11

Recognition or Perception of the Recognition or Perception of the Oneness of Humanity is the Principle Oneness of Humanity is the Principle

underlying World Citizenshipunderlying World Citizenship

“…“…the concept of world citizenship the concept of world citizenship [should] be taught in every school and [should] be taught in every school and that the that the oneness of humanityoneness of humanity – the – the principle underlying world citizenship – principle underlying world citizenship – be constantly asserted in every nation”be constantly asserted in every nation”

(Taken from a paper on “World Citizenship: (Taken from a paper on “World Citizenship:

A Global Ethic for Sustainable Development” –A Global Ethic for Sustainable Development” –

presented at the 1st session of the United Nations presented at the 1st session of the United Nations Commission on Sustainable Development). Commission on Sustainable Development).

22

World CitizenshipWorld Citizenship      "... a "... a reorientation of education so as to give of education so as to give young people everywhereyoung people everywhere a sense of the a sense of the

shared interests and shared interests and basic oneness of basic oneness of mankindmankind

and to prepare them for effective participation as and to prepare them for effective participation as members of a world community is, I believe, members of a world community is, I believe, a clear necessity for human survival for human survival in the in the

twenty first century.“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”

33

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 eighth-grade textbook, published by the Saudi

Ministry of Education, that labels Christians and Jews as non-human "apes" and

"pigs"

Without the recognition of the Oneness of humanity, human beings

de-humanize the “Other”

44

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 Then

you can do anything.you can do anything. You conceptualize the “Other” as evil (demonized). He MUST

be destroyed.

55

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. 

De-humanizing the “Other”—It’s in the News

66

And on April 15th, 2004, Fox News And on April 15th, 2004, Fox News reporter Steve Harrington decried that reporter Steve Harrington decried that the same problem exists in the the same problem exists in the 70,000 madras schools of Pakistan, reaching of Pakistan, reaching over 1.5 million studentsover 1.5 million students between between

the ages of 6 and 24 the ages of 6 and 24

De-humanizing the “Other”—It’s in the News

77

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. 

88

De-humanizing the “Other” in RwandaDe-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.)

99

Ghosts of RwandaGhosts of Rwanda

1010

De-humanizing the “Other” in BalkansDe-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 sub-human 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.   

1111

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.

1212

Bosnia-Herzegovina

Thousands and thousands of civilians Thousands and thousands of civilians

were were assaultedassaulted, , torturedtortured, , rapedraped, , displaceddisplaced

or or killedkilled in the ultimate barbaric siege in the ultimate barbaric siege

known as known as “ethnic cleansing”“ethnic cleansing”   – –

the euphemism for nationalistic,the euphemism for nationalistic,

ethno-centristic and ethno-centristic and

murderous insanity. murderous insanity.

1313

Bosnia-Herzegovina

Three warring “interfaith” populations

Bosnian (Muslim) Croatian (Catholic)

Serbian (Eastern Orthodox Christian) 

1414

Bosnia-Herzegovina

The siege of Sarajevo continued The siege of Sarajevo continued

until late until late 19951995 when the when the

Dayton Peace Accords were signed.  Dayton Peace Accords were signed. 

This was the beginning of the end of the This was the beginning of the end of the conflict that had, in the words of one conflict that had, in the words of one

writer, writer, “displaced hundreds of “displaced hundreds of thousands of people, left thousands thousands of people, left thousands

dead, mutilated, tortured, and dead, mutilated, tortured, and without hope.”without hope.”

1515

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-- Harvard Civil Rights Project

1616

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-- Harvard Civil Rights Project

1717

Our choice: Segregation or Unity

Many fear that increasing diversity in the U.S. will Many fear that increasing diversity in the U.S. will lead inevitably to ethnic segregation and alead inevitably to ethnic segregation and a ““thoroughly balkanized societythoroughly balkanized society””

(Harvard Civil Rights Project)(Harvard Civil Rights Project)

— — with disparate groups violently oriented with disparate groups violently oriented towards one anothertowards one another. .

If If justice and unity justice and unity withinwithin this diversity this diversity can can be achieved, America — as the most be achieved, America — as the most

culturally diverse country in the world —culturally diverse country in the world —could could lead the world towards lead the world towards UNITYUNITY, ,

harmony and purposeful co-existence.harmony and purposeful co-existence.

1818

Our choice: Segregation or UnityOur choice: Segregation or Unity

In one sense it could be said of America In one sense it could be said of America that its dream of that its dream of equalityequality, , unionunion and and

democracydemocracy is about to be truly tested – is about to be truly tested – whether it is merely a mythological whether it is merely a mythological

ideology or whether it can become real. ideology or whether it can become real. At the same time this quickly developing At the same time this quickly developing

shift towards a more equal diversity shift towards a more equal diversity represents a microcosm of the world. represents a microcosm of the world.

1919

Our choice: Segregation or UnityOur 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.

2020

World Citizenship and Race Unity:World Citizenship and Race Unity:“Two sides of the same coin.” “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”:

2121

“They” are not

“us”

2222

But what if the world was only

“us” ??One Human Family!

2323

World CitizenshipWorld Citizenship

     

2424

Consciousness leads to UnityConsciousness 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] [Shoghi Effendi, “Messages to America,” 1934]

2525

     

Even the most subtle pathologies – such as indifference and apathy – destroy human relationships.

Therefore, EDUCATION is of the greatest importance.

2626

     

“Every child is potentially the light of the world – and at the same time its darkness…”

Therefore, EDUCATION is of the greatest importance.

2727

World CitizenshipWorld 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.

2828

How do we bring aboutHow do we bring aboutgreater unity? –greater unity? –

How do we create a sense of How do we create a sense of “world citizenship”?“world citizenship”?

2929

Lesser loyalties are not destroyed by a wider loyalty

World Citizenship calls for World Citizenship calls for loyalty to the human familyloyalty to the human family

3030

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.

3131

The modern world The modern world makes world unity possiblemakes 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)     

3232

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.)

3333

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.

3434

As the world gets smaller As the world gets smaller we must be reconciledwe must be reconciled

“… in the end [we must] reconcile ourselves to existence side by side...”

Kant ( (In 1795))

3535

World Citizenship as “consciousness”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)

3636

World Citizenship as “consciousness”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)

3737

World Citizenship as “consciousness”World Citizenship as “consciousness”In 1908, F.F. Andrews continued….In 1908, F.F. Andrews continued….

““The teacher of the twentieth century is an international The teacher of the twentieth century is an international figure, and he can never perform his highest function until figure, and he can never perform his highest function until he is imbued with this he is imbued with this international consciousnessinternational consciousness. He . He should stand shoulder to shoulder with his fellow teachers should stand shoulder to shoulder with his fellow teachers in the world for the achievement of a higher civilization. in the world for the achievement of a higher civilization.

One generationOne generation of teaching the principles of of teaching the principles of justice, peace and justice, peace and international unityinternational unity would would

revolutionize the worldrevolutionize the world; these sentiments can be ; these sentiments can be taught in literature, geography, history, and, in taught in literature, geography, history, and, in

fact, in every exercise connected with the schoolfact, in every exercise connected with the school... ... To what nobler work can the teacher consecrate himself To what nobler work can the teacher consecrate himself

than to build up a new people than to build up a new people whose country is the world, whose country is the world, whose countrymen are all mankindwhose countrymen are all mankind!”!”

3838

World CitizenshipWorld 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.”  

3939

How do we get “world citizenship” in How do we get “world citizenship” in one generation?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.

4040

Diversity “united” or diversity Diversity “united” or diversity “segregated”? How will we choose?“segregated”? How will we choose?

Without “unity in diversity” as the Without “unity in diversity” as the watchword in our society (and schools), watchword in our society (and schools), could we not be could we not be facing the prospect

of increased of increased tensionstensions, , conflictconflict and and violenceviolence among our (U.S.) among our (U.S.) ethnically

segregated populations? ?

4141

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，为为天地立心，为生民立命，为往圣继绝学，为万世开太平往圣继绝学，为万世开太平

— — Sung dynasty scholarSung dynasty scholar

4242

What is the present stateWhat is the present state of of civilizationcivilization

in relationship to in relationship to moral competencemoral competence??

4343

Science without the moral force of spiritual values can lose its ethical

compass.

It can become the means of human perversity and destruction.

Science without moral competence Science without moral competence can become destructivecan become destructive

Nagasaki:50,000 died

Hiroshima:92,000 died

4444

Moral development = VirtuesMoral 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”)

4545

Normallyinternalizethe valuesinto what we thinkwe knowas “right”

Principlesand rulesof society

Decide,Commit,

Plan

Education creates the possibility of transformation—expressed in less-selfish behavior (integrity over dichotomy)

Normsbecomevalues

Actionbecomes a

“conscious” choice

“Unconscious”socialization

processPersonality

&Behavior

ThinkKnowFeelEmotion+/-

Know

Subconsciousresonancewith rolemodels

PrejudiceEmotional

Attachmentto untruths

Empathy,

Volition,Will,

Intention

Activ

ew

ill

Dichotomy

Passiv

ere

acti

on

comes intoawareness

4646

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.

4747

     

“Every child is potentially the light of the world – and at the same time its darkness…”

Therefore, EDUCATION is of the greatest importance.

4848

What is the relationship What is the relationship between MORALITY between MORALITY

and Citizenship?and Citizenship?Moral values determine quality of Moral values determine quality of relationship to others (family, friends).relationship to others (family, friends).

Citizenship is an extension of moral Citizenship is an extension of moral values to the whole society. It defines values to the whole society. It defines the quality of the the individual’s the quality of the the individual’s relationship to society.relationship to society.

4949

Developing shared valuesgenerates 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)

5050

Developing shared valuesgenerates consensus of morality.

Today’s GLOBAL market & the SCIENTIFIC community represent new sets of formal structures, bound to define new levels

of “universal” human rights and duties

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.

5151

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 multi-nationals], 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)

5252

Principlesand rulesof societyNorms

becomevalues

ThinkKnowFeel

Know

The institutional foundation for norms at the global level is missing.

5353

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?

5454

What is World Citizenship?What is World Citizenship?

What does it mean to love the What does it mean to love the whole world?whole world?

What do these have to do with What do these have to do with recognition of oneness?recognition of oneness?

5555

“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 itand 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)

5656

““The consciousness of World The consciousness of World Citizenship, upon which international Citizenship, upon which international

moral action is based, is dependent on moral action is based, is dependent on a morea more mature and accurate perception mature and accurate perception of the worldof the world and one’s place within it and one’s place within it–– a worldview that promotes unity and a worldview that promotes unity and

harmony among all peoples – harmony among all peoples – essentially derived from theessentially derived from the recognition recognition

of the fundamentalof the fundamental oneness of oneness of humanityhumanity.”.”

Greg Kagira-Watson (2003)

5757

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.

5858

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 )….

Ting (caldron) / Holding“Here we see civilizationcivilization as it

reaches its culmination in religionreligion.The ting serves in offering

sacrifice to God…”

易經

“The supreme revelation of God

appears in prophets...”I-Ching

“To venerate Prophets is true veneration of God.”

( I-Ching– The Ting  鼎 )

Divine Spiritis like the raysfrom the Sun,

reflected in theMirror of Mediator

The Prophets are the Mediators between The Creator

and Mankind

Prophetreflects

Heavenly qualities

The World of Humanity 地

The CreativePrinciple 鼎

天

6060

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.

Ancient Wisdom of the Tao Te Ching

6161“Lao Tzu is like a flying Dragon, un-trappable.”-Confucius

Circa:530 B.C.

Lao Tzudepicted

withhalo

6363

Lao Tzu Leaves on an Ox

Lao Tzu has Yin Xi appear to the Barbarian as the Buddha.

6565

6666

6767

To what nobler work can the teacher consecrate To what nobler work can the teacher consecrate himself than to build up a new people himself than to build up a new people whose whose

country is the world, whose countrymen are all country is the world, whose countrymen are all mankindmankind!” !” (F.F. Andrews– 1908)(F.F. Andrews– 1908)

6868

“. . .the biggest educational task of all”

“. . .the world community we must develop will never come into being or operate successfully unless

the bulk of the people feel themselves to be members of a world community

— that is, unless they develop a sense of world citizenship.

This is clearly the biggest educational task of all,

  for millenniums of history have conditioned men to think in terms of smaller and more exclusive units,

   while suspicion and hostility toward other groups lie deep in their patterns of thought.”

6969

“. . .the biggest educational task of all”

“. . .the world community we must develop will never come into being or operate successfully unless

the bulk of the people feel themselves to be members of a world community

— that is, unless they develop a sense of world citizenship.

This is clearly the biggest educational task of all..

  for millenniums of history have conditioned men to think in terms of smaller and more exclusive units,

   while suspicion and hostility toward other groups lie deep in their patterns of thought.”

<><><><><>

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”

7070

World CitizenshipWorld Citizenship      "... a "... a reorientationreorientation of education so as to give of education so as to give young people everywhereyoung people everywhere a sense of the a sense of the

shared interests and basic oneness of shared interests and basic oneness of mankindmankind

and to prepare them for effective participation as and to prepare them for effective participation as members of a world community is, I believe, members of a world community is, I believe, a a

clear necessityclear necessity for human survival for human survival in the twenty in the twenty first century.“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”

7171

Survival depends on Education moving more Survival depends on Education moving more rapidly… and in the right direction.rapidly… and in the right direction.

“...Before long, humanity will face many grave

difficulties that can only be solved on a global scale.

  For this there must be a much higher degree of

understanding and a far greater capacity for

cooperation between disparate peoples and nations

than exist now. 

Education, however, as it is presently conducted in this

country—and in every country in the world. . .

is not moving rapidly enough in the right direction to

produce the knowledge about the outside world and the

attitudes toward other peoples

that may be essential for human survival within a

generation or two.” Edwin O. Reischauer (1973)

7272

Recognition of “oneness of humanity”Recognition of “oneness of humanity”

The Purpose of the The Purpose of the Perception of OnenessPerception of Oneness

is is JUSTICEJUSTICE

State of ConsciousnessState of Consciousness::That no one should exalt himself That no one should exalt himself above another person. above another person.

= Fairness, equality, justice.= Fairness, equality, justice.

7373

Crisis of Segregation in U.S.Crisis of Segregation in U.S.America at the Crossroads

Society could Society could become thoroughlybecome thoroughly

““Balkanized” or Balkanized” or ghettoized ghettoized

(segregated)(segregated)

As the most As the most highly highly diverse diverse

nation in the nation in the world, isworld, is

faced with faced with two paths two paths

over the next over the next 40 years40 years

If inequities If inequities don’t changedon’t change

Society could Society could demonstrate that demonstrate that

“unity in diversity” is “unity in diversity” is truly possible.truly possible.

More possibilities of conflict and violence, or helping lead the world to Peace.

If we break the If we break the illusion of illusion of

“misperception”“misperception”

( Harvard Civil Rights Project 2003 report )