)Note of understanding
The author, Germain Dufour, was educated in a small french Canadian town called Sorel. His religious education was based on the Roman Catholic Church doctrine on faith and morals that it presents as definitive and infallible. The Church's hierarchy is headed by the Bishop of Rome, known as the Pope, who is the leader of the worldwide Catholic Church composed of the Latin Church and the Eastern Catholic Churches in full communion with Rome. The Church holds that Christ instituted the Papacy, upon giving the keys of Heaven to Saint Peter. Catholic doctrine has evolved over the centuries, reflecting direct teachings of early Christians, formal decisions of heretic and orthodox beliefs by Ecumenical Councils and Papal Bulls, and theological debate by scholars. The Church believes that it is continually guided by the Holy Spirit as it discerns new theological issues and is protected infallibly from falling into doctrinal error when a firm decision on an issue is reached. The doctrine teaches that there are two sources of revelation: Sacred Scripture and Sacred Tradition, and that these are authentically interpreted by the Magisterium. Sacred Scripture consists of the 73 books of the Catholic Bible, consisting of 46 Old Testament and 27 New Testament writings. The New Testament books are accepted by Christians of both East and West, with only those who follow Luther putting them at three different status levels. The Old Testament books include some, referred to as Deuterocanonical, that Protestants exclude but that Eastern Christians too regard as part of the Bible. Sacred Tradition consists of those teachings believed by the Church to have been handed down since the time of the Apostles. Sacred Scripture and Sacred Tradition are collectively known as the "deposit of faith". These are in turn interpreted by the Magisterium , the Church's teaching authority, which is exercised by the Pope and the College of Bishops in union with the Pope, the bishop of Rome. Catholic Doctrine is authoritatively summarised in the Catechism of the Catholic Church. The doctrine section of the Catechism is organised according to the Apostle's Creed. The Church also accepts the Nicene Creed. The Catholic Church holds that there is one eternal God, who exists as a mutual indwelling of three persons: God the Father; God the Son; and God the Holy Spirit, which make up the Trinity. Catholics believe that Jesus Christ is the second person of the Trinity, God the Son. In an event known as the Incarnation, through the power of the Holy Spirit, God became united with human nature through the conception of Christ in the womb of the Blessed Virgin Mary. Christ therefore is both fully divine and fully human. It is taught that Christ's mission on earth included giving people his teachings and providing his example for them to follow as recorded in the four Gospels. The Church teaches that through the passion (suffering) of Christ and his crucifixion as described in the Gospels, all people have an opportunity for forgiveness and freedom from sin and so can be reconciled to God. The Resurrection of Jesus gained for humans a possible spiritual immortality previously denied to them because of original sin. By reconciling with God and following Christ's words and deeds, an individual can enter the Kingdom of God. The Church teaches that God the Holy Spirit , God's Spirit, "proceeds" from God the Father and God the Son as a single origin, a belief generally accepted in Western Christianity and expressed in the Filioque clause added to the Latin version of the Nicene Creed of 381, but not included in the versions of the Creed, not derived from the Latin text, that are used in Eastern Christianity, including the Eastern Catholic Churches. The Book of Revelation, often known simply as Revelations or the Apocalypse, is the final book of the New Testament and occupies a central place in Christian eschatology. Revelation makes use of symbolism and visions, mentions angelic mediators, has bizarre imagery, declares divine judgment, emphasizes the Kingdom of God, prophesies new heavens and a new Earth, and consists of a dualism of ages, in other words a present world and a world to come. In terms of being prophetic, the author of Revelation uses the words: prophecy, prophesy, prophesying, prophet, and prophets twenty-one times in these various forms throughout the text. No other New Testament book uses these terms to this extent. Most of the interpretations fall into one or two of the following categories: 1) futurist, which believes that Revelation describes future events (modern believers in this interpretation are often called "millennialists"); and 2) idealist, or symbolic, which holds that Revelation does not refer to actual people or events, but is an allegory of the spiritual path and the ongoing struggle between good and evil.
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Human beings and other life species need oxygen to live. Trees, plants and growing things provide oxygen. Therefore we destroy the source of oxygen at our peril.
The above is a vitally important fact. But what has to go is the "who cares?" attitude which stems from ignorance about the importance of green growing areas.
Everyone who wants a life has to take responsibility for it.
(725 ) Human desires, vanities, attachments to family mores, influence these
decisions and so they tend to be accurate expressions of each individual's
character at that particular time.
Our choice, in the end, is what we want because of what we feel.
This particular assessment of any given situation appears to express
our level of development as a human being devoted to building strong character.
One feels the most honest thing to do is face exactly what is presented
on the horns of our dilemma for our choice:~ One solution will satisfy old values. The other will be in accord with new.
As a human, one is challenged - go forward, or not (just yet).
We are endlessly faced with the same choice hidden in endless guises unitl we "get it right."
(727 ) Conscience in the minds of children is needed for they will inherit the earth.
Conscience in the mind of a person:
The ultimate war of independence is to decide for yourself to know what you want to "own" your life quest outright free and clear of imaginary obligation or laid-on guilt.
A man (a woman) has the right to decide what he will become and must go through his personal clean-up with the aim of becoming: a better person, a better neighbour, a better citizen, and more useful member of his global community.
Every man (woman) must make a personal decision about:
Everyone has to decide this by himself. Knowing our weaknesses we can
work eliminating them or at least making sure they would not affect significantly
our decision-making process. It is a struggle that spans our lifetime.
What to decide?
This way each person has to decide what:
a. are the things holding us back and requiring serious attention and how can they be starved-out so good things may grow
At the end each and everyone of us decides what sort of person we want to become. After going through this personal clean-up we become a better
citizen, a more sensitive neighbour, a moral responsible father, and a more useful and respected member of the Global Community.
(729 ) Having said that what are spiritual values to sustain life? Most people are part of a religious group to use as an excuse for killing other people and destroying communities in
other countries. Children and youths should be taught the secret wisdom behind all the existing religions and helping them to sift
out the common truths. Let them seek the best of the best. The teaching of the Soul of all Life would certainly be the best of the best.
(730 ) Old fears have sometimes to do with family feud over several generations.
Things to go:
Human conscience will insist all possible measures be taken to prevent the planet from becoming uninhabitable.
Education is necessary to awaken all people in all countries to the frightening fact that unless we all take responsibility for plant life
it will soon become uninhabitable. It will no longer be able to support human life.
The most important factor in human existence is survival. To survive
we need oxygen and we need food and shelter. Oxygen is provided by green plants. Therefore, we'd darn well better see we have lots of green growing plants.
Most people nowadays are urban dwellers. Urban people do not know the source of their food. Therefore people have to be taught to protect their food supply.
Things we do in our country can affect people on the other side of the planet. We exchange food with one another; there is a constant exchange
of goods, services, manufactured products, basic products, energy, etc. If our manufactured plants produce pollution into the air this will affect food produced South of us.
Self-interest, self-preservation as a species, as peoples and inhabitants of this planet, instinct, are all driving forces of global human consciousness.
Global consciousness is about a chain of dependence; everything depends on another form of life for survival like a symbiosis: lifeforms who contribute to the food or well-being of another species.
(732 ) The Scale was developed by evaluating impacts with respect to four interacting
concerns (people's lives, resources, economic development and the environment)
based on a new scale of values. The scale of values is about establishingwhat
is very important to ensure a sound future for Earth, and to
keep our planet healthy, productive and hospitable for all people
and living things, what is important,
what
is not so important, and what should be let go. The aim of the Global Community is to give people an opportunity
to meet, encourage and advise one another about original ways to best harmonize
impacts upon: · the lives of people
The Global Community aims to establish a UNIVERSAL BENCHMARK
for the 21st Century made up of a Scale of Global Rights for sustainable
development based on universal indicators. The above is a vitally important fact. It is very important to have many areas of healthy green growth. It is not so important that every person owns his own green area.
But what has to go is the "who cares?" attitude which stems from ignorance about the importance of green growing areas.
In other words, everyone who wants a life has to take responsibility for it.
(734) Consider climate, food supply, possible life hazards.
Think!
Use your imagination to pretend you are actually inside that glass bubble,
that global community, with your selected species. Feel the situation.
Respond to the need of your species. Understand what makes things happen. * Describe why major physical changes came to the
body of your chosen species over time, even causing sub-species.
* Clarify how climate changes caused the need for
a different kind of food, and illustrate how the body adapted and changed
in certain areas to accommodate the new food, new location, new climate.
Document how life-styles changed and sub-species developed over the ages.
* Record the special skills in survival, collection
of food, dealing with danger, of the various sub-species as evolution occured
in its different branches of the family tree.
Follow-up Bringing the new knowledge home to see how it fits in our lives as well.
Imagine You are in your private glass bubble, the global community in which you live every day.
How does this influence your daily life?
Suppose the climate change in our imaginary scenario persisted.
How might the human species evolve over the next 10,000 years?
Create a class project
Make a panoramic model of a global community with evolved humans, who
have survived the heat and the water. Show all the likely adaptations they
would make. Record other life-style changes including food.
Students taking part in such a study are quite likely to internalize
the following basic truths: * what we put into our bodies matters
Suggested ideas upon which a creative teacher may build a program in Personal Sustainable Development for children, which develops their ability to make decisions.
Most of us have been brought up with the knowledge adults make their own choices ~ and pay the price. Could children not be made aware of this as well?
Even a child could see if he acts in certain ways, things can backfire and cause harm. And also that he can act in ways that attracts good things ~ even over a period of time.
If a child has the habit of reacting to unpleasant life events in knee-jerk revenge or angry responses, sparks fly and nasty side-effects flare up all around him. Such action causes memories that rankle for years.
It is very important for children to have experience in choosing to react well, even in little things.
It is not so important that one agree with other children all the time. One obeys parents and teachers. But a child has to be taught it is not required of him to
be somebody's victim; that is OK to disagree with a course of action.
What must be let go is the uncontrolled way some children react to the troubles of their lives.
Teaching a child how to sustain the development of his own life toward happy solutions calls for a series of small victories, each one easily achieved.
Perhaps the best place to start is care and management of the child's own room at home, and his own personal care. Once the child feels he has his personal space just the way he
wants it, he can advance to dealing one by one with family members, later on, school-mates.
Older children could be encouraged to keep a journal about incidents, and how things happened and were worked out.
Referring back to these records, a child gains a sense of mastery, and quickly builds up finesse with successful ways and means, good phrases to use and so on.
It won't take long before a child has solid evidence that bad luck and tough breaks were only wrong moves that could have been avoided.
He'll get the conviction it is not people or "things" that makes him happy. He is making himself happy ~ it is a state of mind he has created for himself.
This self-improvement journey will sustain him for as long as he uses it, the results to be enjoyed for ever.
(736)
My symbiotical relationship with you
A. The teaching of the Soul 
B. The fundamental criteria of a global symbiotical relationship
C. Guiding Souls and God want to help us manage Earth
D. The Divine Plan and the higher purpose of humanity
E. Guiding Souls to serve God is a part of a new unifying religion of a modern symbiosis global society: Global Community Faith and Religion.
F. Is humanity as we know it today on Earth our final destination ?
G. Global Community teaching
H. Global Law
I. New Revelations, by God, delivered through Germain Dufour.
J. God's Ten Commandments, delivered through Moses.
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1. the military, and its armament industry,
2. uncontrolled economics and overconsumption, and
3. overpopulation.
(719)
Here is a sample-mini lesson plan to assist Elementary School Teachers to demonstrate
the concept of Global Community to children.
To experience the concept of "global community" walk outdoors in a location
with as many natural elements as possible - city, park, river, mountains
- be prepared to really look, to really see whatever surrounds you.
Look up, look down, to the right, to the left, in front and behind you.
Imagine all this space is inside a giant clear glass bubble.
This is "a global community."
Wherever you go, you are inside a "global" community. Every thing, every
living creature there, interacts one upon the other. Influences inter-weave and are responsible
for causes and effects. Worlds within worlds orbiting in and out of one another's space, having
their being. Your presence has influence on everything else inside your immediate
global community.
Learn to be aware of that and act accordingly, to create good or destroy, to help or to hurt.
Your choice. To do good is being a responsible global citizen.
Now let us explore this Global Community that we have visited and discover why each
member is important ~ each bird, each tree, each little animal, each insect, plant and
human being ~ and how all work together to create a good place to live.
You walk like a giant in this Global Community. To all the tiny
members you are so big, so powerful, even scary?
You can make or break their world. But by knowing their needs, and taking
care, you can help your whole Global Community be a good one. You become a good global citizen.
* Why is it important to you?
* What do you like about it?
* What bothers you about it?
* Anything need to be done?
* What is really good there?
* What is very very important?
* What is not so important?
* What is not good?
* What is needed to keep the good things?
* What could make them even better?
* What do they do to keep the good things good?
* Could they help get rid of bad things?
* What unimportant things need to go?
* How could they help get rid of these things?
Let each child be aware he either grows up to be a person who helps
or a person who destorys. Each child makes his own choice. He creates his own future in this
way. This may or may not inspire some sort of creative project, of what "could
be" to aid this Global
Community to remain healthy.
To interact knowledgeably within one's global community has to be taught ~ especially to urban children. It has to be brought to them very clearly all life forms interact and depend upon other life forms for survival.
They need to know "reasons why" ignorance of nature's law causes such damage, and why working in harmony with nature produces such good results.
The concept of the Glass Bubble can be extended to include the planet Earth and all the "global communities" contained therein. That is "the Global Community".
( 723)
Suggested ideas upon which a creative teacher may build a program in Personal Sustainable Development for Children, which develops
their ability to make decisions.
Most of us have been brought up with the knowledge adults make their own choices ~ and pay the price. Could children not be made aware of this as well?
Even a child could see if he acts in certain ways, things can backfire and cause harm. And also that he can act in ways that attracts good things ~ even over a period
of time. If a child has the habit of reacting to unpleasant life events in knee-jerk revenge or angry responses, sparks fly and nasty side-effects flare up all around him.
Such action causes memories that rankle for years.
It is very important for children to have experience in choosing to react well, even in little things.
It is not so important that one agree with other children all the time. One obeys parents and teachers. But a child has to be taught it is not required of him to
be somebody's victim; that is o.k. to disagree with a course of action.
What must be let go is the uncontrolled way some children react to the troubles of their lives. Let us teach them making unproductive choices attracts even more trouble
and frustration. Reacting in inappropriate ways in time of conflict must stop.
Teaching a child how to sustain the development of his own life toward happy solutions calls for a series of small victories, each one easily achieved.
Perhaps the best place to start is care and management of the child's own room at home, and his own personal care. Once the child feels he has his personal space just the way he
wants it, he can advance to dealing one by one with family members, later on, school-mates.
Older children could be encouraged to keep a journal about incidents, and how things happened and were worked out.
Referring back to these records, a child gains a sense of mastery, and quickly builds up finesse with successful ways and means, good phrases to use and so on.
It won't take long before a child has solid evidence that bad luck and
tough breaks were only wrong moves that could have been avoided.
He'll get the conviction it is not people or "things" that makes him happy. He is making himself happy ~ it is a state of mind he has created for himself.
This self-improvement journey will sustain him for as long as he uses it, the results to be enjoyed for ever.
(724 )
It is very important to have many areas of healthy green growth.
It is not so important that every person owns his own green area.
Life's major problems make us react ~ and there are myriad possible
reactions ~ but to be of a mind-set that allows one to calmly face the
problem detached from emotion in order to pick the best solution, may quite
possibly be the most powerful tool of any person interested in personal
development.
He/she realizes his/her personal life needs changes. He needs self-empowerment...free thought upon which his creativity for a better life will grow.
He will face, and reject all that must go.
He will replace bad habits.
He will meet his needs with self-empowerment.
No one else's.
To empower himself is the first step.
What is most important to me?
What about me deserves to be nurtured?
What is holding me back?
What requires serious attention?
What about me needs "starving out" so good qualities can grow?
( 728)
Personal sustainable development has to do with each and everyone of
us:
a. being with self-control; eating to accommodate your body's needs and holding
hereditary ills in check; maintaining a well working physical vehicle(your
body); balancing our life with work, play and rest; feeding our mind and
being constantly learning; communicating with others
b. living with the empowerment of free-thought, creativity
c. taking charge of our lives
d. planning for our own future
Once an individual is in control of his own being then he can extend
his empowerment out to his global community and the Global Community.
b. is most important
c. deserves to be nurtured
What conduct is correct if survival is the issue?
In Nature:
Predators are involved in eating other life forms, young of any other species sometimes their own.
In our History:
We have seen cannibalism, murders, wars. Wars have been and are still
the most unsustainable action of our species. Wars destroy everything and
everyone. Wars satisfy self-interest of a small group of people. Wars keep
gun, ship, plane, computer manufacturers and people working with them happy
and well fed and give them security for the rest of their lives. Wars are
often taken or created in another country by a superpower for the purpose
of creating wealth and a healthy economic development in the country of
the superpower but completely destroy the country(ies) submitted to the
war machine.
Many rules are made to empower the rule-maker only learn to recognize those kind of rules! For they are seldom good for the person who obeys such rules.
Old fears could be:
1. a traditional hatred of people based on religious differences, skin colour, life styles, language differences, inter-marriage
2. suspicious of strangers
3. supertitions
4. inaccurate beliefs due to ignorance
5. inaccurate knowledge and interpretation of a religion
1. Living in the past with old traditions, old wives'wisdom
2. Family beliefs(racism)
3. Old-age values
4. Archaic mores
5. Ghetto-ism
6. Class systems
7. Slavery
8. Cast systems
9. Sweatshops
10. Perversions: child prostitution, child selling, etc.
(731 )
Conscience means human have the knowledge to keep the planet healthy;
it is the science of determining right and wrong. In case of the human conscience towards the planet's survival it is:
a. Saving the planet from becoming an uninhabitable place
b. Stopping the planet from becoming an uninhabitable place
Human conscience should prevent the planet from becoming uninhabitable. How much of what we have in spiritual values do we have to leave behind?
Old ideas and thoughts, traditions, laws, ways of doing things must be re-evaluated and some left behind.
The Scale gives a person a sense of direction, a goal to achieve, and the hope that by achieving the goal the world will be a better place and at Peace.
From this scale, agreed upon by all members of the Global Community,
the assessment of sustainable development can be conducted. The benchmark
is the scale established in year 2000 along with the first evaluation of
sustainable development conducted with respect to the above mentioned four levels.
(733 )
New standards, goals and objectives have to be defined. Firm universal
guidelines are essentials in keeping the world healthy. Already we notice
throughout the world new ways of thinking being embraced, new behaviors
and attitudes adopted. Sound workable solutions to all our problems will
have to be researched and developed and made available to everyone on the
Internet. This is the main goal of the Global Community organization.
· natural resources
· environment
· economic development
We must abandon ideas and old ways which have not worked well,
including traditional ways that have simply become habits. Getting rich
at the expense of everyone else is no longer acceptable. Over the decades,
history has proven projects and actions which ignored everything except
a special interest have resulted in ultimate failure and human misery.
For example:
Human beings and other life species need oxygen to live. Trees, plants and growing things
provide oxygen. Therefore we destroy the source of oxygen at our peril.
Using evolution-of-species charts, maps of continental drift and records of climate over the ages examine the evolutionary changes in your chosen
species, imagining the glass bubbles, or global communities in which they lived at each stage of development.
Pretend you are there.
Changes have come to your environment:
- Temperatures have shot up 10% and stayed there.
- There is no place for the water to drain off, and the rain falls every day.
How do you dress?
How do you get to school?
Where do you play?
Where does your food come from now?
What is there around that you could eat?
What new skills do you need to develop?
How are the adults in your life coping with this?
What happened to their jobs?
Where would they move?
* nature's laws must be respected and adapted to
* climate can be dealt with once we understand its causes
* there is still time for us to "clean up our act" as humans, and co-operate with nature to keep this planet healthy and comfortable for all life forms
* every species relies heavily for survival on the co-operation and support of its global community
* every single thing in a global community is an important part of the whole
There are a number of ideas to keep a child's development sustainable:
1. Eating for power: combinations of foods that create vitality and health.
2. Making good things to eat: simple meals children can make for themselves.
3. Where good food comes from: individual garden plots at school growing food that keeps them strong and healthy. Community effort is necessary to make this work ~ gardens grow
during summer holidays. They need constant care.
4. Developing the perfectly healthy body: games and exercises, activities that develop a great body (swimming, skating, skiing, roller-blading, etc.)
5. Developing an open mind: ideas, concepts, attitudes that have proven to work well in foreign societies as well as our own.
6. How learning works: how to study, how to memorize, how to think, logic. Finding "best ways" to do things, workable sound solutions.
7. Children have to learn to become problem solvers as they will be facing global problems on a daily basis.
8. How kindness works: how people react; cause and effect of action; living smoothly.
9. What is happiness: LOVE is a verb; one does nice things for others.
Let us teach them making unproductive choices attracts even more trouble and frustration.
Reacting in inappropriate ways in time of conflict must stop.
We need to build global communities that will manage themselves with the understanding of those problems.
All aspects are interrelated: global peace, global sustainability, global rights and the environment. The jobless is more concerned
with ending starvation, finding a proper shelter and employment, and helping their children to survive. Environmental issues become
meaningless to the jobless. In reality, all concerns are interrelated because the ecology of the planet has no boundaries. Obviously, as soon as our environment is destroyed or polluted
beyond repair, human suffering is next. (741) . In this context, we have defined that
any symbiotical relationship is for the good of all. It is based on a genuine group concern and unconditional support for the individual's well-being ~ a giant leap in human behaviour.
Symbiotical relationships are needed today for the long term future of humanity, for the protection of life on our planet,
and to bring about the event of peace amongst us all.
The fundamental criteria of any symbiotical relationship is that a relationship is created for the good of all groups participating in the
relationship and for the good of humanity, all life on Earth. The relationship allows a global equitable and peaceful development and a more stable and inclusive global
economy.
Religious rituals now support the conservation efforts and play a central role in governing the sustainable use of the natural environment.
(743)
The Global Movement to Help , an initiative of the Global Community and of the Federation of Global Governments , is now applying more emphasis on the urgent need from
the people of all nations to give everyone essential services.
The urgent need to give all Global Citizens essential services was made obvious in the past few years after the occurrence of natural disasters, and the
global destruction created by the military.
(744)
Our Global Peace Mouvement is about the courage
to live a life in a harmonious peace order and showing by example, thus
preventing poverty, wars, terror and violence. We need to educate the coming
generations with good principles, being compassionate, social harmony and
global sustainability being some of them.
(745)
Soul of all Life said in Global Peace Earth "Soul of all Life teaching about Peace: Introduction"
Peace is being who you are without
fear. It is the "being who you are"
who must be taught a value based
on principles to live by. Only principles
described in Global Law are necessary
and required to attain Peace in the world.
(746) 
Throughout Global Dialogue 2014, i.e. from September 1st, 2011, to August 31st, 2014, Global Peace Village will present several methods of teaching to children and youths as they
are more likely to absorb and retain the internal structures needed to bring about Peace to future generations. These methods of teaching have already been laid down by the
Global Community during the 1990s. We are showing some of the papers with their links just below here. They were copied in http://globalcommunitywebnet.com/PeaceNow/Old1999Papers.html
for fast reading.
(747)
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A summary of all comments and recommendations from participants will be made available here at the end of Global Dialogue 2014.
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Concluding remarks drawn from the Group Discussion by email will be made available here at the end of Global Dialogue 2014.
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