From Human Education in the 3rd Millennium

- We should add as a justification for our demands that these values provide the properties necessary for the family, society and the state (present in the Universal Declaration of Human Rights,, etc.) - Namita Ranganathan, Vikas Baniwal (Department of education, University of Delhi)

- Could the Declaration explicitly state what needs to be approached differently in educating our species without which it might prove impossible for us to be human? - Meenakshi Gopinath (WISCOMP, Delhi, India)

CURRENT FORMULATION of the main ideas for the Declaration

Therefore, at the globally relevant Declaration on Education, we aim to confront those contemporary trends that pose a danger to humanity, and to identify the necessary approaches to education which value solidarity, justice, care, cooperation, love, freedom, equality and diversity, and proclaims the necessary status for education in societies.

“a danger to humanity” - to indicate the legitimacy of why we are doing what we are doing at this particular time. That is, there is an urgency to address this danger. - Scott Webster (Deakin University, Melbourne, Australia)

We are re-claiming the constitutional values for public spaces. Thus, Indian Constitution commits to these values. - Namita Ranganathan (Department of education, University of Delhi)

“the necessary approaches to education which value…”

(to add) compassion and non-violence - Meenakshi Thapan (Institute of economics, University of Delhi)

(to add) empathy and understanding - Honey Oberoi Vahali (Ambedkar University, Delhi)

(to add) fraternity - Kulwinder Kaur (Jamia Millia Islamia, Delhi, India)

“the necessary status” for education …

the necessary status of autonomy for education in societies. - Margarita Kozhevnikova (St. Petersburg, Russia)

"autonomy for education" - can have a big impact in time. This is because it perhaps could indicate that we are not restricting ourselves to working through national governments to ask them for their permission, as we could rather address educators directly and ask them to take control of educational practices themselves. it might actually come to this as the majority of governments may do the minimum adjustments to pay lip-service to this and so we may have to encourage educators themselves to be more active - Scott Webster (Deakin University, Melbourne, Australia)