nit, jamono yi ñu boolee xeet yi ngir ñu xulo, ak jamono yi ñu gaañee suuf si — te nu fas yéene tabax àdduna bu gën a am njub ak jàmm;

Dëgëral ne nit ñi duñu ñu ñu war a aar rekk ci lor, waaye dañu leen war a jàppale ngir ñu naat — niki ñu am xarala, ñu sàkku dëgg, ak ñu jàppale mbooloo mi;

Gëm ne nit ñi ñu ngi ci yoonu jëm kanam, nekkul ne mat nañu léegi, waaye dëkk ku nekk am na sañ-sañ ak wartéef ngir jéem a doxal jëm kanam googu;

Jàkkarloo mbooloo ak coono yu mag yu sunu jamono — niki soppiku gi ci wàllu kiliima, xarala yu am doole yu bëss, ñàkk ak wuute gu mag, ak jàmm gi du dëgër — te lenn réew mënul dindi loolu kërëk;

Dëgëral ne sañ-sañ mu ngi ànd ak wartéef, ne sañ-sañu nit mu ngi sàrvisu mbooloo mi, te àtteu mbooloo mu ngi sukkandiku ci ni mu nekkaleel ñi gën a néew doole;

Nu ngi fi beral bii Sartu àdduna bi ngir Teddugu nit ak Naatangeu suuf si niki gis-gis ak tànnef ngir xeet yi ak réew yi.

Sukkandikuwayu Sartu bii mooy yoonu nekkale: Nekkaleel sa moroom ni nga bëgge mu nekkale la. Bul def sa moroom lu nga bëggul ñu def la ko. Àtte bii mu ngi jëm ci nit ku nekk, mbooloo yi, ak réew yi. Mooy doxal sunu nekk ak sët yi ñëwagul ak àll bi. Da nu digal nu bañ a lor, waaye nu jéem a sàkku mbax ngir sa moroom.

Nit ku nekk am na teddugu gu mu jibé te du sukkandiku ci am-am, ci loxom, walla ci nekkam. Teddugu boobu loxoy njiit mën ko ko jox, te mën ko ko nànd. Mooy fi sañ-sañ yépp bawoo te mooy àtte bi nu war a sàkk ci lépp lu nuy def.

Nit ñi benn njaboot lañu. Doonte wuute nañu ci cosaan, kàllaama, gëm-gëm, walla réew, dañu bokk benn jibé, benn nekk ak benn kër. Bennoo boobu nekkul mbir mu nu war a sàkku, waaye nekk na lu am te nu war ko wormaal. Nu ngi lënkaaloo ñun ñépp; xam-xam mooy dund ci nekk boobu.

Bii njabootu nit mu ngi feeñé ci wuute gu rëy ci cosaan, kàllaama, gëm-gëm, ak aada. Wuute gi alal la te nekkul jafe-jafe. Lenn cosaan walla gis-gis amul dëgg gu mat. Da nu bokk di jàngale, te wuute gi mu ngi nuy dooleel ñun ñépp. Bennoo dëgg mooy fumbërak wuute gi; du ko nànd.

Suuf si mooy dundal dund yépp te jar na wormaal ak toppatoo. Àll bi am na solo gu mat te nekkul rekk ngir sàrvisu nit. Nu ngi bokk ci mbooloo dund gi. Ngàntu nit ak ngàntu suuf si mënul wuute.

Suuf si, dañu ko nuy deñale ngir ñi ñëwagul. Dëkk ku nekk fawwu mu xalaat ci lu jéem ci li mu tànn te mën a am solo ci sët yi mu amul. Da nu digal nu nekk maam yu baax, di bàyyi àdduna bu mën a dundal dund ak yaakaar.

Nit ñi ñu ngi ci yoonu jëm kanam — ci jikko, ci mbooloo, ak ci gëm-gëm — te matuñu ba léegi. Dëkk ku nekk mu ngi dund ci li maam ya fi bàyyi, niki jëm kanam walla njàqare, te am na sañ-sañ ngir doxal njub, xam-xam, ak naatange. Yoon bii nu bokk mooy jox dund gi solo te mu ngi nuy woo ngir nu jàppale mbir mu gën a rëy ci nun.

Mbax mooy jikko bi gën a ràññéeku ci àdduna bi — xale yi xam nañu ko, xeet yi wormaal nañu ko, te ñépp soxla nañu ko. Nit ku nekk mu ngi ko woo ngir mu nekk ku baax: mu nekk ku lewet, ku am kersa, ak ku toppatoo sa moroom. Mbax mu néew mu ngi dëgëral dund gi; bu mu amul, àdduna bi da fay nekk lu tàng te nànd. Mbooloo yi dañu war a dundal mbax ci seen aada, seen këru njiit, ak seen njàngale.

Jub mooy sukkandikuwayu wóolu, te wóolu mooy sukkandikuwayu mbooloo. Nit ku nekk fawwu mu jéem a nekk ku dëggu ci kaddu ak ci jëf — di wax dëgg, di sàmm dige, di wax dëgg ci nekkam, te mu bañ kacc, nax, ak wor. Mbooloo mu tabax ci kacc mënul taxaw. Ñi wax dëgg, doonte jafe na, ñu ngi sàrvisu ñépp.

Nit ku nekk jar na ñu nekkale ko ci wormaal — ràññee ne nit ku am solo la, déglu ko, te jàppe ko mbir mu mat. Wormaal du nangu dëgg-dëgg lu mu wax; waaye mooy ràññee teddugu sa moroom. Ñàkk wormaal ak nànd nit mooy sukkandikuwayu njaqare. Mbooloo yi dañu war a dundal wormaal ci wuute yépp.

Nit ku nekk juddu na ak kàttan ngir sàkku, xalaat, tabax, ak jàppale àdduna bi ci mbir mu bëss. Xalaat boobu am na solo ci teddugu nit. Mbooloo yi dañu war a toppatoo xarala, joxe yoonu liggéey bu am solo, te ràññee ne nit ku nekk am na loxo mu war a joxe.

Nit ku nekk am na sañ-sañ ngir dundal solo gu baax gu mu am ci biiram, te du rekk ci li ñu ko wax ci biti. Njàngale ak cosaan dañu war a dundal solo-bopp bu sukkandiku ci jikko, pexe, ak jàppale — te nekkul ci njiit ci kaw sa moroom. Ne-ne-u dëkk ku nekk ak yoonam fawwu nu wormaal ko.

Bëgg a xam mooy sukkandikuwayu nekk nit. Nit ku nekk am na sañ-sañ ak wartéef ngir sàkku dëgg ak xel mu ubbeeku, ngir laaj, ngir jàng, te ngir jëm kanam ci dundam. Mbooloo yi dañu war a dundal bëgg-a-xam, aar sàkku dëgg, te wormaal ñi sàkku xam-xam ngir sàrvisu xeltu.

Sàkku njub fawwu mu ànd ak yërmande — kàttan ngir xam ak bokk yëg-yëgu sa moroom. Njub bu amul yërmande da fay nekk njaqare; yërmande gu amul njub da fay nangu lor. Nit ku nekk mu ngi ko woo ngir mu taxaw ci dëgg te mu jéem a xam ñi mu bokkul xalaat.

Nit ñi ci seen nekk dañu sàkku jëm kanam ak am solo. Ku bëgg a gën a dëgër te wormaal sa moroom, lu war a dundal la. Waaye, loolu mënul dëggal njaqare walla nànd sa moroom. Ndamat li jaar ci lorul nit nekkul ndamat dëgg. Mbébet bi du nànd sa moroom waaye mooy jëm kanam ak jàppale mbooloo mi.

Nit ku nekk wuute na te kenneen mënul mel ni moom, am na loxo mu beral, gis-gis, ak jàppale. Ne-ne boobu fawwu nu toppatoo ko, waaye nu bañ ko fumbërak. Ci jamono boobu, nit ñi dañu naat ci mbooloo ak lënkaaloo. Wuute gi ak bokk gi fawwu nu sàmm leen — ñépp am nañu solo ci dund gi.

Nit ñi mën nañu rëyu — niki rafete, mbóotu, ak rëyu dund gi. Kàttan ngir rëyu boobu alal la nu war a toppatoo, te nekkul néew-doole gu nu war a fumbërak. Fann, àll bi, mizik, nettali, ak xalaat dañu dundal xol bi. Mbooloo yi dañu war a aar bérabu rafetay, dal, ak xalaat, te nu bañ a jàppe dund gi rekk niki liggéey ak jënd.

Dund gu naat soxla na mat: ci diggante bëgg-bëgg ak bég-yéene, ci diggante jéem a gën ak nangu sa nekk, ci diggante liggéey ak nelaw, ci diggante joxe ak jottu. Sàkku "lu gën a rëy" te amul sàrt da fay ànd ak lënneen. Xeltu mooy xam lu doy, nekk ci dund gi ni mu mel, te am jàmm ci biir pexe yi.

Dund gi, dañu ko sàkku ngir nu dund ko ci mbég. Fo, re, ak banu-banu nekkul lox-lox ci dund gi — am nañu solo ci naatangeu nit. Mbooloo yi dañu war a bàyyi yoonu xew, nelaw, ak banu-banu dund gi. Dund gu amul mbég matul.

Yaakaar mooy jikko bi tax jikko yé yépp nekk. Mooy wóolu ne pexe am na solo, ne ëllëg bi mën na gën, te ne mbax am na solo. Bu amul yaakaar, doole bi da fay néew te jëf gi da fay tàgg. Nit ku nekk am na sañ-sañ ci yaakaar, ak wartéef ngir dundal yaakaar ci sa moroom.

Nit ku nekk am na wartéef ngir jàppale naatangeu mbooloom ni mu mën. Ñi gën a am am-am am nañu wartéef gu gën a rëy ngir jàppale ñi soxla. Bennoo ak ñi néew doole, ñi tawat, ak ñi nekk ci biti mooy ràññee jikko bu mat. Kenn ku mën a jàppale warul nekk nopi jamono ji sa moroom di tawat.

Mbooloo mu naat mooy mbooloo mu nit ku nekk di jàppale ni mu mën te du jéem a nànd sa moroom. Jël lu ëpp sa wàll, nànd liggéeyu walla wóolu sa moroom, walla jëm kanam ci lorul mbooloo mi da fay yàq mbooloo mi. Mbébet bi nekkul solo sa-bopp waaye mooy naatangeu ñépp. Su ñépp jàppalee te kenn lorul sa moroom, ñépp dañuy naat.

Dëggu mooy nekk benn — nekk nit ki ci biir ak ci biti, di jëf niki sa jikko doonte kenn gisul la. Nit ku dëggu mu ngi sàmm dige, wormaal wartéef, te nit mën na ko wóolu. Mbooloo yi mu ngi dox rekk su fekkee ne nit ñi dañuy dëggu.

Dund gu baax mu ngi ànd ak santé — ràññee li nu jottu ci njaboot gi, mbooloo mi, àll bi, ak maam ya fi jaar. Santé mooy pexe bi dindi réy-réy; mu ngi soppi ni nuy gisee àdduna bi. Woyof mu ngi ràññee sàrtu xam-xam bi nu am, jàppale sa moroom ci ndamat li nu am, ak dund gi nu amul loxo ci lépp. Santé ak woyof dañu nuy ubbi ci xeltu te aar nu ci rëy-rëy.

Alal — niki alalu boopp, alalu mbooloo, walla alalu àll — dañu ko war a sàmm, te bañ ko yàq walla denc ko rekk. Yàq da fay lor ñi néew doole ak sët yi ñëwagul. Ñépp dañu war a dund ci seen am-am te jàppe alal bi niki wóolu, te nekkul alal ngir lor.

Mbax ak wóolu sa moroom, duñu ko war a lor. Ñi jottu ndimbal am nañu wartéef ngir sàmm ko, te su ñu mënee, ñu jàppale kenneen. Jël mbax walla alalu mbooloo ngir solo sa-bopp mooy wor mbooloo mi. Sañ-sañ mu ngi sukkandiku ci nit ñi dëggu ci seen jëf.

Dund gu baax soxla na fit — fitu taxaw ci dëgg ak njub doonte jafe na, fitu wax jamono ji nopi da fay yomb, te fitu jëf bu baax jamono ji ragal am na doole. Néew-doole ci jikko mu ngi dundal mbon. Nit ku nekk mu ngi ko woo ngir mu am fitu dëggu ak fitu taxaw ci dëgg.

Kàttan ngir baal — sa moroom ak sa bopp — am na solo ngir faj ak jëm kanam. Sàmm naqar da fay lor nit ki ko sàmm. Baal du nànd, du ngàntu, walla du bàyyi njub; mooy bàyyi mer te ubbi yoonu bennoo. Su baal amul, gaañu-gaañu yi duñu faj te mbon mi du jeex.

Dund gu am solo mu ngi nekk ci li nu joxe, te nekkul rekk ci li nu jottu. Sàrvisu sa moroom — sa njaboot, sa mbooloo, ak àdduna bi — mooy fi solo dëgg bawoo. Ñi sàrvisu dañu ràññee ne joxe mu ngi dooleel ki joxe. Mbooloo yi dañu war a wormaal ñi sàrvisu te nu xam ne nu ngi fi ngir nu jàppale sunu moroom.

Ëllëgu nit mu ngi sukkandiku ci sunu kàttan ngir bennoo te nu bañ a wuute. Doole yi nuy wuute — niki xeet, nànd, nax, ak ragal sa moroom — dañu lor mbooloo mi te moo tax naqar yu rëy jaar ci taariix. Nit ku nekk mu ngi ko woo ngir mu bañ jàppe àdduna bi niki "nun ak ñoom," ngir sàkku bennoo ci wuute, te ngir tabax kër te bañ a tabax kàlla. Bennoo du fumbërak wuute; mooy ràññee sunu nit gu nu bokk.

Jéem a wuute nit ñi niki "nun" ak "ñoom" — te nànd ñi nu bokkul — mooy sukkandikuwayu nax, njaqare, ak ray-xeet. Nit ku nekk mu ngi war a bañ pexe boobu ci biiram te mu bañ ko ci mbooloom. Amul lenn mbooloo mu nekkul nit. Kenn nit jarul nu yàq ko. Gan bi, nit ki dëkk feneen, nit ki wuute — ñépp nit lañu te jar nañu teddugu.

Nit ku nekk njiit la ci àdduna bi ak ci mbooloom ak réewam. Njiit boobu du soppi leneen nekkam waaye da fay jàppale ko. Jafe-jafe yu sunu jamono — niki soppiku kiliima, tawat yu mag, fital yu gaaw, xarala yu rëy — soxla nañu nu xalaat te nu jëf niki benn nit. Bëgg sa réew ak wartéef ci àdduna bi wuute wuñu; mën nañu ànd. Doxalinu mbooloo nit mu ngi jëm ci xalaat mbir mu gën a rëy.

Jàmm ëpp na rekk ñàkk xare; mooy am njub, am kersa, ak naatangeu nit. Nit ku nekk am na sañ-sañ ngir dund ci jàmm. Mbooloo yi dañu war a dindi xulo ci kàddu, ci pexe, ak ci yoon. Fitna da fay nekk pexe mu mujju, te fawwu nu sàmm ko ci jikko. Ñi liggéeyal jàmm — ñi bennoo noon yi, ñi dindi xulo, ñi tabax xam-xam — ñu ngi def liggéey bu sell.

Nit ñépp dañu juddu ñu féex te ñu yem ci teddugu ak ci sañ-sañ. Nit ku nekk, te nu bañ a wuute — niki xeet, melokan, góor walla jigéen, kàllaama, diine, xalaat, réew, am-am, juddu, walla leneen — am na sañ-sañ ci Sartu bii.

Nit ku nekk am na sañ-sañ ci dund, ci féex, ak ci kersa. Kenn warul dund njaqare walla nànd. Kenn warul nekk jaam walla liggéeyal kenneen ci fitna. Kenn warul ñàkk dund walla féex ci pexe mu jubul.

Nit ku nekk am na sañ-sañ ci xalaat, ci jikko, ak ci diine. Loolu mu ngi ànd ak sañ-sañu gëm lu mu bëgg walla bañ a gëm, soppi gëm-gëmam, te dund gëmam ci jaamu, njàngale, ak doxalin. Kenn warul dëgëral nit ci wàllu gëm-gëm.

Nit ku nekk am na sañ-sañ ci wax li mu xalaat, sàkku, jottu, te bokk xam-xam ak xalaat. Loolu mu ngi ànd ak sañ-sañu xabaar ak lépp lu jëm ci kàddu. Sañ-sañ yii am nañu wartéef te mën nañu am sàrt rekk su fekkee ne nu ngi aar sañ-sañu kenneen walla solo mbooloo mi.

Nit ku nekk am na sañ-sañ ci dajé ci jàmm te tabax mbooloo, niki mbooloo yi nuy aar seen solo. Kenn mënul dëgëral nit mu nekk ci mbooloo mu mu bëggul.

Dooleu njiit mu ngi sukkandiku ci bëgg-bëggu nit ñi. Nit ku nekk am na sañ-sañ ci jàppale njiit, ci loxom walla ci njiit yu ñu tànn, te tànn ci njiit yu jub. Ndaw ñi am nañu sañ-sañ ci wax li ñu xalaat ci pexe yi jëm ci seen ëllëg.

Nit ñépp yem nañu ci kanamu yoon. Nit ku nekk am na sañ-sañ ci nekkale bu jub, nu jàppe ko ku amul sàrt ba nu dëgëral mbonam, am pexe mu ko aar, te am faj su fekkee ne sañ-sañam yàqu na. Kenn warul nekk ci loxoy njiit bu jubul.

Nit ku nekk am na sañ-sañ ci biramam, ci njabootam, ci dëkkandoom, ak ci kàdduyam. Sañ-sañ bii mu ngi jëm ci aar xam-xam ak mbirum nit ki. Kenn warul nekk ci loxoy njiit bu jubul ci mbirum biramam.

Nit ku nekk am na sañ-sañ ci dox ni mu bëgg te tànn bérab bi mu bëgg dëkk. Ñépp am nañu sañ-sañ ci génn réew te ñibbi ci seen réew. Ñépp am nañu sañ-sañ ci sàkku kër su fekkee ne nu ngi leen di fitnaal. Nit ku nekk am na sañ-sañ ci dëkk ci réewam.

Njaboot gi, ci wuuteem, mooy sukkandikuwayu mbooloo te jar na aar. Mag ñi am nañu sañ-sañ ci sëy ak nangu gu mat te tabax njaboot. Xale yi am nañu sañ-sañ ci toppatoo, aar, ak lënkaaloo njaboot. Mbooloo yi am nañu sañ-sañ ci sàmm seen dund ak seen lënkaaloo.

Xeet yépp am nañu sañ-sañ ci sàkku seen ëllëg, tànn seen njiit, te doxal seen koom-koom, mbooloo, ak cosaan. Kenn warul dindi xeet li mu soxla ngir dund walla sañ-sañam ci tabax ëllëgam.

Nit ñi nekk ci xeet, diine, kàllaama, walla cosaan bu beral am nañu sañ-sañ ci dund seen cosaan, jaamu seen diine, te wax seen kàllaama. Ne-ne ak naatangeu mbooloo yii fawwu nu aar leen. Su fekkee ne pexe yi dañuy lor suuf, alal, walla dund gi, fawwu nu sàkku nangu mbooloo boobu.

Su fekkee ne mbon mu rëy am na, xeet yi am nañu sañ-sañ ci dëgg, ràññee, ak yoonu faj. Njub mu ngi ànd ak sàmm wartéef ak bennoo. Tabax ëllëg bu am jàmm soxla na dëggu ci taariix bi.

Nit ku nekk am na sañ-sañ ci dund gu mat ngir am ngàntu ak naatange, niki lekk, ndox, yere, kër, ak sàrvisu yu mag. Ñépp am nañu sañ-sañ ci kersa jamono ji ñu mënutul liggéey. Kenn warul xiif walla ñàkk kër ci àdduna bu am alal.

Nit ku nekk am na sañ-sañ ci liggéey, ci sàrt yu baax, ci pey gu jub, ak ci aar mbon. Liggéeykat yi am nañu sañ-sañ ci tabax mbooloo ngir seen solo. Ñépp am nañu sañ-sañ ci nelaw, banu-banu, ak sàrtu waxtu liggéey. Liggéey njaqare tere nañu ko.

Nit ku nekk am na sañ-sañ ci njàngale. Njàngale da fay dundal nit ki, xalaat bu dëgër, sàkku xarala, dëgëral wormaal sañ-sañ ak wuute, te dundal bennoo ci xeet yi. Njàngale mu njëkk bi fawwu mu nekk lu amul pey te nit war ko def; njàngale mu mag bi fawwu mu nekk lu ñépp mën a jottu.

Nit ku nekk am na sañ-sañ ci ngàntu mu kawe ci wàllu yaram ak xel. Loolu mu ngi ànd ak faj, garab, ndox mu sell, lekk bu baax, ak dëkk bu sell. Ngàntu xel am na solo ni ngàntu yaram.

Nit ku nekk am na sañ-sañ ci dund cosaanam, banu-banu ci fann yi, ak jottu njariñu xarala. Xam-xam mu maam ya ak cosaan fawwu nu wormaal ko te aar ko. Njariñu xarala ak sàkku nit ñi ñépp lañu war a sàrvisu.

Koom-koom da fay sàrvisu naatangeu nit ak ngàntu suuf si, te du rekk alalu nit. Njaay ak xaalis fawwu nu jub te nu dëggu. Xeet yi am nañu njiit ci seen alal. Doxalinu koom-koom bi dundal ñàkk walla lor nit nekkul lu jub.

Nit ku nekk am na sañ-sañ ci jottu xarala ak lënkaaloo xabaar ngir jàppale mbooloo mi. Njariñu jamonoy xabaar fawwu nu joxe ko ci ñépp, te fawwu nu dindi lox-lox yi.

Nit ku nekk am na sañ-sañ ci aar xabaaram. Jël ak liggéeyal xabaar fawwu mu dëggu, sukkandiku ci yoon, te am nangu nit ki. Ñépp am nañu sañ-sañ ci xam xabaar bi ñu denc ci ñoom te nu dindi xabaar bu jubul.

Kenn nit warul nekk ci loxoy nànd-njiit bu jubul. Toppatoo kàddu walla jëf fawwu mu sukkandiku ci yoon, am solo, te am njiit bu beral. Sañ-sañu kàddu gu biram fawwu nu aar ko.

Su fekkee ne xarala yi dañuy jël walla doxal pexe yu am solo ci dund nit, ñi mu lor am nañu sañ-sañ ci xam ni pexe yi doxé, am nit ku koy seet, te am yoonu dindi ko. Kenn warul nekk ci loxoy mbonu xarala.

Xarala da fay sàrvisu nit, du nekk njiit ci kawam. Xarala yu am doole, niki AI, dañu ko war a tabax te liggéeyal ko ci yoonu wormaal teddugu nit, aar njiitu nit, doxal yemoo, sàmm dëggu, ak aar ci lor. Ñi tabax xarala am nañu wartéef ci li muuy def.

Pexe yi am solo gu rëy ci dund ak naatangeu nit fawwu ñu nekk ci loxoy nit. Xarala warul am doole ci dund walla dee nit. Xalaat, xeltu, ak wartéefu nit mënul nekk ci loxoy xarala yu ko amul.

Nit ku nekk am na sañ-sañ ci nu aar ko ci xarala yu ñu tabax ngir nax walla lor nit. Fawwu nu aar xale yi ak ñi néew doole. Su fekkee ne xarala am na lor bu rëy, kersa da fay doxal jëf gi.

Xarala da fay dooleel nit ñi te du fumbërak lënkaaloo nit ak mbooloo. Ci sàrvisu yu mag, nit ki mu ngi war a am yoonu wax ak nit. Solo nit, yërmande, ak toppatoo fawwu nu ràññee ko.

Nit ku nekk am na sañ-sañ ci dëkk bu sell, bu baax, niki ngelaw mu sell, ndox mu baax, àll bu dëgër, ak kiliima bu dëgër. Yàq àll bi di lor ngàntu nit fawwu nu bañ ko te faj ko.

Àll bi am na solo gu mat te jar na wormaal ak aar ko. Xeet yi, dund gi, ak lënkaaloo dund gi fawwu nu sàmm leen. Ñi dund ci suuf si te di ko toppatoo am nañu kaddu ci ni nu koy sàmmé.

Kiliima bu dëgër am na solo ci mbooloo nit ak naatangeu dund. Xeet yépp am nañu wartéef ci aar kiliima bi, te ñi gën a yàq ak ñi gën a am kàttan am nañu wartéef gu gën a rëy. Wartéefu doxal kiliima fawwu mu yemoo.

Naatange da fay sàrvisu soxla yu léegi te du lor sët yi ñëwagul. Koom-koom, mbooloo, ak aar àll bi bokk nañu te kenn mënul wuute kenneen. Xeet ku nekk am na sañ-sañ ci sàkku naatange ni mu dundé cosaanam.

Réew yi ñooy njiit ci wormaal, aar, ak doxal sañ-sañ yii. Dañu war a joxe pexe ngir faj mbon te doxal sañ-sañ yépp. Réew yi dañu war a liggéey ndo ngir dindi jafe-jafe yu réew mënul dindi kërëk.

Këru liggéey, mbooloo, ak njiit yépp dañu war a wormaal sañ-sañu nit ak àll bi. Dañu war a dëggu, bañ a lor, te sàmm wartéef ci lor bi ñu def. Doole mu ngi ànd ak wartéef.

Sañ-sañ mën nañu am sàrt rekk su fekkee ne yoon moo ko wax, ngir aar sañ-sañu kenneen walla solo mbooloo mi. Sañ-sañ yu mag — niki bañ a fitnaal, bañ a nekk jaam, ak bañ a ray nit — kenn mënul soppi leen mukk.

Nit ku nekk bi ñu lor sañ-sañam am na sañ-sañ ci faj. Fawwu nu am pexe yu beral ngir jottu naqar, seet mbon, te sàmm wartéef. Ñi wax dëgg ci mbon fawwu nu aar leen.

Xam-xam ci sañ-sañ ak wartéef fawwu nu dundal ko ci njàngale yépp. Nit ku nekk mu ngi war a am yoonu jàng Sartu bii. Jikko ak nekk njiit fawwu nu toppatoo leen ak xam-xam.

Lenn ci Sartu bii warul nekk niki dindi sañ-sañ bu gën a rëy feneen, walla dëggal jëf gu bëgg a yàq sañ-sañ yii. Sartu bii fawwu nu jàng ko niki mu ànd ak mbindu sañ-sañu àdduna bi.

Sartu bii mu ngi sukkandiku ci alalu jikko nit ñi:

• Yoonu Nekkale bi diine yépp jàngale;
• Mbindu Sañ-sañu nit ci àdduna bi;
• Sartu réew yi sàkku njub;
• Xeltu xeet yi dund ci biir suuf si;
• Mbindu diine yu sell yi ak xeltu àdduna bi;
• Xam-xam ci wàllu xel ak nit.

Nu ngi joxe Sartu bii niki woo — ngir waxtaan, ngir dige, ak ngir jëf. Mu ngi wax li nuy bennoo, te du li nuy wuute. Amul réew walla cosaan bu ko moom, waaye ñépp ñooy bokk teddugu nit ak solo suuf si.

Nu ngi nekk benn njabootu nit ci benn suuf. Sunu ëllëg mu ngi lënkaaloo. Yoonu jëm kanam nekkul wuute waaye mooy bennoo; nekkul lor waaye mooy jàppale; nekkul naqar waaye mooy yaakaar.

Sartu bii mu ngi nuy woo ngir nu sàkku sunu sañ-sañ waaye ngir nu nekk nit yu wormaal sañ-sañu kenneen — nit yu am mbax, dëgg, fit, ak xeltu. Nit yu jàppale te duñu lor. Nit yu tabax kër te duñu tabax kàlla. Nit yu jar yoonu nit.

Yéeneu bii na nuy njiit ci àdduna bu nit ku nekk mën a naat, ci njub ak jàmm, ci xarala sàrvisu mbooloo mi, te ci nit ñi dund ci bennoo ak suuf si nu dundal ñépp.

Wax nañu ko ci yaakaar ak bennoo ngir xeet yépp, ñi fi nekk ak ñi ñëwagul niki benn njabootu nit

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.