Cultivating Human Rights by Nurturing Altruism and a Life of Service: Integrating UN Sustainable Development Goals into School Curricula

• DOI: https://doi.org/10.1108/978-1-78973-821-620191015
• Published date: 18 November 2019
• Pages: 151-173
• Date: 18 November 2019
• Author: Michael J. Haslip,Michael L. Penn

Chapter 9

Cultivating Human Rights by Nurturing

Altruism and a Life of Service:

Integrating UN Sustainable Development

Goals into School Curricula

Michael J. Haslip and Michael L. Penn

Introduction

Decades of research and diplomacy designed to promote human rights and

protection of the environment have culminated in two monumental interna-

tional accords – the 2030 Sustainable Development Agenda and the Paris Agree-

ment for Climate Change. These documents establish a common framework for

action that expresses concern for human rights by involving the vast majority

of countries and peoples in a common vision for social, economic, and environ-

mental development. Within this framework can be perceived the early signs of

the emergence of a global moral identity1 which represents the collective will of

humanity to uphold respect for the natural world and the equality and dignity

of all people.

However, if these sustainable development agreements are to achieve full frui-

tion, what will be required is a global approach to education from early childhood

onward which develops in young people the moral identity that will empower

them to contribute to the framework for sustainable development in villages,

neighborhoods, and cities around the globe. The mission of schooling itself will

need to evolve so that the process of learning can provide regular opportuni-

ties for young people to contribute directly to the advancement of human rights

and protection of the environment in their own communities. Here, we explore

1Moral identify formation is described as internalizing a moral standard either as an

act of will or an act of insight, which then reinforces our “focus and practice” around

that standard. This is a “deep identity” which motivates the self toward fairness and

caring behavior and is not simply a “claim” to such principles and behaviors (Peterson &

Seligman, 2004, p. 402).

Interdisciplinary Perspectives on Human Dignity and Human Rights, 151–173

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doi:10.1108/978-1-78973-821-620191015

152 Michael J. Haslip and Michael L. Penn

an educational framework focused on moral development for sustainability.

We begin with a brief review of the context of sustainable development and the

recent global agreements that seek to mobilize world endeavor around the peace

and prosperity of both people and the planet.

We propose that the movement for sustainable development, and the princi-

ples it embodies, can only be realized universally if educators at all levels focus

intentionally on every child shifting to a consciousness of cooperation and col-

laboration worldwide. Such a shift, which, as we envision it, would be reected

in a shift away from the competitive struggle for existence and toward a spirit

of compassion and altruism that is global in its reach, will require the develop-

ment of a much more mature form of moral agency than is currently achieved

during schooling today. Indeed, we suggest that the cultivation of moral agency

among children be measured as an essential feedback mechanism for curriculum

reform. Absent the focus on moral development, which elevates consciousness

beyond selshness, dishonesty, and expediency motivation, the clash between

competing interests, identities, and ideologies within and among cultures and

countries will continue to retard achievement of sustainable development out-

comes and arrest achievement of the values that are embodied in the effort

to protect human rights. In short, if succeeding generations are not focused

on altruistic service to humanity as a whole, we will continue to entangle our-

selves in environment destroying competition for material resources and society

destroying conicts that embody gross violations of human rights. Our educa-

tional systems need urgently to inculcate both the desire and the capacity to

mobilize the talents and capacities of the young toward promoting the collective

prosperity of all humankind.

At present, educational reform plans rarely focus on children’s moral devel-

opment. Yet, a peaceful future depends upon the full character and intellectual

development of each generation. Similarly, technology only becomes “good” to

the extent that it is used in pursuit of morally desirable ends. Only by teaching

children how to live an altruistic life of service can the world’s educational systems

serve as the moral bridge between a potentially sustainable and ethical society, on

the one hand, and the children and youth who are needed to create such a society

on the other.

What follows is a framework for shaping childhood and youth education

around three interrelated processes: (1) promoting moral development, particu-

larly the capacity for moral engagement and other-oriented altruism. (2) empower

children and youth to serve their communities in ways that advance UN sustain-

able development goals; and (3) academic and technical preparation of young

people designed to assist them to contribute to processes of civilization build-

ing. In summary, then, the educational system envisioned here seeks to empower

young people to devote their talents to advancing the sustainable development

goals (SDGs) while also helping to create more peaceful and prosperous commu-

nities. Achieving this three-fold educational purpose will, we believe, contribute

signicantly to freeing humanity from the struggle for basic survival.

In the sections that follow, we review the global agreements that bind human-

ity into a common framework for sustainable development and human rights.