---

A society is often defined by its knowledge and information dimensions of science, technology, art and culture. These are intangible yet highly significant, and increase in value the more they are shared, requiring different forms of accounting. Furthermore their operational impact comes from their acquisition and use by people, their incorporation in objects or institutions, and their transmission through education.

Facilitator: Nan Chen
Working group members:

Description

Education is a major society-building power leading to the enrichment and progress of society
Seek prosperity for ALL
Capable of transcending differences and harmonizing perspectives through consultation
Demonstrate qualities of Trustworthiness, Forbearance and Co-operation
Champion rationality and science as essential for human progress
Include Arts, Music, Cultural Traditions, Story Telling, Agriculture, Indigenous traditions, Libraries, R&D, Museums

Education is at the heart of all economic and monetary policies that make well-being the highest aspiration of businesses, communities and nations. Education has as its aim the fullest possible human development of every individual as members of one human family, understanding the inherent interconnectedness and oneness of humanity.

Free public education is supported by all as the means of developing the capacities latent in human nature. Priority is placed on good systematic training from earliest childhood and the elementary/fundamental stages of development. The early years of instruction should be enquiry based and consultative, emphasizing oral instruction and question and answer methodologies. Carefully nurtured children given good education should result in self-organized learners who seek to learn. Education is a continuous, creative process and a lifelong process addressing the human need to understand. Knowledge and understanding are viewed as dynamic and limitless, gaining ever increasing value when shared and transferred from generation to generation. Multiple literacies, qualities, attitudes, skills and abilities are systematically developed to enable individuals to become conscious subjects of their own growth and active responsible participants in the world in which they live, including Technology, Reading, Writing, Numeracy, Historical, Global, Civic, Cultural, Economic, etc. The development of foundational qualities is taught and valued: unity, trustworthiness, mutual support, collaboration, fellow feeling, selflessness, commitment to truth, sense of responsibility, a thirst to learn, and the love of an all-embracing heart.

Link to the section of the background paper

Visuals/diagrams

Ideal state

All barriers to access education in every corner of the earth are removed (internet, prejudice, economic, geographic)

Redefine the wealth of nations by building economies that measure metrics of Well-Being in order to account for Genuine Wealth and Happiness--one that aligns with an innate human yearning for a life of meaning and joy

Market world values are replaced with ‘well-being’ metrics (happiness, sense of belonging to community, life satisfaction and purpose)

Value balance of the 4 essential relationships (man & nature; individual & groups, family unit and individuals & social institutions)

The realization that it is chiefly service to humanity and dedication to the unification of humankind that unlock individual capacity and release creative powers latent in human nature.

The understanding that the mere knowledge of principles is insufficient to ensure personal growth and social change, that both require the exercise and application of will.

A firm conviction that human honour and happiness lie in self-respect and noble purposes, in integrity and moral quality, and not in the pursuit of wealth and power for their own sake.

A reasonable degree of excellence in at least one productive skill through which individuals can experience the truth that work is worship when performed in a spirit of service, and can secure the means of existence with dignity and honour.

An adequate understanding, at least in the local context, of some of the concerns of programs of social progress, such as health and sanitation, agriculture, crafts and industry.

Some development of the individual’s capacity for intellectual investigation as a distinguishing power of the human mind and as an indispensable instrument for successful community action.

Some capacity to analyze social conditions and discover the forces that have caused them, and a corresponding ability to express ideas, so as to be able to contribute to consultation on community problems.

The capacity to take part in community planning and action as a determined yet humble participant who helps overcome conflict and division and contributes to the establishment of a spirit of unity and collaboration.

A disposition to analyze and a desire to understand the features of different forms of government, law, and public administration.

INDIVIDUAL
Cultivates the individual capacity and creative powers latent in human nature through the exercise and application of independent investigation of truth based on the conviction that human honour & happiness lie in noble purposes, trustworthiness, integrity, service to humanity and a humble posture of life-long learning consistent with science & religion.
COMMUNITY (family, support group, school, etc.)
Provides a safe, continuous and creative learning environment ensuring all a reasonable degree of excellence in some productive life skills (for example, health, sanitation, agriculture, crafts & industry), general material & spiritual education. Encouraging capacity building in analyzing social conditions, consultation, cooperation and action in the spirit of unity.
SOCIAL INSTITUTIONS/GOVERNMENT/BUSINESS
To build a system based on truthfulness, justice (oneness of humanity) nurturing capacity of all anxiously concerned with the global social and environmental wellbeing.
Cultivate administrative literacy and the confidence to take part in social discourse and actions that build unity. Granting equal opportunity and universal access to the essential, reliable, objective centralized resources.
Capacity to plan, reflect and act on projects that contribute to the wellbeing of humanity and carry forward an ever advancing civilization.

Non-financial currency

Service orientation, Unity, Independence & Well-being
High value on Self-organized life long learning & transfer of knowledge
High value on Trustworthiness, Happiness, Excellence, Creativity & moral capabilities
Self-organized learners, self-aware, productive, and understand work as service
Value and understand the need to balance the 4 essential relationships that exist between individuals and the world around them
Service-orientation and high degree participation in community building
Appropriate development of essential literacy skills
Demonstrated capacity to consult & make collective decisions in unity
Demonstrated Civic, Cultural, Global, Economic literacies & engagement

 

INDIVIDUAL
Journaling, Taking survey, Track over time, Transparent, Objective /neutral, Cultivate self-discipline, Affirming the virtues, Ongoing learning & skill development
COMMUNITY (family, support group, school, etc.)
Community Survey, Trustworthiness, Forbearance, Consultation
SOCIAL INSTITUTIONS/GOVERNMENT/BUSINESS
Survey to track progress/Well-being, Open, transparent leadership & systems, Community engagement

Positive indicators

All barriers to access education in every corner of the earth are removed (internet, prejudice, economic, geographic)
Redefine the wealth of nations by building economies that measure metrics of Well-Being in order to account for Genuine Wealth and Happiness--one that aligns with an innate human yearning for a life of meaning and joy
Market world values are replaced with ‘well-being’ metrics (happiness, sense of belonging to community, life satisfaction and purpose)
Value balance of the 4 essential relationships (man & nature; individual & groups, family unit and individuals & social institutions)

INDIVIDUAL
Coherence between their work and their spiritual being, How much progress that I have tracked myself, Demonstrate a reflective mind & behaviour, Imbued with a spirit of self-sacrifice/conscious actions of service
COMMUNITY (family, support group, school, etc.)
Significant levels of love and true happiness in a community, How innovation/pioneering spirit is appreciated, How well the community life being conducted in actions
SOCIAL INSTITUTIONS/GOVERNMENT/BUSINESS
Social & environmental well-being is at the centre of all policy decisions, Support systems exist to help individuals over come difficulties/ challenges, Intergenerational teaching/engagement

Negative indicators

The distorted definition of success from the society from the mainstream
The breakdown of the unity of family, the decline of moral parenting
The lack of trust in authority
The manipulation of the information
Increasing materialism
The decline the use of refined, richness of language, and the promotion of practical terms

INDIVIDUAL
Difficulties: ego, peer pressure, family breakdown, lack of support
COMMUNITY (family, support group, school, etc.)
Lack of trust, Low participation in services offered, Disunity and isolation
SOCIAL INSTITUTIONS/GOVERNMENT/BUSINESS
Lack of trust, No community cohesion, Extreme inequalities, Undeveloped potential, Injustice

Current state of the art

 

References

Mark Anelski, Mark. 2018. 'An Economy of Well-Being' Common-Sense Tools for Building Genuine Wealth and Happiness. New Society Publisher 2018.

---

Return to Global Systems Accounting page

---