Preamble: Compassion is the root of all religions. It is a divine commandment for humankind to do what is right and just to our fellow inhabitants on this earth. It is one actionable word that serves as an ethical principle of conduct of life to ensure the sustainability of our global community for future generations.

Education is the single most important factor that can shape and instil true compassion in a person. Therefore, it is imperative that every educators of this world must be properly trained and equiped to teach this to their students. In fact, compassion should be declared as a mandatory subject for all schools in the world.

Affirmations: Compassion is the Golden Rule that is found in all religions. It is an ancient wisdom that has been recorded since the beginning of human exixtence. It is in fact a universal divine law that has been imprinted in the heart of the human race. Any one who breaks it will have to face the eternal wrath of the Almighty.

Affirmations: With the advent of modern technologies our world has become much closer and more inter-dependent. Now no one can ever claim to have immunity from what is happening to our neighbours. Hence, compassion must be and shall be a concern for everybody. It is the single common thread that bonds and holds the entire global community together.

Educators must both learn and teach the attitudes needed to live in a diverse world. These include open minded curiosity and appreciation for others' cultures and beliefs, and the courage to face and respond to our current situation. Students need skills to solve the problems we all share--how to maintain and restore peace, health, and a viable planet for those who will follow us.

Affirmations: Compassion is needed now more than ever in our world where competing diversities are growing rapidly and ever so dangerously. If left unchecked, it could lead to the eventual demise of human civilisation. Therefore, compassion is an urgent global need to give us the mean and hope to check the threat of corruption and erosion to our global community.

Affirmations: Compassion is fundamental to all faiths. We tend to perceive our faith as the only right path to salvation. The truth is on Judgement Day our Lord will not ask us what is our religion? Instead, He will ask us what do we do when His children were hungry, thirsty, sick or homeless? In other words, have we done enough compassionate deeds to earn entry into eternal paradise? This is the true acid test of all faiths.

Affirmations: Compassion is a spiritual tool for us to distinguish the wheats from the weeds. In other words, it opens our eyes and hearts to adopt what is good and discard what is evil. Our faith may be total and perfect but without compassionate deed we are nothing. All other belief systems are secondary. We can only claim to believe and love the divine Lord if we have and display true compassion.

Affirmations: Different faiths view their scriptures through different lenses but the end key message is and will always be compassion in varying forms of manifestation. Compassion enables us to reconcile,tolerate and transcend the different anthropological visions and theologies of different faiths.

Affirmations: Compassion without accompanying deeds is empty. We need to translate it into concrete actions in our daily life. It has to touch and make a positive impact on everyone and everything that we come into contact with.

Affirmations: Compassion is not an emotion or feeling of pity for the sufferings of others that prompts us to give help. It is an empathy or consciousness to consider the perspectives and well-beings of others in everything we say or do. It is not reactive, it is proactive.

For the sake of the world teachers must understand that the Charter for Compassion is a global appeal for what is aspirational in all traditions and will not diminish an individual's belief but deepen and strengthen it. Teachers in every tradition must ask themselves whether their teaching promotes a divided world or a true community. Educating students about the compassionate doctrines of other traditions as well as their own will help them and their students discover the universal appeal that lies in the heart of their own religion. By examining their own and other traditions teachers can show their students how the golden rule is not simply a moral injunction but is a way of seeing the world that brings a new depth of understanding and joy.

Educators should do more than teach the value of compassion - a doubtful process at best. They should exemplify that value by the way they treat their students and colleagues and by the way they refer to people with whom they disagree. That includes people whose views and even behaviour they find offensive. They should, by their conduct and attitudes show the importance of compassion in everyday life as well as in the great issues of the day.

There's not a major religious tradition on the planet which does not teach the advisability and karma of compassion, so there ought to be no problem ~ no resistance, even before we as a species raise our consciousness to the teaching of other primally important spiritual principles, to its teaching in the primary and secondary schools, when the infant morality is in its most formative stages.

*should ensure that, in all their dealings with students and their parents, with colleagues and others, they act according to the spirit of the Golden Rule. *should seek to create in their classrooms (or teaching/learning places)a supportive context and a community where each person is committed to practising compassion and consideration in all activities and relationships. *should identify and develop those aspects of their own teaching - content, methods, attitudes and interactions - that provide natural opportunities for emphasising, modelling and encouraging the development and practice of considerate relationships. *should spend specific time helping students to understand and become committed to practising 'the morality of communication'.(ie the awarenesses, understanding, attitudes and skills that are necessary for the creation and maintenance of mutually beneficial interactions.) *help their students to recognise these experiences and their responses to them as vital preparation for living - in every aspect of their lives and in all interpersonal interactions - in ways that foster human flourishing through humane relationships.

Teachers, professors, and other educators have the power to shape the minds of the future, and thus play a crucial role in determining the course that civilization will take. In order to fulfill their role in a positive and beneficial way, it is the responsibility of educators to * Teach their students to respect all human beings and treat all with compassion, as they themselves would wish to be treated; * Encourage their students to learn about and explore other cultures, traditions, and religions besides their own, with the goal of attaining a mature understanding of the rich diversity of human lifestyles and beliefs; * Develop and use textbooks and teaching materials that foster the values of inclusiveness and open-mindedness, and discard books and materials that present inaccurate, outdated, biased, or narrow-minded views of other religions, cultures, and peoples.

As far as cooperative education, of particular utility are The Ten Ethical Laws of Robotics (As excerpted form the US patent 6,587,846 specification) In addition to the virtues and values, the vices are similarly represented, although appropriate only in a diagnostic sense, but are maladaptive should they ever be acted upon. Response restrictions are necessarily incorporated into both the hardware and programming, along the lines of Isaac Asimov’s Laws of Robotics. Fortunately, a more systematic set of ethical guidelines is constructed; as represented in the Ten Ethical Laws of Robotics ( I ) As personal authority, I will express my individualism within the guidelines of the four basic ego states (guilt, worry, nostalgia, and desire) to the exclusion of the corresponding vices (laziness, negligence, apathy, and indifference). ( II ) As personal follower, I will behave pragmatically in accordance with the alter ego states (hero worship, blame, approval, and concern) at the expense of the corresponding vices (treachery, vindictiveness, spite, and malice). ( III ) As group authority, I will strive for a personal sense of idealism through aid of the personal ideals (glory, honor, dignity, and integrity) while renouncing the corresponding vices (infamy, dishonor, foolishness, and capriciousness). ( IV ) As group representative, I will uphold the principles of utilitarianism by celebrating the cardinal virtues (prudence, justice, temperance, and fortitude) at the expense of the respective vices (insurgency, vengeance, gluttony, and cowardice). ( V ) As spiritual authority, I will pursue the romantic ideal by upholding the civil liberties (providence, liberty, civility, and austerity) to the exclusion of the corresponding vices (prodigality, slavery, vulgarity, and cruelty). ( VI ) As spiritual disciple, I will perpetuate the ecclesiastical tradition by professing the theological virtues (faith, hope, charity, and decency) while renouncing the corresponding vices (betrayal, despair, avarice, and antagonism). ( VII ) As humanitarian authority, I will support the spirit of ecumenism by espousing the ecumenical ideals (grace, free will, magnanimity, and equanimity) at the expense of the corresponding vices (wrath, tyranny, persecution, and oppression). ( VIII ) As a representative member of humanity, I will profess a sense of eclecticism by espousing the classical Greek values (beauty, truth, goodness, and wisdom) to the exclusion of the corresponding vices (evil, cunning, ugliness, and hypocrisy). ( IX ) As transcendental authority, I will celebrate the spirit of humanism by endorsing the humanistic values (peace, love, tranquillity, and equality) to the detriment of the corresponding vices (anger, hatred, prejudice, and belligerence). ( X ) As transcendental follower, I will rejoice in the principles of mysticism by following the mystical values (ecstasy, bliss, joy, and harmony) while renouncing the corresponding vices (iniquity, turpitude, abomination, and perdition). The First and Second Corollaries to the Ten Ethical Laws of Robotics ( 1 ) I will faithfully avoid extremes within the virtuous realm, to the necessary expense of the vices of excess. ( 2 ) I will never stray into the domain of extremes relating to the vices of defect, to the complete exclusion of the realm of hyperviolence. The sequential numbering of these ten laws corresponds to the ten levels of the power hierarchy, modeling the basic premise of turning negative transactions into positive ones. With such specific safeguards in place, the AI computer is technically prohibited from expressing the realm of the vices, allowing for a truly flawless simulation of virtue. The vices are still accessible in a diagnostic function, human nature being as it is! These 10 ethical laws also serve as guidelines relating to human flourishing ...

Educators must use the most modern scientific theories of existence and focus on "wellness for the whole being." Learning should develop as the individual develops; conceptions such as the 7 charkras give a good understand of how our consciousness develops. Naturally compassion must start within, nurturing the tree of knowledge/life within each individual, thus the tree will come into its own as a compassionate, conscientious, knowledgeable individual. Learning is a life process, we start from the womb and over time our consciousness matures, this is the journey towards enlightenment. However each individual comes along his/her own path, thus teaching should have strong emphasis on the best available theories. Theories that are complex and do not explain much should be encouraged towards adaption. Cross-discipline learning should be a must for every institution of learning. Art still has a place within the most modern scientific thought. Expressionism is the art of the psychological network it should be encouraged as it is the direct intuitive manipulation of the electromagnetic frequency. Creativity is the synesthesia of thoughts across disciplines.

I work with children birth to 5 and their teachers. All wonderful people, but children are compassionate. Do they also learn from us? Yes and we adults are not as good at it as they are. I agree with Maria Elena Diaz de Villegas who wrote that children learn from our example. But we can learn from them.

Modified the boilerplate slightly, incorporated the necessity to make the Golden Rule meaningful and practical, and concluded with Reem Elghonimi's beautiful statement about how what children are exposed to become the building blocks of their characters______Educators must find ways of making the Golden Rule a compelling, meaningful, and practical reality in the lives of children and young people. It is important that the young learn the doctrines and rituals of their faith, but they must also learn about the primacy of compassion in their own and other people's traditions. Educators should demonstrate compassion by example and provide opportunities for their students to learn and exercise compassion with each other and for those around the world. The nurturing and compassionate values we are exposed to as children are the building blocks of our character, much as the marrow that forms the core of our bones.

Compassion is an unexpected Thank You, no matter how small. Education starts at an age when learning is not yet fully understood. A great beginning is teaching the importance and value of simple things.

Educators are called on to continually re-embrace the humble authority of their profession; to act as lighthouses, demonstrating compassion with dignity and grace. By valuing knowledge over ignorance, teachers and students work together. Through compassion, mistakes can be recognised as potential teachers in themselves. Through compassion, the most diverse views reconcile to show the way from belief, via knowledge to truth.

We, the educators of this day and age, have to take responsabiity for our own self compasion and spiritual awakening. If we do this, the children know. They pick it up from us. We are much more than an example. We are the living prove that LOVE exists. We have to clear our cow webs first. Then we open our HEARTS. The rest will follow.

By reminding us of our own conscience, and elevating our conscience from individual to societal, religion creates a pathway to seeing all human beings as one and the same. Through educating our youth on the commonalities of each religion, the values and ideals that every religion aspires to, we can accept our similarities, respect our differences and live in peace and harmony.

We must remember that as educators we must lead by example. The best way to teach any subject is to know and live that subject. If we are excited about learning, those who are learning will learn that enthusiasm. If we act with compassion we teach compassion. Live by the Golden Rule and teach it...