Education for a Better World

After 92 years, I have finally arrived at how we might achieve a healthier future. We need to explore more fully what I feel we’ve been missing.  For many years the world of educators and concerned adults have imposed or contributed their ideas for improving humanity. Technology has been remarkably advanced while human relationships have failed to a point at which we are now facing the greatest threats to humanities future with increasing violence, abuse and greed.
According to Alan Weisman, in his book, The World Without Us, he proclaimed that the world would be a better place without us; no dehumanization or mass pollution of Mother Earth If this is valid, then what should we be doing? Does it make sense for us to continue that which has dominated humanity in our struggle for a better future? Shall we continue the violence, abuse and greed and the polluting of our environment?

Most of us, I’m sure, don’t want to continue any of that. But, unfortunately, those that do have been able to dominate our history. In-spite of all the creative contributions to technology, we have failed to improve human relating or maintain a healthy environment. And as a result, we have inherited the greatest threats to humanity and to our supportive environment. Are we aiming for a world without us or is there still time to reverse this dehumanization and explore ways of celebrating our miraculous cosmos? I believe we do have time, but we should consider this an emergency and a priority.

We know that what young people receive in early/educational development, over which they have had no control, forms their future personality and behavior. Those responsible for imposing early/educational development should accept more responsibility for the quality of the children and adults that they have produced.

When societies produce “good” people, they are eager to take the responsibility for producing them. But when societies produce “bad” people, they tend to blame individuals to absolve the larger agent, themselves. As societies produce “bad” people, they should be charged as an accomplice for producing them and for harboring and even joining those responsible. The judicial sentence for this crime should be: they must explore ways of improving early development until more “good” people are produced who would not want to harm any human being or our supportive environment. This makes more sense for developing a better future. We need to keep exploring until we achieve optimum success for a more sustainable, just and peaceful world of communities.

Since we have been able to provide the resources to reach the Moon and Mars at tremendous costs as well as promote costly and dubious wars – we should be able to provide quality education to enable young people to achieve their potentials for a healthier future for much less money and energy. Quality Education needs to be one of the top priorities of Global Health to achieve our dream for a healthier future. Quality Global Health needs to include:
• healthy nutrition
• physical and emotional care
• healthy working and living environments,
and perhaps as importantly as all the above,
• Quality Education to expand creativity in order to achieve a healthier future.

Expanding health care has been demonstrated by a democratic cooperative community in one of the least likely places,Gaviotas, Columbia, S. America. It was founded in 1971 by Paolo Lugari. An outstanding hospital was built that offered free service even to the warring rebels in the region as long as they agreed not to inquire if the wounded wanting treatment were enemies on the outside. As they agreed, former enemies helped each other in their hospital treatment. This shows the healing power of GH. Get the book,
Gaviotas, 10th Anniversary Edition, by Alan Weismen. An exciting read. GH covers physical, emotional, nutritional and educational needs. An unusual demonstration for advancing GH has been an amazing development started in 1995 in Toronto, Canada by a 12 year old, “young man”, Craig Kielburger. He appealed to his school peers to organize “Free The Children”, a nonprofit organization, to stop child slave labor. He read that a 12 year old boy in East Asia was murdered for trying to stop child slave labor in that region. Craig didn’t believe that slave labor existed. By age 13, Craig maneuvered a 15 minute meeting with the Prime Minister of Canada, Jean Chretien. He convinced Chretien to promote legislation to not allow any products made by child slave labor to enter their country. It was done. By year 2007, Craig and his older brother, Mark, had the support of some 2 million young people, worldwide. They helped build 600 schools around the world where none existed. They furnished the teachers, books, supplies, medical clinics and water pumps,, near the schools, to obtain healthy underground water where students lived. No more long distance walking to get polluted water from lakes, rivers and streams. They even provided mothers with means for generating income in order to free their children to attend school. Craig has been nominated 3 times for a Nobel Prize. Read his book, Free The Children, written when he was 13 and 14 years old. A most informative and inspiring journey.

Overlooking and neglecting GH and Quality Education as essential ingredients for a healthier future needs to be remedied and the result needs to be plugged into our worldwide projects in order to reverse what we have inherited. The tougher issue for us is developing Quality Education. There should be no question that enabling young people to achieve their potentials for a healthier future can be a major project for achieving Global Health.

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