Seeds changechange

A few people enjoy lives of relative comfort. Most people in ourworld struggle to survive in impoverished conditions.

And we are destroying the Earth on which we live, polluting theair, poisoning our rivers, driving other species to extinction.

No matter how complex global problems may seem, it is weourselves who have given rise to them. They cannot be beyondour power to resolve.

See how individuals are making a difference when they empowerthemselves and others through taking action.

Learn what you can do to empower yourself and become part ofthe solution.

An exhibition createdby SGI and The Earth

Charter Initiative,first shown at theWorld Summit on

SustainableDevelopment (WSSD),Johannesburg 2002.

of

What�s going on?

We can change our future...

Things cannot continue as they are...

TheEarthCharter& HumanPotential

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01_Intro-3 Lv2 5/6/03 4:55 PM Page 1

In September 2000, the ozone hole over Antarcticaextended to more than 28 million square kilometers.Melting of the Greenland ice sheet is contributing torising sea levels.The forecasted rise in sea-levels of 65cm by 2100

would put millions of people and millionsof square kilometers of land at risk.

Europe is responsible for 36% of the world’s CFC emissions, 30%of carbon dioxide emissions, and 25% of sulphur dioxide emissions.52% of Europe’s fish, 45% of its reptiles, and 42% of its mammalsare under threat.

African forests are the mostdepleted of all the tropical regions;only 30% of historical forestsremain.Nineteen of the 25 countrieswith the highest percentage ofpopulations without access todrinking water are in Africa.

Africa

Polar Regions

Europe and theCommonwealth ofIndependent States

“Westandatacritical momentin Earth'shistory...”

Home to less than 5% of the world’spopulation, the United States consumes25% of the world’s petroleum and 30%of the world’s paper products.In 1996 in the United States, 728species were endangered or threatened.

North America

2.2 million people, most of them children, d

ie each year from

diseases associated with lack of access to safe

Nearly 850 million people worldwide suffer f

rom chronic hunger.

The five wealthiest countries

The annual cost of meeting the basic needs of all people in developing countries is only one-tenth

50 nations combined.

drinking water, inadequate sanitation and poor hygiene.

of what the world’s governments spend on armaments each year.

have a greater gross national product than the next

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T" The State of the Earth

02_State earth*NEW04/06* 6/5/03 12:33 PM Page 1

Virtually every country in this region suffers fromwater scarcity; yet demand for water is increasing.The region's coastal zone is one of the most fragileand endangered ecosystems in the world.Some 1.2 million barrels of oil spill into the PersianGulf annually.

Almost 1,000 lakes have disappeared in China’s HebeiProvince alone.Warming sea temperatures have damaged many ofOceania’s coral reefs, one of the world’s most diverseecosystems.The largest portion of the world's land affected bysoil degradation is in this region.

Latin America faces apotential loss of at least100,000 species from forestedareas alone over the next 40years.Some 47% of the region'sgrazing lands have lost theirsoil fertility.This region experiences theeffects of increased ultraviolet-B radiation due to ozonedepletion more acutely thanany other inhabited region.

Asia and the Pacific

Latin America

“...a timewhenhumanity mustchooseitsfuture...”

Middle East

30,000 children die of starvation each day.

If present trends continue, two out of three people on Earth will

Every year, approximately 20,000 people die

as a result of direct pesticide poisoning.

face a freshwater shortage by the year 2025.

Nearly half the people on

Earth subsist on less than $2 a day

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03_State earth.(B) v2 5/6/03 4:58 PM Page 1

�I think we arechallenged asmankind hasnever beenchallengedbefore toprove ourmaturity andour mastery,not of nature,but ofourselves.�

Rachel Carson

What should our relationship with the rest of life be?

GEO 2000

" The human footprint

“thefutureatonceholdsgreatperilandgreatpromise”

Our human footprint is large and our impact on the Earthhas been devastating.“Our present course is unsustainable – postponing actionis no longer an option”Our models of growth and progress have been out of balance,focusing on industrial and economic progress to the damage of ourenvironment, our societies and cultural and biological diversity.

The new alternativeis the vision ofsustainabledevelopmentSustainable developmentis a balanced process inwhich all aspects of ourlives as individuals andsocieties are developedin harmony.

What is sustainabledevelopment? �Addressing the needs of thepresent without jeopardizingthe ability of futuregenerations to meet theirneeds.�

“Unless wechange direction,we are likely toend up where weare going.”Chinese proverb

EconomicSocial

PoliticalEcological

SpiritualCultural

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A baby blackrhinoceros, orphanedby poachers.

Ivory is carved for sale on thetourist market.

Three orphaned baby chimpsfind human company.

A captive bear performing ina circus.

Washing under a public water tap in Bangladesh.

An oil-covered bird. A Loggerhead turtle with a satellite radio transmitter to trackits movements is released into the ocean.

Sewage flowing into the North Sea.

Trees shade agricultural plots inan arid region of Mali.

A coal-fired power plant.

Wind energy is clean, cheap andabundant.

It�s time toexamine ourpriorities, ourvalues andbeliefs aboutourselves andour views ongrowth,progress anddevelopment.

04_footprint v7 *NEW* 6/6/03 9:25 AM Page 1

“Integrateintoformaleducationandlife-longlearningthe knowledge,values, andskillsneededfor asustainablewayoflife.”

LearnWe need to deepen our awarenessof environmental issues and realitiesas well as to understand the causes

driving environmental destruction.We need to learn to understand

the realities of those who suffer,embracing their pain as our own.

ReflectShared ethical values are crucial.

We need to reflect on our modes of living.

Education should encourageunderstanding of the wayenvironmental problems connect to our daily lives.

EmpowerEducation is more than just providinginformation; people must beempowered with the courage andhope to take concrete steps.

Education must inspire the faiththat each of us has both the powerand the responsibility to effectpositive change on a global scale.

Environmental ethics must befelt as a deeply personal vow.From the proposal “The Challenge ofGlobal Empowerment” by Soka GakkaiInternational President Daisaku Ikeda.

The UnitedNations hasdesignated theyears 2005 to2014 as the�Decade ofEducation forSustainableDevelopment.�

Only education can provide the driving forcefor change. How do we begin?

“The powerful willthat drives the

dynamic process ofchange is the concernand compassion wemuster for others.”

The Earth Charter, Principle 14.

" EducationM

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“In the end we willconserve only what welove, we love only what weunderstand and weunderstand only what weare taught.”Baba Dioum, Senegalese Ecologist

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“TheEarthCharterislikeamap...The Earth Charter is a declaration of ethicalprinciples for building a just, sustainable andpeaceful global society in the 21st century.

" The Earth Charter as a tool

...itshowsuswhereweare,wherewe wanttogetto,andhowtogetthere.”

This ‘People’s charter’ was createdthrough a decade-long process ofdialogue involving thousands ofindividuals and hundreds of groupsin all regions of the globe. It is anexpression of hope that amidsthumanity’s diverse cultures and

peoples, we all dream the samedream of a harmonious world.

The Earth Charter recognisesthat environmental protection,human rights, equitable humandevelopment and peace areinterdependent and indivisible.

�The EarthCharter wasbuilt througha process ofconsensus andcollaboration.It is thisprocess ofpeople comingtogether whichmust continueif we are tobuild the kindof world theEarth Charterenvisions.�“The Earth Charter is the clearest blueprint for

sustainable development I’ve seen.”Neth Vorleak, Cambodia

In today’s world, every individual, family, institution, business, andgovernment faces the challenge of living sustainably. The Earth Chartercan serve as a positive vision to inspire people at all levels, from teachersand local government staff to scientists and artists.

Nobody has a copyright on the Earth Charter. It is a public documentand people can use it as they wish...as a tool for education, for dialogueor for individual reflection and change.

“What we should do is instead of just readingthrough it, reflect on what these words reallymean so that we can be moved to action.”Wangari Maathai,

Earth Charter Commissioner

Prof. Daniella Tilbury,Macquarie University,

Australia

Canberra schoolboy

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06_e/charter as a tool v3 *NEW* 6/5/03 3:29 PM Page 1

Values and principles for a sustainable futureWe stand at a critical moment in Earth's history, a time when humanity must choose itsfuture. As the world becomes increasingly interdependent and fragile, the future at onceholds great peril and great promise. To move forward we must recognise that in themidst of a magnificent diversity of cultures and life forms we are one human family andone Earth community with a common destiny. We must join together to bring forth asustainable global society founded on respect for nature, universal human rights,economic justice, and a culture of peace. Towards this end, it is imperative that we, thepeoples of Earth, declare our responsibility to one another, to the greater community oflife, and to future generations.

We urgently need a shared vision of basic values to provide an ethical foundation forthe emerging world community. Therefore, together in hope we affirm the followinginterdependent principles for a sustainable way of life as a common standard by whichthe conduct of all individuals, organisations, businesses, governments, and transnationalinstitutions is to be guided and assessed.

Earth

Thechoiceisours...

Charter

The

RESPECTAND CAREFOR THECOMMUNITYOF LIFE 1. Respect Earthand life in all itsdiversity.

2. Care for thecommunity of lifewith understanding,compassion, andlove.

3. Build democraticsocieties that arejust, participatory,sustainable, andpeaceful.

4. Secure Earth'sbounty and beautyfor present andfuture generations.

In order to fulfilthese four broadcommitments, it isnecessary to:

ECOLOGICALINTEGRITY5. Protect and restore theintegrity of Earth'secological systems.

6. Prevent harm as thebest method ofenvironmental protection.

7. Adopt patterns ofproduction, consumption,and reproduction thatsafeguard Earth'sregenerative capacities,human rights, andcommunity well-being.

8. Advance the study ofecological sustainability.

SOCIAL ANDECONOMIC JUSTICE9. Eradicate poverty as anethical, social, andenvironmental imperative.

10. Ensure that economicactivities and institutionsat all levels promotehuman development in anequitable and sustainablemanner.

11. Affirm gender equalityand equity as prerequisitesto sustainable developmentand ensure universalaccess to education, healthcare, and economicopportunity.

12. Uphold the right of all,without discrimination, to anatural and socialenvironment supportive ofhuman dignity, bodilyhealth, and spiritual well-being, with specialattention to the rights ofindigenous peoples andminorities.

DEMOCRACY,NONVIOLENCE,AND PEACE13. Strengthendemocratic institutionsat all levels, and providetransparency andaccountability ingovernance, inclusiveparticipation in decisionmaking, and access tojustice.

14. Integrate into formaleducation and life-longlearning the knowledge,values, and skillsneeded for asustainable way of life.

15. Treat all living beingswith respect andconsideration.

16. Promote a culture oftolerance, nonviolence,and peace.

see the complete Charter and endorse it at: www.earthcharter.org

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“After I read the EarthCharter, I realised that itwas everything I hadwanted to focus on. Iwould be honoured to bea part of this brilliantmovement.”Nidhi, India

Youth&TheEarth

Charter“As youngpeople, weshould be inthe forefrontof the EarthChartermovementbecause wehave thisgreat vitality.”Singapore Earth Charter Forum

"Why is theEarth Charterimportant?Becausepeople live onthe Earth."Augustine Haile, age 4,Florida Earth CharterCommunity Summit

The Earth Charter is an ideal tool for education on sustainability atdifferent levels and it is already being incorporated into schoolcurricula in Brazil, Mexico, Italy and Spain. In the U.S.A., MichiganState University offers a whole course on the Charter. At the WSSDin Johannesburg, a new partnership entitled “Educating forSustainable Living with the Earth Charter” was launched. Thispartnership links UNESCO, key governments and major NGOs.

Children and young people everywhere quickly grasp theimportance of the Earth Charter. They respond to its message increative ways, through drawings, paintings and music. Many youthorganisations promoting sustainable development now support theEarth Charter.

Drawn by a childfrom Bangladesh.

Drawn by a child from Moldova.

Letter from the EarthJune 5th, 2002.Hello boys and girls,I am the planet Earth.Am I not beautiful? Doyou know much aboutnature? I am very happy.On Earth live manypeople, animals andplants too. But I am sadbecause there are peoplewho are not careful andwho destroy me andmake lots of pollution.They don’t take care ofthe animals or the plantsand, even worse, theymake war and kill eachother. I am writing thisletter to ask you to helpme. Do you want tohelp? I am waiting foryour rapid response.Goodbye, my inhabitants,

The Earth(By children at MiquelPocel Public School,Palma, Mallorca, Spain,after working with theEarth Charter.)

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Wangari MaathaiandtheGreenBeltMovement

Disappearing forests:By the mid-1970’s less than two percent of Kenya’s originalforests were left. Biologist Wangari Maathai wasconcerned.

In Kenya, as in many developing countries, poverty andhigh population growth place severe strain on the naturalenvironment. People cut down trees for fuel and clearforests to plant crops. As the trees disappear, so doanimals and other plant species.

From the grassroots:

“Every one of us canmake a contribution.And quite often we are lookingfor the big things and forgetthat, wherever we are, we canmake a contribution.”

GreenBelt20 million trees:Through this movement,thousands of local women’s groups have beencreated. These women have nowplanted more than 20 million treesthroughout Kenya and establishedover 6,000 tree nurseries. They alsotackle social issues, often using theEarth Charter as a framework. Andmore than half a million schoolchildrenhave been taught the values ofsustainable living.

The Green Belt Movement isreducing the effects of deforestationwhile providing women with an income andempowering them to take on leadership roleswithin their communities.

What began as a small nursery in WangariMaathai’s backyard has now spread around theglobe, as the methods of the Green BeltMovement are replicated in other countries.

In 1977, Wangari Maathaibegan encouraging ruralwomen to plant trees,working through her local civil societyorganisation.

This grassroots initiativesoon developed into theGreen Belt Movement.Through this movementwomen are taught to raise

and nurture tree seedlings,these are distributed forplanting where they aremost needed and thewomen receivecompensation for them.They also learn about land management practicessuch as composting,soil conservation and theuse of indigenous crops.

" Real people taking action

“It’s very, very important for us totake action at the local level. Becausesometimes when we think of globalproblems, we get disempowered.But when we take actionat the local level, we areempowered.”Wangari Maathai, Earth Charter Commissioner

09_Greenbelt v3 *NEW* 6/5/03 3:28 PM Page 1

ElizabethRamirezandtheEarthCharter

" Real people taking action

CommunityEmpowerment

Downward spiral:In many developing countries poverty and environmental degradation arelinked in a vicious spiral: poverty leads to environmental degradation, whichcompounds poverty. With poverty comes the collapse of communities.Women are often especially vulnerable.

Elizabeth Ramirez, an environmental scientist from the NationalUniversity of Costa Rica, saw this clearly during her research in rural CostaRica. She realised that many of the people she met felt powerless to changetheir lives. They also lacked information and ideas on how to improve theirsituation.

Earth Charter principles:Realising that the key to their empowerment lay in education, Elizabethhelped set up education centres in rural communities in Laguna Hule andRÌo Cuarto. These centres focus on environmental protection and promotingwomen’s development. Elizabeth found that the Earth Charter was an idealeducational tool.

Starting from study of principles of the Charter, the community groupsElizabeth works with have developed projects toprotect the environment, as well as promotingcultural, social and ethical values.

New vision,traditionalvalues:The position ofwomen within thecommunities has beenstrengthened. A children’smovement, the Defensores Verdes orGreen Defenders, has been formed toact as guardians of the naturalenvironment within their homes,schools and communities. They havecreated vegetable gardens andecological parks and replanted aforest area in RÌo Cuarto. In LagunaHule, they have been involved in thestruggle to preserve a beautiful lakeand prevent it being spoiled byproperty development.

Elizabeth finds that the EarthCharter reinforces the rural people’sown traditional values and brings apositive vision of a better world topeople who face many challenges intheir daily lives.

“The Earth Charter is anexcellent instrument tostrengthen educationprojects, both formal andnon-formal.”

The Green Defenders

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“Wateris not anordinaryissue. . . It isgoing to take on catastrophic proportionsin the next 10 to 20 years.”Rajendra Singh

RajendraSingh&theWisdomofWaterConservation

To date, villagersthroughout Rajasthanhave built over 4,500water-harvestingstructures. Five of theregion’s rivers now flowperennially and the oncebarren landscape is greenwith vegetation, evenduring droughts. Bird andanimal life is returning.

The water hasbrought economicprosperity. The village ofNimi, for example, couldonce barely feed itself.Today it exportsvegetables to India’s largecities.

Water is also helpingto weave the social fabricof the villages back

together. In each village,democratic structures areformed to ensure theentire village’sinvolvement in thesustainable managementof the natural resources,and women’sparticipation in decision-making is ensured. Schoolattendance has increaseddramatically and many ofthe young migrants havebegun returning to theirvillages.

Self-reliance is a keyemphasis of thismovement. “The minute[people] respectthemselves, they’ll dothings on their own,” saysSingh.

Community revival:

" Real people taking action

Villages were dying:Seventeen years ago villages in the drought-afflicted stateof Rajasthan in India were dying. Wells were dry and cropsfailed repeatedly. The rain that did fall only washed awaythe parched topsoil.

Most of the able-bodied villagers migrated to urbancenters to look for work. School attendance was as low as2 or 3 percent.

Traditional wisdom:Rajendra Singh, an NGO worker, came toRajasthan wanting to do what he could to help.One day an elderly villager told him, “We don’tnecessarily want what you want to give us. What

we need is water. Stop your talk and build johads!”

Johads are small earthen dams,part of a traditional store ofwisdom on resource conservationthat had been all but lost under colonial rule.These dams capture rainwater runoff,allowing it to percolate into the ground andreplenish the water table.

As most villagers were too old or young to work,Rajendra toiled with a shovel formonths to build a johad near thevillage. After the monsoon rainsreturned, wells that had been dry foryears now had water in them. Wordspread quickly.

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WaterHarvesting

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Community NetworksJan Roberts’s firstencounter with the EarthCharter was a transformativemoment. “I was moved totears that people all aroundthe world had been workingon this document and sharedthe same hopes and values asI did,” she says. Amazedthat she had not heard ofthe Earth Charter before,she decided to share it withas many people as possible.This resolve gave birth tothe Earth Charter CommunitySummits. The name was chosento emphasize grounding ofthe Earth Charter in thecommunity. Jan comments,“Often I have gone to con-ferences and become excitedabout the ideas presentedthere, and then came homewith no one to help meimplement them.” Chain EffectSince 2001, annual CommunitySummits held simultaneouslyin different locations andlinked by webcast, haveinspired thousands of indi-viduals from every walk oflife—teachers, artists,business people, students—toimplement the Charter intheir own lives and personalspheres of influence.Initially held only in theU.S., by 2003, Summits wereheld in 33 cities in coun-tries from Senegal toScotland.Grassroots Initiativesith no one to help me imple-ment them.” Chain EffectSince 2001, annual CommunitySummits held simultaneouslyin different locations andlinked by webcast, haveinspired thousands of indi-viduals from every walk oflife—teachers, artists,business people, students—toimplement the Charter intheir own lives and personalspheres of influence.Initially held only in theU.S., by 2003, Summits wereheld in 33 cities in counithno one to help me implementthem.” Chain EffectSince 2001, annual CommunitySummits held simultaneouslyin different locations andlinked by webcast, haveinspired thousands of indi-viduals from every walk oflife—teachers, artists,business people, students—toimplement the Charter intheir own lives and personalspheres of influence.Initially held only in theU.S., by 2003, Summits wereheld in 33 cities in coun

“The Summits provide an opportunity for people of goodheart to connect with others in their communities and around the globe so they know they are notalone in wanting a better world.”

Community NetworksJan Roberts’s first encounter with the Earth Charter was a transformative moment.“I was moved to tears that people all around the world had beenworking on this document and shared the same hopes and valuesas I did,” she says. Amazed that she had not heard of the EarthCharter before, she decided to share it with as many people as pos-sible. This resolve gave birth to the Earth Charter CommunitySummits.

The name was chosen to emphasize grounding of the EarthCharter in the community. Jan comments, “Often I had gone to confer-ences and become excited about the ideas presented there, and thencame home with no one to help me implement them.”

Chain EffectSince 2001, annual Community Summits held simultaneously in different locations and linked by webcast have inspired thousandsof individuals from every walk of life—teachers, artists, businesspeople, students—to implement the Charter in their own lives andpersonal spheres of influence. Initially held only in the U.S., by 2003,Summits were held in 33 cities in countries from Senegal toScotland.

Bringing the People’s Charter

to the People

Grassroots Initiatives Community Summits have spurred new initiatives for putting theEarth Charter into action. Some outcomes include:� The Northwest Educators’ coalition in Seattle using the Charteras a basis for educational reform;� A city planner in Florida making the Earth Charter a guide for the economic redevelopment of a distressed area;� Development of the Earth Scouts—a new scouting program for children;� Use of the Charter by 22 residential homes for the elderly inthe U.S. Midwest as a basis for an intergenerational program connecting children with the residents.� Development of Earth Charter Community Indicators to measure“that which makes life worthwhile” in a community.

Participants and organizers are people who have gathered arounda shared sense of excitement about the Charter and the opportu-nity to make a difference. As Jan Roberts says, “This grassrootseffort grows bigger and stronger every day!

Earth CharterCommunitySummits

Earth CharterCommunitySummits

Earth Charter in ActionPH

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Social JusticeContinuing the legacyof Paulo Freire, one ofthe twentieth century’smost influentialthinkers on education,the Paulo FreireInstitute (PFI), head-quartered in Brazil,develops new practicesin the fields of educa-tion, culture and com-munication toward amore democratic andjust society. A participant in thedevelopment process ofthe Earth Charter sincethe Rio Summit in 1992,the PFI recognizes theCharter’s potential asa powerful tool toinspire positive changein individuals and com-munities. Youth Peace ProjectIn the PFI’s “JOVemPAZ”(the Youth PeaceProject), social educa-tors, both youth andadult, are trained tocreate activities inschools and communitiesthat contribute tobuilding a culture ofpeace. The EarthCharter forms a keyelement in the train-ing. Activities encour-age participants toreflect on how a changein lifestyle can con-tribute to socialchange—demonstratingthe values of theCharter in practice.Between 2002 and 2003,over 200 educators weretrained through thisproject in threeregions of Sáo Paolo.An Eco-Pedagogy In 1999, PFI organizedthe first internationalsymposium to explorethe Earth Charter fromthe perspective of edu-cation. This was thefirst step in a PFI-coordinated movement todevelop a pedagogybased on the principlesand values of theCharter—a Pedagogy ofthe Earth.The Citizens SchoolProject is another PFIproject creating socialchange. This projectworks to develop andimprove relationshipsbetween members of theschool community—par-ents, teachers, stu-dents and administra-tors. It also invitesschools to develop dem-ocratic managementpractices and to gener-ate participation incurriculum developmentand evaluation. Theschools use the EarthCharter as a guide.This project involvessome 150 schools in SáoPaulo. PFI is also using theEarth Charter in itsliteracy projects. “Asa document to teachsustainability,” saysMoacir Gadotti,Director General ofPFI, “it is invaluablenot only for environ-mental education but asa guide to all our cur-ricula.”

SocialJusticeContinuing thelegacy ofPauloFreire,one ofthe twen-tiethcentury’smostinfluen-tialthinkerson educa-tion, thePauloFreireInstitute(PFI),headquar-tered inBrazil,developsnew prac-tices inthefields ofeduca-tion,cultureand com-munica-tiontoward amore dem-ocraticand justsociety. A partic-ipant inthedevelop-mentprocessof theEarthChartersince theRioSummit in1992, thePFI rec-ognizestheCharter’spotentialas a pow-erfultool toinspirepositivechange inindividu-als andcommuni-ties. YouthPeaceProjectIn thePFI’s“JOVemPAZ” (theYouthPeaceProject),socialeduca-tors,bothyouth andadult,aretrainedto createactivi-ties inschoolsand com-munitiesthat con-tributeto build-ing acultureof peace.The EarthCharterforms akey ele-ment inthe

The Paulo FreireInstituteThe Paulo FreireInstitute

Earth Charter in Action

“Our goal is to educate for sustainable living,using the Earth Charter as a guidetoward a new curriculum of formaland informal education.”

Social JusticeContinuing the legacy of Paulo Freire, one of thetwentieth century’s most influential thinkers on edu-cation, the Paulo Freire Institute (PFI), headquar-tered in Brazil, develops new practices in the fieldsof education, culture and communication toward amore democratic and just society.

A participant in the development of the EarthCharter since the 1992 Earth Summit in Rio deJaneiro, the PFI recognizes the Charter’s potential asa powerful tool to inspire positive change in individu-als and communities.

Youth in Peace ProjectThe PFI’s “JOVemPAZ” (Youth in Peace) projecttrains social educators, both youth and adult, tocreate activities in schools and communities thatcontribute to building a culture of peace and sus-tainability. The Earth Charter forms a key element inthe educational process.

Activities encourage par-ticipants to reflect on how a change in lifestyle can contribute tosocial change—demonstrating the values of the Charter in practice. Between 2002 and 2003,over 220 educators were involved in this project inthree regions of Sao Paulo. PFI is also using theEarth Charter in its literacy projects.

In 1999, PFI organized the first inter-national conference on the EarthCharter from the perspective of edu-cation. This was the first step in aPFI-coordinated movement to devel-op a pedagogy based on the princi-ples and values of the Charter—aPedagogy of the Earth.

The PFI has also developed theCitizen School project which is cen-tered on symbiosis in order toimprove relationships between theself and others, and democratizationof management, curriculum andevaluation. The project, which

involves some 25 schoolsin Sao Paulo, promotesdemocratic participation inthe school community anduses the Earth Charter asa guide.

An Eco-Pedagogy

The Earth Charter and Education

for Social Change

panel_01_Paulo copy 7/6/04 7:31 PM Page 2

Cultural ComplexityRecent immigrationto the autonomousBalearic Islands inthe MediterraneanSea has createdgreat racial, cul-tural and economicdiversity. Withinthis complex socie-ty, the VivimPlegats (“LivingTogether”)MulticulturalEducational Programuses the EarthCharter to promoteunderstanding, tol-erance, peace andcooperation withinschools and commu-nities.The program wasfirst organized in2000 by the localMinistry ofEducation andCulture under theguidance of GuillemRamis to promotemulticulturalismand help preventracism and discrim-ination. Itinvolves over 80schools, with mostactivity at theelementary level.Multi-lingualMaterialsEach school createsits own programbased on a chil-dren’s rights work-book and the EarthCharter. With sup-port from UNICEFand UNESCO, adapta-tions of the EarthCharter for chil-dren and youth havebeen produced, inthe four languagesof Spain and otherlanguages, fromRussian to Japaneseand Arabic.Students study theCharter together inCatalan at schooland then share itwith their familiesin their own lan-guage at home.“The Earth Charterunderpins our wholeapproach, with itsbeautiful vision ofa harmonious world.Students draw,paint or use songsto express the mes-sage of the EarthCharter, and chil-dren as young asthree years oldlearn about theCharter throughsimple illustra-tions showing theEarth as our commonhome. Older chil-dren enjoy cultur-al-exchange work-shops, planting aherb garden orusing photographsof their home envi-ronment to bringthe Charter tolife. The childrenabsolutely under-stand the EarthCharter.”

“The Earth Charterunderpins our wholeapproach, with itsbeautiful vision of aharmonious world.The children absolute-ly understand theEarth Charter.”

Cultural ComplexityRecent immigration to the autonomous Balearic Islands in theMediterranean Sea has created great racial, cultural and economic diversity. Within this complex society, the Vivim Plegats (“Living Together”)Multicultural Educational Program uses the Earth Charter to promoteunderstanding, tolerance, peace and cooperation within schools andcommunities.

The program was first organized in 2000 by the local Ministry ofEducation and Culture under the guidance of Guillem Ramis to promotemulticulturalism and help prevent racism and discrimination. It involvesover 80 schools, with most activity at the elementary level.

Multilingual MaterialsEach school creates its own program based on a children’s rights work-book and the Earth Charter. With support from UNICEF and UNESCO,adaptations of the Earth Charter for children and youth have been pro-duced, in the four languages of Spain and other languages, from Russianto Japanese and Arabic. Students study the Charter together in Catalan atschool and then share it with their families in their own language at home.

Vivim Plegats –“Living Together”Vivim Plegats –“Living Together”Multicultural Education for Peace and Cooperation

“All people are equal,all different!”

Earth Charter in Action

Learning Together Students draw, paint oruse songs to express the message of the Earth Charter, and children as young as three years old learn about theCharter through simple illustrationsshowing the Earth as our common home.Older

children enjoy cultural-exchange work-shops, planting a herb garden or usingphotographs of their home environmentto bring the Charter to life.

A multicultural team visits theschools and gives performances abouttheir cultures, so children learn about lifein different immigrant communities andother countries. They reflect on the

challenges that different groupsexperience on the islands.

The program encourages inter-school collaboration and exchangewith schools in other countries byletter or e-mail. Schools alsoinvolve the community, from parentparticipation to cultural perform-ances, exhibitions and essay com-petitions.

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SGI&TheEarthCharter

“At the very heart of the values weseek must be a profoundreverence for life itself. This canawaken people to our connectionwith all forms of life.”

Daisaku Ikeda, SGI President

“The EarthCharter isactually aboutvalues, the kindof values weneed tocultivate inorder to makeour continuedexistencesustainable.”

What is SGI?Soka Gakkai International (SGI) isa lay Buddhist association ofsome 12 million members in 185countries and territoriesworldwide.

The ultimate aim ofBuddhism and SGI is theestablishment of a peacefulworld. SGI members pursue thisideal through a philosophy ofindividual transformation andsocial engagement and bypromoting respect for the dignityof life.

SGI is also active as an NGOpromoting peace, culture andeducation, often working inpartnership with other groups.

Human ValuesLocal SGI groups in over 20countries have been activelypromoting the EarthCharter as a vitalstatement of humanvalues since 1997.

Ongoing grassrootsEarth Charter activitiesinclude community-level discussions inNew Zealand and theU.S.A. and public youthforums on human rightsissues in Italy. TheCharter’s messageresonates deeply with theBuddhist view of thepreciousness andinterconnectedness of alllife and the limitless

potential of each person to makea difference.

Dancers performing at anevent cosponsored by SGIat the World Summit onSustainable Developmentin Johannesburg, 2002.

The SGI exhibition at the World Summit onSustainable Development in Johannesburg

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Youcanstart your ownquiet revolution:“Begin where you are and go forward one step at a time”Buddhist monk, Thailand

Express your support for the Earth CharterBring it into your workplace and local communityUse it as a basis for discussions aboutour common futureBring it to life through your actionsShow solidarity with vulnerable people Watch what you buy and its impact on the environment and people’s livesLearn about nonviolence Heal a rift with a friend or within your family

Plant a tree Don’t waste resources“I may be just planting a tree here,but just imagine what’s happening if there are billions of people out there doing something.Just imagine the power of what we can do” Wangari Maathai

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