Recognition or Perception of the
Oneness of Humanity is the Principle
underlying World Citizenship
“…the concept of world citizenship
[should] be taught in every school and
that the oneness of humanity – the
principle underlying world citizenship –
be constantly asserted in every nation”
(Taken from publication on “World Citizenship:
A Global Ethic for Sustainable Development” –
BIC 1993).
1
World Citizenship
"... a reorientation of education so as to give
young people everywhere a sense of the
shared interests and basic oneness of
mankind
and to prepare them for effective participation as
members of a world community is, I believe, a
clear necessity for human survival in the
twenty first century.“
Edwin O. Reischauer, Harvard Professor and
former U.S. Ambassador to Japan—
in his book (1973) “Toward the 21st Century:
Education for a Changing World”
2
Without the recognition of the Oneness
of humanity, human beings
de-humanize the “Other”
On October 30, 2003 the U.S. Senate
Committee on Appropriations released a
report to the press, citing research done by
the American Jewish Committee. The
report cites such examples as an eighthgrade textbook, published by the Saudi
Ministry of Education, that labels Christians
and Jews as non-human "apes" and
"pigs"
3
Stages of Demonizing the "Other"







Self-preservation – as form of violence.
Insular identity – segregation (human).
Perception of scarcity – competition.
You label the other as the “enemy”
(threatens self-preservation).
You label the other as “non-human.”
You deny the “other” membership in the
human race. Then you can do anything.
You conceptualize the “Other” as evil
(demonized). He MUST be destroyed.
4
De-humanizing the “Other”—
It’s in the News
On Sunday, April 25th, 2004, Tim Russert
on NBC's “Meet the Press” asked Prince
Bandar about these Saudi textbooks
dehumanizing and demonizing "other"
religious groups.
5
De-humanizing the “Other”—
It’s in the News
And on April 15th, 2004, Fox News
reporter Steve Harrington decried that
the same problem exists in the 70,000
madras schools of Pakistan, reaching
over 1.5 million students between
the ages of 6 and 24
6
De-humanizing the "Other“ in Rwanda
“I first realized that this was what was happening
when I served as head of our organization in
Rwanda as the genocide unfolded. When I
learned that a hospital, under control of the
Hutus, sheltered several hundred children, I went
to the Hum leader in charge and asked to take
the children -- to transfer them to a safer place.
The Hutu leader said, “no.” I then asked, “Do
you have children of your own?” “Why yes,” the
leader replied, proudly pulling out photos. Then I
said, “But these children in the orphanage are
children, too.” The Hutu leader replied,
“No, they are cockroaches.”
Dr. James Orbinski, a French-Canadian physician -- President of Médecins
Sans Frontières (“Doctors Without Borders”), tells how membership in the
human race was taken from an entire people in Rwanda.
7
De-humanizing the “Other” in Rwanda
The next day, half of the Tutsi children had been
murdered.” Within 100 days, 800,000 people
– mostly Tutsis – lost their lives because they
had lost their membership in the human
race. The world stood by indifferently and let it
happen, because no one else had sufficiently
identified with their plight – no other culture or
civilization sufficiently shared their identity as
fellow humans. The same has happened in
Sudan, Uganda, and the Congo.
(According to Steven Lewis, UN envoy for AIDS, a similar
indifference and racism exits towards African countries
with respect to AIDS.)
8
Ghosts of Rwanda
9
De-humanizing the “Other” in Balkans
During the last Balkan war, a reporter having
dinner with a family in Kosovo witnessed a six
year-old child coming up from the basement
where he had been playing and the parents
inquired what he had been doing. “Killing
rats,” he said, referring to the Serbians.
In Bosnia, Muslims were referred to as subhuman by the Serbs. In 1993 Croat nationalists
began their own “ethnic cleansing” campaign in
an effort to carve an all-Croat “homeland” out of
Herzegovina.
10
Bosnia-Herzegovina
In 1984 the world watched with wonder
and delight, the Winter Olympics held in
picturesque Sarajevo, the capital of
Bosnia. What a beautiful and civilized
place, one would think, right in the
heart and center of Europe!
Just eight years later, the world
watched in horror at the human tragedy
unfolding in that same area of the world.
11
Bosnia-Herzegovina
Thousands and thousands of civilians
were assaulted, tortured, raped, displaced
or killed in the ultimate barbaric siege
known as “ethnic cleansing” –
the euphemism for nationalistic,
ethno-centristic and
murderous insanity.
12
Bosnia-Herzegovina
Three warring “interfaith” populations
Bosnian (Muslim)
Croatian (Catholic)
Serbian (Eastern Orthodox Christian)
13
Bosnia-Herzegovina
The siege of Sarajevo continued
until late 1995 when the
Dayton Peace Accords were signed.
This was the beginning of the end of the
conflict that had, in the words of one
writer, “displaced hundreds of
thousands of people, left thousands
dead, mutilated, tortured, and
without hope.”
14
Are we headed towards a
“Balkanized” society in the U.S.?
“There is no greater challenge facing our
nation than race… If we continue to
ignore growing inequalities and divisions,
we will become a thoroughly
balkanized society dominated by a
declining white minority. History and
headlines worldwide provide ample
evidence of the grievous consequences
along that path.”
-- Harvard Civil Rights Project
15
We have only ½ a Generation in time
United States is in the throes of the largest
migration in American history while we are
simultaneously witnessing increasing segregation
at an alarming rate. “And while only a half
century ago the country was nearly 90% white,
within the next fifty years there will be no
racial majority, and non-Europeans will actually
outnumber whites in the general population -- a
demographic shift already appearing in an
accelerating number of institutions and
communities.”
-- Harvard Civil Rights Project
16
Our choice: Segregation or Unity
Many fear that increasing diversity in the U.S. will
lead inevitably to ethnic segregation and a
“thoroughly balkanized society”
(Harvard Civil Rights Project)
— with disparate groups violently oriented
towards one another.
If justice and unity within this diversity can
be achieved, America — as the most
culturally diverse country in the world —
could lead the world towards UNITY,
harmony and purposeful co-existence.
17
Our choice: Segregation or Unity
In one sense it could be said of America
that its dream of equality, union and
democracy is about to be truly tested –
whether it is merely a mythological
ideology or whether it can become real.
At the same time this quickly developing
shift towards a more equal diversity
represents a microcosm of the world.
18
Our choice: Segregation or Unity
The irony, perhaps, is that the United
States is being forced to implement its
espoused theoretical ideal or perish.
At the same time, the world must
awaken to the realization that what is
happening with diversity in America –
if it truly is the microcosm – is
everyone’s challenge ultimately.
19
World Citizenship and Race Unity:
“Two sides of the same coin.”
(Reischauer – 1973)
". . .most people are probably not
conscious that our traditional education is
overwhelmingly about our own
particular group, and thus tends to build
a strong sense of identity with it, to the
exclusion of the other members of the
human race who do not qualify for
membership.“
Edwin O. Reischauer (1973)
“Toward the 21st Century:
Education for a Changing World”:
20
“They”
are not
“us”
21
But what if
the world
was only
“us” ??
One Human Family!
22
World Citizenship
23
Consciousness leads to Unity
". . . the consciousness of world
citizenship will be born, a consciousness
that can alone provide an adequate basis for
the organization of world unity,
on which a lasting world peace
must necessarily depend,
the peace itself inaugurating in turn
that world civilization
which will mark the coming of age
of the entire human race."
[Shoghi Effendi, “Messages to America,” 1934]
24
Even the most subtle pathologies – such as indifference
and apathy – destroy human relationships.
Therefore, EDUCATION is of the greatest importance.
25
“Every child is potentially the light of the world –
and at the same time its darkness…”
Therefore, EDUCATION is of the greatest importance.
26
World Citizenship
Inherently a child may have
tendencies for both good and bad
behaviors, but education makes the
greatest difference because a child
can learn the values, ethics, attitudes
and civilized behavior.
27
How do we bring about
greater unity? –
How do we create a sense of
“world citizenship”?
28
Love for humanity is higher
than love for one’s country
“…a wider loyalty…should not, and indeed
does not, conflict with lesser loyalties....
It lays. . . the only foundation on which the
concept of world citizenship can thrive, and
the structure of world unification can rest.”
(Shoghi Effendi, The World Order of Baha'u'llah, 1938)
30
Lesser loyalties are not
destroyed by a wider loyalty
World Citizenship calls for
loyalty to the human family
31
World Citizenship is the natural
evolution of global society
Does not the child disappear
in the youth?
…and the youth in the man?
yet neither child nor youth
perishes?
Isn’t this also the normal development
of societies? Cities become part of states,
and states nations, and nations the world.
32
The world is emerging from its
adolescence – attaining to maturity
“The principle of the Oneness of
Mankind... implies an organic change in
the structure of present-day society —
a change such as
the world has not yet experienced.”
Shoghi Effendi (1938)
33
The modern world
makes world unity possible
“Time and space are not nearly as
much against the organic unity of
the world now as they were against
the organic unity of the United States
a hundred years ago.”
Bridgman (1905)
34
Easier to unite the world of today
than the original colonies of America
Even though the American states had similar
traditions and culture, the task of welding them
into a single federation was infinitely more
complex than that which confronts our divided
world in its efforts to achieve the unification of all
humanity. Why? The facilities of modern
progress – transportation, telecommunication,
television, satellites, word-processing,
computerized data-analysis, Internet, AND global
interdependence (economic, environment, etc.)
35
Even the negative threats
drive us towards unity
The choice before the entire world at
the present time is to avert or mitigate
the disaster being called the "clash of
cultures" or the "clash of
civilizations" that could bring all
nations to simultaneous ruin. For
example, an ecological or economic
disaster or bio-terrorism could
simultaneously threaten everyone on
the planet.
36
As the world gets smaller
we must be reconciled
“… in the end [we must] reconcile
ourselves to existence side by side...”
Kant (In 1795)
37
World Citizenship as “consciousness”
“The different peoples of the world are just beginning
to find each other. Whatever is best in any part is
now being brought out into the light for the good of
the whole. Whatever national geniuses have
discovered is now being made the common
possession of all nations.... Multiply present
conditions a hundred fold and then compute, if
possible, what the world mind will be when it has
come to its own inheritance” -- Bridgman (1905)
38
World Citizenship as “consciousness”
“The supreme aim of education is to develop men
and women who can carry on effectively and
nobly the work of the world.”
“... The phenomenal growth of a world
consciousness is the distinctive feature of
the twentieth century; and contributing to this
development is the whole category of human
activity. In the advancement of industry,
education, religion, science, literature, art,
philanthropy and government, the inhabitants of
the world, regardless of national boundaries,
have intermingled their interests in the
pursuit of great achievements.”
F.F. Andrews (1908)
39
World Citizenship as “consciousness”
In 1908, F.F. Andrews continued….
“The teacher of the twentieth century is an international
figure, and he can never perform his highest function
until he is imbued with this international
consciousness. He should stand shoulder to shoulder
with his fellow teachers in the world for the achievement
of a higher civilization. One generation of teaching the
principles of justice, peace and international unity
would revolutionize the world; these sentiments
can be taught in literature, geography, history, and,
in fact, in every exercise connected with the
school... To what nobler work can the teacher consecrate
himself than to build up a new people whose country is
the world, whose countrymen are all mankind!”
40
World Citizenship
Listen again to those key words and
concepts ringing through her vision:
“international consciousness,” she said.
“Teaching peace and unity,” she said,
could “revolutionize the world”
within “one generation.”
41
How do we get “world citizenship” in
one generation?
The Civil Rights project at Harvard
states that we have only half a
generation before the United
States will have a thoroughly
Balkanized society if the present
trends towards segregation and
inequity continue.
42
Diversity “united” or diversity
“segregated”? How will we choose?
Without “unity in diversity” as the
watchword in our society (and schools),
could we not be facing the prospect
of increased tensions, conflict and
violence among our (U.S.) ethnically
segregated populations?
43
The role of a scholar is “to bring a
heart to heaven and earth, to bring
livelihood to the general population, to
continue the lost teachings of past
sages, and to bring about peace to ten
thousand generations.”
为天地立心，为生民立命，为
往圣继绝学，为万世开太平
— Sung dynasty scholar
44
What is the present state
of civilization
in relationship to
moral competence?
45
Science without moral competence
can become destructive
Science without the moral force of spiritual
values can lose its ethical compass.
Nagasaki:
50,000 died
Hiroshima:
92,000 died
It can become the means of human
perversity and destruction.
46
“If a thing is carried to excess, it will
prove a source of evil…”
“Consider the civilization of the West, how it hath
agitated and alarmed the peoples of the world.
Strange and astonishing things exist in the earth
but they are hidden from the minds and the
understanding of men… An infernal engine hath
been devised, and hath proved so cruel a weapon of
destruction that its like none hath ever witnessed
or heard… These things are capable of changing
the whole atmosphere of the earth and their
contamination would prove lethal.” Baha’u’llah (1863)47
Moral development = Virtues
Moral development results from learning the social rules
and principles at the same time we transform ourselves into
more loving human beings . . .
human beings who can sustain authentic relationships.
The basic measure of morality is simple: Either a person has
acquired the capacity for self-sacrifice and love, which he
demonstrates through active, humble, reliable service
towards others (with kindness, compassion, courtesy, etc.),
or he has not, in which case his behavior will reflect various
pathologies that destroy human relationships – such as
greed, untrustworthiness, jealousy, self-centeredness,
coldness, indifference, anger, or cruelty.
(Partly derived from W. Hatcher– “Love, Power, and Justice”)
48
Norms
become
values
Principles
and rules
of society
Dichotomy
Volition,
Passive
Decide,
Emotional
Subconscious
Will,
Prejudice
Attachment
Commit,
resonance
to
untruths
with
role
Intention
Plan
models
reaction
Action
becomes a
“conscious”
choice
Think
Know
Emotion
Feel
+/-
Active
will
Normally
internalize
the values
into what
we think
we know
as “right”
Empathy,
Personality
&
Behavior
“Unconscious”
socialization
process
comes into
awareness
Education creates the possibility of transformation—
expressed in less-selfish behavior (integrity over dichotomy)49
Moral development = Virtues
Behavior and actions
reflect what we are,
and the degree of our moral
development.
All these proper behaviors and
attitudes can be learned.
50
“Every child is potentially the light of the world –
and at the same time its darkness…”
Therefore, EDUCATION is of the greatest importance.
51
What is the relationship
between MORALITY
and Citizenship?
Moral values determine quality of
relationship to others (family, friends).
Citizenship is an extension of moral
values to the whole society. It defines
the quality of the the individual’s
relationship to society.
52
Developing shared values
generates consensus of morality.
Citizenship is a formal, public identity that relies
on a set of formal structures and institutions for
its maintenance and realization.
To be a citizen is to accept a particular regime or
set of ‘universal’ rights and duties,
to honor these, and to support or participate
in the institutions that uphold them.
Traditionally there are 3 Institutions
(formal structures):
Religious institutions
The state or government
The market place (commerce/trade)
54
Developing shared values
generates consensus of morality.
Citizenship is a formal, public identity that relies
on a set of formal structures and institutions for
its maintenance and realization.
To be a citizen is to accept a particular regime or
set of ‘universal’ rights and duties,
to honor these, and to support or participate
in the institutions that uphold them.
Today’s GLOBAL market & the SCIENTIFIC
community represent new sets of formal
structures, bound to define new levels
of “universal” human rights and duties
55
Global citizenship is Compromised by
the Lack of any Institutional Authority
“The feasibility of citizenship becoming more
global and inclusive is clearly complicated along a
number of dimensions. The most obvious
challenges arise from the displacement of the
nation-state [by globalization and multinationals], the major institutional architecture
within which citizenship has been realized.”
Amina Mama, “Citizenship and Culture” – society for
International Development Lecture, The Royal Tropical
Institute of Social Studies (June, 2004)
56
Think
Know
Feel
Norms
become
values
The institutional foundation for norms
at the global level is missing.
Principles
and rules
of society
57
Global citizenship is Compromised by
the Lack of any Institutional Authority
In the context of the global market, who sets the
criterion for the rights and duties of citizens?
Even if we could find universal agreement, what
“institutional architecture” would ensure
the uphold of an agreed-upon regime of
citizens’ rights & duties within globalization?
Does a system of international laws with the
capacity to govern multinational enterprise imply
the subordination of national sovereignty to
a united system of federated nation-states?
58
World Citizenship is
service to humanity
“That one indeed is a man who, today,
dedicateth himself to the service of the
entire human race...
…happy is he that ariseth to promote the
best interests of the peoples and kindreds
of the earth. . .
It is not for him to pride himself who
loveth his own country, but rather for him
who loveth the whole world.
The earth is but one country,
and mankind its citizens.”
(From the Writings of Baha'u'llah — late 1800s.)
59
What is World Citizenship?
What does it mean to love the
whole world?
What do these have to do with
recognition of oneness?
60
“The consciousness of World
Citizenship, upon which
international moral action is
based, is dependent on a more
mature and accurate perception of
the world and one’s place within it –
a worldview that promotes unity
and harmony among all peoples –
essentially derived from the
recognition of the fundamental
oneness of humanity.”
Greg Kagira-Watson (2003)
61
“The consciousness of World
Citizenship, upon which international
moral action is based, is dependent on
a more mature and accurate perception
of the world and one’s place within it–
a worldview that promotes unity and
harmony among all peoples –
essentially derived from the recognition
of the fundamental oneness of
humanity.”
Greg Kagira-Watson (2003)
62
“The well-being of mankind, its
peace and security, are
unattainable unless and until its
unity is firmly established.”
(Baha’u’llah – 1863)
63
Inter-faith unity— a global challenge
“The unity of nations will never succeed
without a reconciliation
among the world’s great religions.
This is the next global challenge.
Man-made ideologies have perverted the
teachings of religion and divided humanity.
Until humanity sees the essential unity of
religion there will be no peace in the world.”—
Dr. Robert Muller (1999)– former Undersecretary General of the
United Nations, Chancellor of the United Nations University for Peace.
64
Ting (caldron) / Holding
“Here we see civilization as it
reaches its culmination in religion.
The ting serves in offering
sacrifice to God…”
《易经》第五十卦 鼎 火风鼎 离上巽下
鼎：元吉，亨
“The highest earthly values must be sacrificed to the divine.
But the truly divine does not manifest itself apart from man.
The supreme revelation of God appears in prophets. . .
To venerate them is true veneration of God.”
Taken from the Chinese Book of Changes ( I-Ching )….
易經
65
Ting (caldron) / Holding
“Here we see civilization as it
reaches its culmination in religion.
The ting serves in offering
sacrifice to God…”
彖曰：鼎，象也。 以木巽火，亨饪也。 圣人亨以
享上帝，而大亨以养圣
贤。 巽而耳目聪明，柔
进而上行，得中而应乎刚，是以元亨。象曰：木
上有火，鼎；君子以正位凝命。
“The highest earthly values must be sacrificed to the divine.
But the truly divine does not manifest itself apart from man.
The supreme revelation of God appears in prophets. . .
To venerate them is true veneration of God.”
Taken from the Chinese Book of Changes ( I-Ching )….
易經
66
Ting (caldron) / Holding
“The supreme revelation of God
appears in prophets. . .
To venerate them
is true veneration of God.”
《易经》第五十卦 鼎 火风鼎 离上巽下
鼎：元吉，亨
彖曰：鼎，象也 以木巽火，亨饪也 圣人亨以享上帝 而大亨以养圣
贤。 巽而耳目聪明，柔进而上行，得中而应乎刚，是以元亨
象曰：木上有火，鼎；君子以正位凝命
初六：鼎颠趾，利出否，得妾以其子，无咎
象曰：鼎颠趾，未悖也。 利出否，以从贵也
九二：鼎有实，我仇有疾，不我能即，吉
象曰：鼎有实，慎所之也。 我仇有疾，终无尤也。
67
The Creative
Principle
“The supreme revelation of God
appears in prophets...” 鼎
I-Ching
天
Prophet
reflects
Heavenly
qualities
The Prophets are the Mediators
between The Creator
and Mankind
Divine Spirit
“ToThe
venerate
Prophets
World
is true veneration of God.”
of Humanity 地
( I-Ching– The Ting 鼎)
is like the rays
from the Sun,
reflected in the
Mirror of Mediator
Ancient Wisdom of the Tao Te Ching
There is a thing, formless yet complete.
Before heaven and earth it existed.
Without sound, without substance,
it stands alone and unchanging.
It is all-pervading and unfailing. One may think of it
as the mother of all beneath Heaven.
We do not know its name, but we call it Tao.
69
Circa:
530 B.C.
Lao Tzu
depicted
with
halo
“Lao Tzu is like a flying Dragon, un-trappable.”-Confucius70
Lao Tzu Leaves on an Ox
72
74
75
76
Recognition of “oneness of humanity”
The Purpose of the
Perception of Oneness
is
JUSTICE
State of Consciousness:
That no one should exalt
himself above another person.
= Fairness, equality, justice.
82
Crisis of Segregation in U.S.
America at the Crossroads
As the most
highly
diverse
nation in the
world, is
faced with
two paths
over the next
40 years
If inequities
don’t change
If we break the
illusion of
“misperception”
( Harvard Civil Rights Project 2003 report )
Society could
become thoroughly
“Balkanized” or
ghettoized
(segregated)
Society could
demonstrate that
“unity in diversity” is
truly possible.
More possibilities of conflict and violence, or helping lead the world to Peace.83