Universal Declaration on the Responsibilities of Man

Recent global events – the Paris and Brussels bombings, the refugee crisis, the sustainability agreement, the rise of Trump-fuelled hate and more – have prompted me to ask whether PASCAL can and should have a much larger role in world affairs and, if so, what? Given the resources available to it centrally the answer must be no, but by mobilizing just a small amount of its vast member knowledge to think laterally there is a possibility of producing something that might make a difference.
Why responsibilities? Like many of us, I was brought up to believe that with rights come responsibilities – and a visible statement of what those are is, I believe, missing in today’s world. They are basic to an understanding of what needs to be known, understood and implemented in education, economics, politics, human development and much more.    

This draft declaration on human responsibilities is one such initiative. It is by no means complete and nor is it publishable in its present form.  It mimics the language and format of the universal declaration on human rights.  The rationale is that responsibilities - for people, governments, religions, companies, organisations  - entail learning, lifelong learning, within nations, regions and cities, and this is where it fits into the PASCAL bag.

Everyone is invited to comment, criticise, amend the wording, the structure, the rationale and I will volunteer to act as custodian until we have an agreed text and format which we can publish under PASCAL’s name.

Norman Longworth: [email protected]


The Declaration:

  • Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world, so do all its members have the responsibility to learn and uphold standards which do not compromise the basis on which that recognition is predicated.
  • Whereas all members of the human family inhabit the same planet, which is now increasingly at risk of overcrowding
  • Whereas the resources of the planet are finite and in danger of being over-exploited
  • Whereas future generations have the same right as those living today to benefit from the abundance of the earth
  • Whereas the actions of man are endangering the planet’s fragile ecosystems
  • Whereas the actions of man are threatening the extinction of much of the planet’s wild-life 
  • Whereas the actions of man are despoiling large areas of the planet’s surface
  • Whereas the ingenuity of man is largely being used to destroy rather than to enhance
  • Whereas the beliefs of man are being used to subjugate rather than to liberate
  • Whereas human population growth is stretching the planet’s resources 
  • Whereas the actions of man are polluting the seas and oceans and diminishing their ability to provide food for the future  
  • Whereas desertification and climate change is caused by man’s intemperate use of fossil fuels
  • Whereas all of this threatens the implementation of the universal declaration of human rights, we therefore advocate an accompanying universal declaration of human responsibilities.

Now, Therefore We proclaim THIS UNIVERSAL DECLARATION OF HUMAN RESPONSIBILITIES as a common standard of achievement for all peoples, all organisations and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these obligations by themselves, their governments and every part of human society, and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction. 

ARTICLE 1 - Climate

All Human Beings, their Governments, organisations and civil society should ensure that those human activities which intensify climate change are fully understood and replaced by measures to reduce carbon emissions as a matter of urgency.  This is vital to avoid disastrous consequences for many members of the human race. 

ARTICLE 2 - Fight Injustice

Governments and people both have the responsibility to fight injustice wherever it occurs and to ensure that no-one is wrongly punished or denied basic rights  and freedoms through neglect, ill-health or poverty.

ARTICLE 3 - Stewardship of the planet

Everyone has the responsibility to preserve the planet’s wild life and to ensure that it is treated with care, respect and awareness of its essential place in the global ecosystem.  Governments have the responsibility to ensure that this vital requirement is implemented

ARTICLE 4 - Learn Continuously

Everyone has both the right and responsibility to learn continuously throughout their lifetime in order to keep their minds open, their horizons wide and their judgments wise.  Governments have the responsibility to ensure that this occurs within their jurisdictions.

ARTICLE 5 - Help those in most need

Everyone has the responsibility to use their talents, skills, experiences and knowledge for the benefit of others, particularly those in most need. 

ARTICLE 6 - Resist hatred, xenophobia, racism

Everyone has the responsibility to clear their minds of hatred, xenophobia and racism, to promote understanding, tolerance and friendship among all nations, racial or religious groups and to treat all their fellow human beings as equals within the family of mankind. 

ARTICLE 7 - Conserve Planetary Resources, Sustainable Development

Governments and Organisations have the responsibility to conserve planetary resources for future generations by ensuring that all development activities are sustainable over time. People have the responsibility to inform themselves on these matters and to hold their governments to account so that their descendants can profit from the benefits which they have enjoyed.

ARTICLE 8 - Reduce Poverty, Banish Slavery

Governments and Organisations have the responsibility to develop and implement concrete plans to reduce poverty throughout the world and to banish slavery wherever it may occur. People have the responsibility to make their own contribution to the liberation of their fellow human beings from poverty and slavery

ARTICLE 9 - Cast out Torture

Governments have the responsibility to ensure that torture is neither practised nor contemplated anywhere within their jurisdictions. People have he responsibility to be vigilant on this and to hold their Governments to account. 

ARTICLE 10 - Protect global and local Ecology and Biodiversity

National and local Governments and Organisations have the responsibility to develop and implement concrete plans to maintain biodiversity and to protect ecology within their jurisdictions.  People have the responsibility to become aware of the vital importance of this measure for human life on the planet and the actions they can take to ensure

ARTICLE 11 - Displaced people and refugees

National and local governments and people have the responsibility to understand the pllght of refugees and to show compassion and practical help to alleviate it.

ARTICLE 12 - Preserve the Seas and Oceans

Governments have the responsibility to prevent over-fishing and to ensure that ships registered in their name do not pollute the oceans. People and local governments have the responsibility to refrain from disposing untreated waste into the seas and oceans.

ARTICLE 13 - Renewable Energy

Governments have the responsibility to increase as rapidly as possible the incidence of renewable energy and to fade out carbon producing fossil fuels. People have the responsibility to conserve their use of energy wisely

ARTICLE 14 - Media

All public and private media services have the responsibility to present news and information impartially and with balance, and to refrain from spreading hatred and public unrest. People have the responsibility to educate themselves to detect when they are being manipulated by political or extremist propaganda.  

ARTICLE 15 - Culture

People have the responsibility to educate themselves in matters of culture.

 

Comments

responding to this topic

May I suggest a colour code for this topic

changes to text in red

additions to text in blue or green

comments in black

 

It would help with the editing.

 

Best Wishes

Norman Logworth

 

Language in the declaration

Hi Norman,

I am wondering if it is possible to use a consistent term when refering to "members of the human family", "people", "man", in the declaration. I think this will make the statements stronger.

Best, Dorothy

 

gendered language; rights, duties and citizenship

I think what Dorothy says is wise.  However much we may assert that 'man' is generic and not gendered. use of the term continues to cause offence. It is likely that older documents using this form will change usage over time. I think 'people' is fine.

Looking beyond that, I think that the substantive issue of duties alongside rights is important, as we consider what elsewhere in OTB is called the crisis of Western democracy. This manifests itself in most countries that subscribe to the political philosophythat  called Western democracy and attempt to practise it. The apathy, the swings to near-nihilist party and anti-party positions, the tendencies to national and individual selfishness, in short the consequences of the individualistic culture of the 1980s,demand a balanced reconsideration of the meaning, rights and duties of citizenship. If this cannot be attempted via OTB we need to find another means of doing it.

gendered language etc

Agreed that the use of man to mean humanity is becoming de rigeur - the draft follows the protocol in the original 'rights of man' document. personaly I prefer humanity to people - it has a more serious ring but is also a little pompous.

On Chris's observations about Western Democracy it's by and large a sound judgement and should concern all of us who have reaped the benefits of liberal democracy. However change is happening even faster than we can cope. Full employment for example is unlikely to figure large in the twin onslughts of a world of 7 billion plus (and growing) and technological development. And narcissistic demagogues in the press and politics are well aware that these and other resentments can be exploited. They know how to reach a very large majority of people for whom critical judgment and lifelong learning have no priority. No matter that the solutions they offer are unsustainable, and ultimately harmful at a global level, they are easier to understand. Responsibilities, duties, obligations to people outside of family, community, national circles don't register. This is the failure of national education systems and the legacy of national histories. How to widen the horizons and open the minds of people who don't want to widen or open horizons and minds is a massive problem. To try to do so would be seen as interference with democratic rights to think, or not think, as one pleases.  That's the paradox of modern education. Any suggestions?   

 

 

 

gendered language etc

Agreed that the use of man to mean humanity is becoming de rigeur - the draft follows the protocol in the original 'rights of man' document. personaly I prefer humanity to people - it has a more serious ring but is also a little pompous.

On Chris's observations about Western Democracy it's by and large a sound judgement and should concern all of us who have reaped the benefits of liberal democracy. However change is happening even faster than we can cope. Full employment for example is unlikely to figure large in the twin onslughts of a world of 7 billion plus (and growing) and technological development. And narcissistic demagogues in the press and politics are well aware that these and other resentments can be exploited. They know how to reach a very large majority of people for whom critical judgment and lifelong learning have no priority. No matter that the solutions they offer are unsustainable, and ultimately harmful at a global level, they are easier to understand. Responsibilities, duties, obligations to people outside of family, community, national circles don't register. This is the failure of national education systems and the legacy of national histories. How to widen the horizons and open the minds of people who don't want to widen or open horizons and minds is a massive problem. To try to do so would be seen as interference with democratic rights to think, or not think, as one pleases.  That's the paradox of modern education. Any suggestions?   

 

 

 

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