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PEACE is from harmony and within harmony. True, indestructible, peace does not exist without and beyond harmony. ==============================================================
Global Harmony Association (GHA)
April 14, 2008 ==================================== World Harmony/Peace Academy and General Harmonious Education in an Information Society Reduced titles: Academy, Harmony Academy, WHA, WHPA Conception Project was approved by the Board and the Honorary Advisory Committee as the Global Harmony Association Project
on April 14, 2008 Project publications:
Copyright © 2008 Global Harmony Association
Copyright © 2008 Leo Semashko
If we are ever to have real peace in this world we shall have to begin with the children Mahatma Gandhi Adults, who do not understand and accept peace, must be dealt with like children Matjaz Mulej Education is the most powerful weapon which you can use to change the World Nelson Mandela Never doubt that a small group of thoughtful, committed citizens can change the world.Indeed, it is the only thing that ever has. Margaret Mead The main ideas for the World Harmony Academy in Dr. Leo Semashko’s interpretation A measure is the basis for all. Quaternion is an inexhaustible source of life. Pythagoras (6 BC) – A natural measure of four harmonious spheres is the basis for all. - Three is a symbol of the past disharmonious civilizations, especially the industrial civilization. - Quaternion is a symbol of the harmonious information civilization. ------------------------------------ Do not make to another what not wish to make to self. Confucius (5 BC) - Social harmony is the first Golden Rule in human history ----------------------------------- Quaternion is a depository of eternal universal order; it is the same thing as God-Creator. Hierocles (5 AD) - The mutually-inclusive four spheres inside cosmos, society and man are a basis and creator of universal harmonious natural order that becomes known to the information civilization only in the new social science of tetrasociology. ----------------------------------------- The legislation of human reason (philosophy) has two subjects: nature and freedom in one philosophical system.
Immanuel Kant (1724-1804) - Tetrasociology has one philosophy and two subjects: a harmonious nature, which includes society and man, and natural harmony, which includes social and individual harmony. -------------------------------------------------- Two venerations of soul: the star sky overhead and moral law inside me. Immanuel Kant (1724-1804) - Two venerations of soul: harmony of cosmos overhead and cosmos of harmony inside me and society -------------------------------------------------- The philosophers only explained the world by various ways but the matter consists to change it. Karl Marx (1818 - 1883) - only knowledge of harmonious and equivalent spheres of society will allow humankind’s sphere classes, which are employed within those spheres, to harmoniously change the social world. ---------------------------------------------------- If we are ever to have real peace in this world, we shall have to begin with the children. Mahatma Gandhi (1869 – 1948) - If we are ever to have real peace in this world, we shall have to begin with the general harmonious education and upbringing of children. ----------------------------------------------------- Education is the most powerful weapon which you can use to change the World. Nelson Mandela (1918-2008) - Harmonious education is the most powerful weapon to harmonize the world, to exclude wars, violence and poverty, and to ensure humankind’s eternal survival and prosperity. ----------------------------------- -------------------
The Project authors:From Russia: 30 persons Leo Semashko, Ph.D., State Councillor ofSt.Petersburg, Initiator and Manager, World Harmony/Peace Academy Project, http://peacefromharmony.org/?cat=en_c&key=277 GHA President: http://www.peacefromharmony.org/?cat=en_c&key=249, Director, International Website "Peace from Harmony": www.peacefromharmony.org, Author of Tetrasociology science: http://www.peacefromharmony.org/?cat=en_c&key=145, Director, Public Institute of Tetrasociology, Social philosopher and sociologist, Pedagogical experience: 20 years, Author more 200 scientific publications, including 12 books, Member of four International organizations. Address: 7/4-42 Ho-Shi-Min Street, St. Petersburg, 194356, Russia Tel: +7 (812) 513-38-63 E-mail: leo44442006[@]yandex.ru Andrei Arsenchuk, Student, St-Petersburg Sergei Busoff, Professor, St-Petersburg Konstantin Cheremnykh, Economist, St-Petersburg Yuri Dorofeev, Economist, St-Petersburg Natalie Hramikhina, Artist – Designer, St-Petersburg Ivan Ivanov, Student, St-Petersburg Dimitry Ivashintsov, Professor, St-Petersburg Abram Jusfin, Professor, St-Petersburg Vladimir Kavtorin, Writer, St-Petersburg Andrei Semashko, Entrepreneur, St-Petersburg Igor Shadkhan, Professor, St-Petersburg Alexei Shepel, Candidate, Historian, St-Petersburg Natalie Sidorova, Journalist, St-Petersburg Genrih Skvortsov, Professor, St-Petersburg Grigory Toulchinsky, Professor, St-Petersburg Tamara Trushnikova, Professor, St-Petersburg Olga Ushakova, Psychologist, St-Petersburg Svetlana Vetrova, Educator and Bard, St-Petersburg Alexander Yuriev, Professor, St-Petersburg Talgat Akbashev, Professor, Ufa Valery Gergel, Professor, Moskow Nina Goncharova, Artist, Novosibirsk Alexander Olshanski, Writer, Moskow Igor Prihodkin, Educator, Cheliabinsk Alexander Semashko, Economist, Kaluga Petr Semashko, Lawyer, Kaluga Andrei Smirnov, Professor, Novgorod Nikolay Strelkov, Bisnessman, Ulianovsk Tatiana Tselutina, Dr. Sociology, Belgorod
+ 1.Vladimir Bizianov, Dr., Economist, St-Petersburg, since 05/10/08 2.Vadim Trifanov, Dr., Mathematician, St-Petersburg, since 05/10/08 3.Peter Sergienko, Mathematician, Serpuhov, since 05/10/08 4.Sergey Sukhonos, DSc, Moscow, since 05/06/08 5.Basil Smirnov, Candidate, Historian, Novgorod, since 05/06/08
From other countries: 35 persons:
Dr. Ghassan Abdallah, CARE Director, Palestine
Prof. Ada Aharoni, IFLAC President, Israel and France Dr. Maria Cristina Azcona, Argentina Prof. Reimon Bachika, Japan Prof. Ammar Banni, Algeria Mr Jean de Dieu Basabose, Educator, Director, Shalom Centre for Africa, Rwanda Dr. Tholana Chakravarthy, India Dr. Renato Corsetti, UAE President, Italy Dr. Guy Crequie, Poet and Philosopher, France Rosa Dalmiglio, Intercultural Peace Art Manager, Italy Dr. Martha Ross DeWitt, USA Prof. John W. Forje, Cameroon Dr. Mona Gamal-El Dina, France Dr. Stephen Gill, Poet and Writer, Canada Prof. Ananta Giri, India Prof. Will Hoonaard, Canada Takis Ioannides, Poet and Writer, Greece Tatomir Ion-Marius, Poet and Writer, Romania Muhammad Iqbal, Poet and Writer, Pakistan Prof. Ernesto Kahan, Israel Helene F. Klingberg, Poet and Writer, Norway Dr. Dimitris P. Kraniotis, President of World Poets Society, Greece Dr. Rose Lord, Poet and Writer, USA Prof. Charles Mercieca, IAEWP President, USA Dr. Nina Meyerhof, President, Children of the Earth, USA Kae Morii, Poet and Writer, Japan Prof. Matjaž Mulej, Slovenia Susana Roberts, Poet and Writer, Argentina Dr. Maitreyee Roy, India Dr. Bernard Scott, England Prof. Rudolf Siebert, USA David Stringer, Poet and Writer, UA President, England Claude Veziau, Composer, Canada Robert M.Weir, Writer,USA Prof. Jiang Yimin, China
+ 1.Prof. Alexey Stakhov, Canada, since 25/05/08 2.Prof. Oleg Bodnar, Ukraine, since 07/06/08 3.Prof. Edward Soroko,Belorussia, since 07/06/08 4.Prof. Patricia Rife, Ph.D., USA, since 27/08/08 5.Manager, Rama Narayana, India, since 05/10/08 6.Poet, Taki Yuriko, Japan, since 05/10/08 7.Dr. Lana Yang, MBA, USA, since 10/12/08 8.Dr. Laj Utreja, USA, since 10/12/08
9.Dr. Leonid Beluy, Academician, Ukraine, since 02/02/09 10.GDR. Prof. Sir Varant Seropian, Lebanon, 02/02/09
Co-authors' 20 Countries: Algeria - 1 Argentina - 2 Cameroon -1 Canada - 3 China - 1 England - 2 France - 2 Greece - 2 India - 4 Israel - 2 Italy - 2 Japan – 3 Norway - 1 Pakistan - 1 Palestine -1 Romania - 1 Russia - 37 Rwanda - 1 Slovenia - 1 USA – 7
+ Ukraine -1 Byelorussia - 1
Abstract
1. The World Harmony Academy (WHA) idea was stated and discussed among the Magna Carta of Harmony co-authors for the first time in the time period of March through May 2007. The WHA first variantwas discussed by 19 Russian members of the Global Harmony Association (GHA) from November 14, 2007, to January 28, 2008, when it was sent to the Russian leaders: President Vladimir Putin, Russian presidential candidate Dmitry Medvedev, and Governor Valentine Matvienko of St.-Petersburg with the offer to create the first WHA in St.-Petersburg. The WHA would require six years and about $1 billion in Russian currency (for the first two years of practical check and approbation of this project it is required $3 million). Since January 28, 2008, the Russian co-authors number has grown to 30. After project discussion by the GHA foreign members since March 4 up to April 14, 2008 to Russian authors was joined 35 the foreign authors. The total number of the authors is now 65, representing 20 countries. The discussion during 5 months generated more 200 offers, remarks and additions. As a result, the project has grown up to 74 pages. Upon the conclusion of discussion, the project will be edited in its final form, published as a book, dispatched to the authors as well as to other NGOs for support and to businesses, foundations and governments for realization. 2. The basic advantage of the project is to incorporate the natural laws of social harmony among spheres into society and people. These laws comprise the key universal components within the contents of general harmonious education. These laws are unfolded in a new social science: tetrasociology. The main purpose of general harmonious education and the World Harmony Peace Academy is to transfer and to apply scientific knowledge about these laws and technologies for the benefit of new generations. Knowledge of the harmony laws as well as technologies regarding their use are necessary for all societies and for all conscious people. This global scientific knowledge (the new universal social information) provides sustainable development, common good, prosperity and harmonious peace on the Earth and it excludes violence, wars, and poverty. The world consciousness of the social harmony laws qualitatively distinguishes general harmonious education from industrial education and elevates it to a new level in every aspect: moral, social, cultural, political, economic and ecological. 3. The Conception project provides a basis for development of the standard projects to be realized: 1. The Academy curricula, 2. Architecture, which includes construction of the academic town, 3. Finance or Business to fund and fiscally manage the project. The conceptual project is supplemented by practical projects, which also brings them to life. For these purposes the Transnational Educational Building Corporation could be created. This corporation would build the WHA standard academic towns worldwide as well as the standard atomic power stations. With this will begin globalization of harmonious education. 4. The WHA project was elaborated with a focus on localization of the first standard Academy in St.-Petersburg, Russian Federation. However the WHA branches could be created simultaneously worldwide especially in large cities. The full realization of this project on a global scale will require from 30 to 60 years.
5. The WHA project is a key, long-term and strategic project for Global Harmony Association. This Project unites the Association’s other projects and expresses its basic way to harmonious peace and society through harmonious education.
6. Sixty five co-authors from the Global Harmony Association created this fundamental, historical and innovative project, which will have worldwide meaning and impact. This project provides the mechanism through which general harmonious education can begin to create globalization of harmony. The project will start the world process of consciously mastering natural social harmony as well as a harmonious peace culture for an information society. Mastering social harmony is more difficult and important than space exploration because omly harmony provides for survival and prosperity of humankind within each country and among all people. Our project opens a conscious portal in the cosmos of social harmony and harmonious peace. April 14, 2008 will go down in history as a date of the first intelligent step in this unknown for humankind cosmos inside it.
Contents 1.Definition 2.Objective tendencies of harmonization, generating necessity of harmonious education and Harmony Academy 3.Historical bases for the Academy: religious, philosophical, pedagogical and scientific 4. From liberty to harmony: a deep revision of value priorities 5.Mission, purposes, motivation, ideological platform, staff and founders of the Academy 6.Structure of the Academy, new specialities, disciplines and features of educational process 7.Harmonious peace culture: comparison of the World Harmony/Peace Academy with the nearest global/local analogues 8.Localization, design, architecture and international recognition of the Academy 9.Stages of development and financing of the Academy. 10.GHA organizations list, potentially capable to participate in creation of the Academy 11.Lecture courses offered by the authors of the Harmony Academy project 12.Bibliography and websites 13.Some responses and variants of the WHPA project realization 14.Strategies for practical realization of the WHPA project 1. Definition
1. World Harmony Academy (WHA) Main Idea: The information society that is soon to replace the industrial society requires not traditional one-sided but all-sided harmonious education appropriate to a new society of universal information and new priority value of harmony. The scientific theory of this society is tetrasociology, which unfolds the laws of social harmony by determining its harmonious nature, which is distinct from the disharmonious nature of an industrial society. The harmony of this information society (civilization) is defined by harmony of its four necessary and sufficient spheres (social, information/cultural, organizational/political, economic/technical) and harmony of the appropriate four classes of the population engaged in these spheres. These classes first realize themselves, their own priority role, and their nature as the harmonious social actors only in an information society. They realize themselves on the basis of the universal information (universal scientific knowledge) of four harmonious social spheres, their laws, a value priority, and the infinite process of social and individual harmonization. This information becomes a general resource accessible to all the population of an information society, but the possession of this information can only occur in a context of continuous harmonious education. The harmonious classes of this society require adequate general harmonious education of the population on the basis of the universal scientific information in its appropriate system. The system of general continuous harmonious education begins with its source and constant generator: the World Harmony Academy (WHA). This academy should come into existence in various places on the planet in the coming years, as humankind prepares all necessary bases for its birth. Its realized survival and prosperity will begin from now on: the purposeful harmonious and sustainable development of global spheres of humankind, during which all global problems remaining from an industrial society are solved. The world harmonious peace—excluding arms, wars, enmity and violence—is established here too. New humankind and a new era begin from now on: the HARMONIOUS ERA of HARMONIOUS HUMANKIND. 2. Brief definition. The World Harmony Academy is the beginning, source and generator of general harmonious education all over the world in this new century. General harmonious education is an education of children, youth and new generations as harmonious world citizens on a global scale. It is a long-term project, yet it is also the most effective way to achieve indestructible harmonious culture of peace. The distribution of WHA and harmonious education worldwide can bring about, within 15 to 20 years, the cessation of all modern wars as well as the prevention of all wars in the future. The WHA is the most effective action for peace, for common good and prosperity. Therefore the WHA is the most effective World Peace Academy simultaneously.
2. Objective tendencies of harmonization, generating necessity of harmonious education and World Harmony Academy (WHA): 2.1. Objective tendencies of harmonization: 1.Russia is a country of many peoples, cultures and religions. For most of a millennium, they lived in the harmonious peace: "sobornost". This harmony is a tendency that is not clear to the mind, but it could be Russia’s world mission. The deep comprehension of this tendency and the laws of social harmony require fundamental harmonious education with WHA as its beginning and generator. 2.This tendency was not conceived by chance in Russia or in St.-Petersburg, which is the country’s cultural capital. Rather, it wasbirthed in 2007 as one of the basic preconditions for the Global Harmony Association as expressed in the Magna Carta of Harmony, where it is written that, at the end of the 20th century, "humankind began to realize that it either will survive in harmony or will destroy itself ". 3.Europe realized this tendency, having begun in 1992 (or 1957) a wide and purposeful formation of the European Union on the basis of the motto "United in Diversity”, which serves as a main principle of harmony as well as the requirement of appropriate education. 4.Singapore, after the 1964 Race Riots, established annual Racial Harmony Day on July 21, accepted a Declaration of Religious Harmony, and began to teach its study in all schools. All this allowed the country to now recognize itself "as a racially harmonious nation and society built on a rich diversity of culture and heritage”. 5.Kazakhstan, realizing itself as the centre of Eurasia, now promotes a policy that Europe and Asia will form an association on the basis of a principle of harmony. This also is the grounds for similar education. 6.In the USA, 13 towns are called "Harmony”. Since 2000, that country has developed "the Harmony Science Academy school system”, which has 14 schools and is an embryo of harmonious education. 7.In October, 2007, the Chinese Communist Party Congress confirmed a course, begun in 2005, on "building a society of social harmony”. Preparing the population for it will require harmonious education. 8.In Latvia, the political "Harmony Centre" was formed in 2005 and won 17 seats out of 100 in the country’s parliament in 2006. This “Harmony Centre” expresses the tendency of political harmonization, impossible without harmonious education. 9.The St.-Petersburg Government, facing the intensification of inter ethnic enmity in connection with the growth of the immigrants flows, approved, in their 2006-2010, urban program: "Tolerance: A Great city requires harmony in diversity”. This program presents certain results for inter ethnic harmonization and requires development of harmonious education. 10.Obviously, there are also other displays of this objective tendency, of which yet we do not know. Conclusion: The World Harmony Academy will inevitably be created. The only question is: where and when? The country that creates the first WHA will ensure its recognition as an innovative, harmonious, leading developer in the 21st century and as a cradle of world harmony. 2.2. Prizes for the country that creates the first WHA: 1.Global leadership in the field of super technologies of harmonious education will ensure leadership in the development of an innovative, harmonious way with the additional benefit of gaining social capital among a new quality of the world’s population. 2.World priority in development of the scientific theory of harmonization, standards of harmonious education, and preparation of the appropriate staff. 3.The mission of being the world leader in global harmonization of multi-polar development as well as the privilege to offer to the G8 and United Nations appropriate initiatives to ensure harmonious peace on the planet. 4.Overcoming a deficiency in the new humanitarian, educational and social technologies. 5.Fulfilling state policy by a new quality of economic, political and social harmonization, which can become a national ideal for any country. 6.Generating new state educational and social strategies of the 21st century on the basis of uniting and inspiring the value of harmony as happiness among youth who feel demoralized. This value provides the highest motivation for harmonious innovation behaviour. 7.Rapid growth of a positive international image. 8.Harmonization of inter-ethnic relations in the country and also eradication of the ideology of genocide, divisionism, xenophobia and fundamentalism through general harmonious education and investments in the social capital. 9.Free-of-charge schools that teach harmonious education, which will lead to eradication of illiteracy among all children, including those of poverty-ridden families. The creation of WHA requires a maximum of six years and US$1 to 2 billions. Any country "Having saved" this money today, will spend ten times more in 10 to 15 years annually for the purpose of harmonious education. 3. WHA historical bases: religious, philosophical, pedagogical and scientific 3.1. The Golden Rule of religions as the WHA historical-religious basis. The Golden Rule was formulated by Confucius 2500 years ago. When it came into all world religions, it created the basis for their harmony. The Golden Rule of religions: "Do unto others as you would have them do unto you" is the first ethical expression of social harmony in a human history. It was established by many researchers, among which the greatest contribution was made by the American Professor Rudolf Siebert, who devoted more than 100 scientific publications to this subject over a period of more than three decades (http://www.rudolfjsiebert.org/, http://www.peacefromharmony.org/?cat=en_c&key=51). All religions recognize a basic principle of harmony. In any religion, God is creator of harmony of the world, society and humankind. The Golden Rule, the basic moral requirement of world religions, is also WHA’s ethical base.
3.2. The WHA historical-philosophical basis follows an almost unbroken chain of philosophical ideas of harmony in the history of European thinking. In Homer’s poems, the comprehension of harmony begins with its first vague images as “clan”, “connection”, “consent”, and ‘peaceful cohabitation”. In the Pythagoras school, at Philolaus, harmony is understood as one of the original laws of things along with necessity: "All occurred by necessity and in accord with harmony”. Heraclitus defines harmony as "unity of opposites”. He spoke: "Out of discord comes the fairest harmony”. and "Veiled harmony better obvious”. Plato develops Heraclitus’ idea of "harmony of opposites”. In particular, he says the soul, as a unity of reason, courage and sensuality, is harmony of these opposites. Reason and knowledge in general are a source of harmony and of the highest virtue. The harmony of soul defines the harmony and health of a body. Ignorance, on the contrary, is the cause of disharmony as are defective behavior, illness and evil. Plato, for the first time, transfers the idea of harmony onto social ground. Plato’s ideal state is harmonious, and its social structure (three opposite classes-estates subordinated to a principle of justice) corresponds to three harmonious opposites of human soul. Reason is a source of soul harmony, therefore it governs a body. Similarly: the philosophers’ estate makes a true and harmonizing authority of the state. Harmony can be both a cause and a consequence in the development of a person or society. Harmony differs in size: it can be more or less, especially in art. It can be qualitatively different: good, i.e. outgoing from the soul within or bad, superficial, outgoing from a sensual matter. Plato develops the dialectics of harmony of universal opposites: four ultimate elements that make all the structures in the world—fire, air, water, earth; soul and body; parts of soul etc. He gives a priority to this dialectics and subordinates to it disharmony and struggle of the individual and private opposites. Through the World Harmony Peace Academy, Plato’s dialectics of harmony of universal opposites are restored and rise to a new level within tetrasociology (see below).
Aristotle considers harmony as universal "unity in diversity", as "completeness and unity of a whole", as concordance in movement, rhythms, sounds, forms and proportions. He developed Plato’s aesthetic representations of harmony. The aesthetic understanding of harmony as a source of perfection and beauty in all that prevails in antiquity. This understanding finds a new development in aesthetics during the Renaissance. Leonardo da Vinci unfurls the scientific laws of harmony in the human body proportions. This epoch introduced a concept of “the harmonious, comprehensively developed person”, which became the ideological expression of humanism or love of fellow-men. This concept in modern tetrasociological interpretation (see below) is one of the corner stones for harmonious education and WHA. Gottfried Leibniz lifts harmony up to the level of divine law in his "Pre-established harmony". The Age of Enlightenment, especially as defined in the writings of English philosopher Anthony Shaftesbury (1671-1713), expands the humanistic and educational meaning of harmony, considering it to be an ideal of a person’s harmonious steadiness (balance) of complete feelings, which is true. Shaftesbury asserts that "harmonious unity in diversity" is a creative principle developed from God. This principle defines morality, which requires harmony of individual attractions and social propensities, which are inherent to human nature. He brings together ethics with aesthetics and emphasizes the aesthetic character of moral bliss (happiness) "of harmonious life". Tetrasociology includes these definitions of harmony as truth and happiness within the concept of harmonious education. Kant widely develops Aristotle’s concept of harmony as "unity in diversity" and adds to it "consent (harmony) of mind and feelings". Though he denies Leibniz’s "Pre-established harmony", he recognized the reasonable harmony of nature in its eternal order. Beauty, in his opinion, both derivates from harmony and occurs as a result of it. Harmony, as he sees it, holds the qualities of apriority and expediency and also the meaning of aesthetic feeling as expressions of the aesthetic idea. Hegel’s theory of harmony presents a narrower sense. Harmony is limited in his view by external and individual relations. According to Hegel, internal universal relations are subordinated not to harmony but to a struggle of opposites, i.e. antagonism and disharmony, which dominate in bourgeois (industrial) society. In his opinion, such a society, its people and art irrevocably lose harmony under the pressure of the struggle of general opposites. Tetrasociology holds this estimation of an industrial society as disharmonious. Marx continues Hegel’s tradition of struggle (enmity, antagonism) of general opposites, discarding the antique tradition of harmony of general opposites that corresponded to antagonistic and disharmonious essence of an industrial society. Marx, after Hegel, rejects Plato’s priority of harmony of universal opposites and replaces it with a priority of struggle/antagonism of the private class and property opposites, giving them universal meaning. He, thus, discards harmony from an industrial society both in reality and in philosophy. In its place, he sees only struggle and antagonism. But Marx has the historical merit of presenting four spheres of social production, which represent the cornerstone of tetrasociology. However, here they are equally necessary (i.e. are pluralist) and are deprived by Marx’s primacy of economy (i.e. monism). However, the bourgeois society has thinkers who connect the transformation of that society as well as the rescue of humankind with harmony. For example, Fyodor Dostoevsky estimates harmony is a way of rescue for humankind with the words: "beauty (harmony) will save the world". Tetrasociology includes a saving mission of harmony. History presents harmony as an integral value that includes and determines all other values. Throughout history, harmony has experienced many definitions: "peaceful cohabitation" or "sobornost", natural law, unity of opposites, justice, wholeness, holism, unity in diversity, beauty, common good, perfection, virtue, humanism, proportionality, all-round development, steadiness, completeness of feelings, love, health, true, best authority, true or ideal state, true order as opposed to chaos. Its opposites aredisharmony, antagonism, violence, war, defectiveness, disorder, illness, evil and so on. All these definition retain their meanings in tetrasociology and get special priority in our time. Each new historical epoch interprets the contents and social meaning of harmony. only postindustrial (information) society gives to it the adequate social contents and meaning, scientifically defining it in tetrasociology through the general/universal spheres and sphere classes of humankind. only this society requires the scientific definition of harmony and only this society creates the information preconditions for its scientific understanding. on this basis, aninformation society restores, in the frames of tetrasociological theory, the antique priority of harmony of universal opposites. The struggle of private opposites is understood in tetrasociology (see below) as a limiting case of harmony of general opposites. All philosophical riches of the European culture of harmony make the ideological base for WHA. The substantiation of the philosophy of harmony of opposites, as presented in this section requires a brief review of the Eastern, including Muslim, philosophies of harmony as well as analysis of the harmonious theories of Chinese, Indian, Japanese, Arabian and other philosophers. We invite appropriate experts to provide this perspective.
3.3. The pedagogical preconditions and embryos of harmonious education. While harmonious education is not accepted in a pedagogical science today, the aspiration to harmonious education has existed since ancient times in various pedagogical schools of the world. There is not adequate space to present their history here, even briefly. But we will name displays of harmonious education in different pedagogical directions.
1. Liberal education. one example is Bard College in USA, which was open in 1860 and continues to successfully exist today. It aspires to associate science and art education and to blend their harmonization (http://www.bard.edu/). This style of training is an alternative to the narrow system of preparing professionals, which is practiced by large "universities-supermarkets" of Europe and USA. 2. Leo Tolstoy’s pedagogical system and school in Russia since 1862.
3. Integral Elementary School in San Diego, California, USA has the intention of "Creating Lifelong Learners – Mind, Body, Heart & Soul". The school’s vision is to allow the integration of each child's mind, body, heart and soul, thus inspiring the inner joy of learning. The school uses innovative holistic education approaches and methodologies inspired by the Integral Education philosophy of Sri Aurobindo and Mirra Alfassa (a.k.a., The Mother). For more than a half century, the school has accumulated a highly developed body of theory and successful practice at the Sri Aurobindo International Centre of Education in Pondicherry, India
(http://en.wikipedia.org/wiki/Integral_Elementary_School_of_La_Jolla). 4. The Sri Aurobindo International Centre of Education, established in India in 1943 has as its, basic purpose the development of an integral education system. This education is based on understanding that the person is an integral essence who unites five aspects: physical, vital, psychic, mental and spiritual. While the harmonious development of all five aspects is an essence of integral education, it is first and foremost a religious education based on integral Yogi and on Sri Aurobindo’s sanctity. 5. Holistic (or alternative and humanistic) education is a philosophy of education based on the premise that each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to spiritual values, such as compassion and peace. Holistic education aims to call forth from people an intrinsic reverence for life and a passionate love of learning. The roots of holistic education can be traced back to several major contributors. Originating theorists include Jean-Jacques Rousseau, Ralph Waldo Emerson, Henry David Thoreau, Bronson Alcott, Johann Pestalozzi, Friedrich Froebel, and Francisco Ferrer. More recent theorists are Rudolf Steiner, Maria Montessori, Francis Parker, John Dewey, John Caldwell Holt, George Dennison Kieran Egan, Howard Gardner, Jiddu Krishnamurti, Carl Jung, Abraham Maslow, Carl Rogers, Paul Goodman, Ivan Illich, and Paulo Freire. With the ideas of these pioneers in mind, many people feel that the core ideas of holistic education did not truly take form until the cultural paradigm shift that began in the 1960s (Forbes, 1996[1]) http://en.wikipedia.org/wiki/Holistic_education. 6. City Montessori School (CMS), Lucknow, India, founded in 1959 by Jagdish Gandhi has an enrollment of 32,000 pupils. This school is the most outstanding modern practical example of an embodiment of holistic education. CMS strives to inculcate in students the philosophy of 'Jai Jagat' (Glory Be to the World!). This thought empowers them with a global perspective and the concept of world citizenship. CMS promotes the ideals of peace, religious harmony, tolerance and co-existence among children of the next generation. In doing so, the school gives priority to children and establishes the Children’s World Parliament: http://www.jagdishgandhi.org/index.html. 7. Harmony Science Academy (also known as Harmony Science Academies) is a college-preparatory charter school system in Texas and Louisiana, USA. Harmony Science Academy has experienced a period of rapid expansion during the last six years, since the opening of its first school in Houston, for the 2000-2001 school year, followed by the opening of Harmony Science Academy Austin the next year and Harmony Science Academy Dallas two years later. Currently, the Harmony Science Academy school system has 14 schools, including locations in El Paso, Austin, Dallas, Houston, Beaumont, Lubbock, Waco, and San Antonio, Texas, with plans to open more for the 2008-2009 school year, including a school in New Orleans, Louisiana (http://en.wikipedia.org/wiki/Harmony_Science_Academy). Each of these educational directions contains the seeds of harmonious education. However, they do not have the scientific theory and, therefore, do not realize by themselves the system of harmonious organization. Harmonious education, constructed on tetrasociology, could tentatively be named "TetraEducation" because it unites, orders and continues the direction of the above named institutions. Being essentially new, tetrasociology develops progressive forms of liberal, holistic and integral education in a harmoniously organized educational space. But first of all, tetrasociology seeks to develop holistic education as the most fundamental direction of world education systems today.
3.4. Tetrasociology as the WHA scientific basis. Tetrasociology unfolds the natural harmony of four universal spheres of societies and persons. Tetrasociology also shows four universal sphere classes of humankind within all countries and all human communities. Tetrasociology is a synthesis of the numerous structural concepts of spheres and value ideas of harmony of the West and East. Tetrasociology restores the priority of Plato’s harmony of universal opposites, which Hegel and Marx rejected, but it expands this priority with the scientific content of objective social spheres and sphere classes.
Tetrasociology was developed in St.-Petersburg by the social philosopher and sociologist Dr Leo Semashko in 1976 and is published in many languages in his more than 200 scientific publications, including 12 books. To mention a few of the major contributions: "Sphere Approach" (1992), "Tetrasociology: Responses to challenges" (2002), "Harmonious Era Calendar" (2006, with 38 co-authors from 17 countries), and "Magna Carta of Harmony for an Information Civilization" (2007, with 42 co-authors from 16 countries). These last works gave birth to an "International Tetrasociological Scientific School". As conscious social harmony becomes necessary and accessible only in an information civilization, the social science of harmony—tetrasociology—also becomes possible and necessary only in this type of civilization. Tetrasociology is the scientific theory of the natural harmony of the sphere classes of an information civilization. As such, it can become the property of the population and offer that population a scientific knowledge of the laws and ways of social and individual harmonization only through a system of general harmonious education. Therefore, tetrasociology is simultaneously the philosophy and theory of this education. The natural harmony of humankind and the tetrasociological science of that natural harmony are as complex and difficult as fundamental physics. Therefore, they require the same basic research and fundamental education as physics. The main means for social harmonization is the general harmonious education and development of the new generations.The Convention of the Rights of the Child (1989). In its Preamble, requires recognizing "the full and harmonious development" of children as a norm. This norm can be ensured only through general harmonious education, which will establish an information society. Harmonious education on a basis of tetrasociology has two historical examples. The first example is the youth worker-student's club "Demiurge" for harmonious development of the person created in St.-Petersburg, which was active for five years from 1976 to 1980: http://www.peacefromharmony.org/?cat=ru_c&key=305. The second example is a studio of all-round (harmonious) development of preschool age children in St.-Petersburg in 1985 and 1986: http://www.peacefromharmony.org/?cat=ru_c&key=295. Certainly, even though limited in scope, these were the first steps of harmonious education. The people of an information society should receive an essentially new scientific social knowledge of the harmonious depths of human nature, society and laws of harmony. This knowledge cannot be given by the traditional industrial educational system. It can be given only through a new system of general harmonious education of an information society based on tetrasociology. Certainly, the new education retains and develops within itself all the viable and useful elements of old education systems. only harmonious education is capable of ensuring a "soft" evolutionary turn of humankind from inevitable industrial self-destruction to the realized (conscious) natural social harmony of an information society as the sole form of human survival and prosperity. only harmonious education and tetrasociology are capable to ensure an integral approach to global awakening. Tetrasociology unfolds the necessity of harmonious education in the new age and ensures its structural organization (see below). The first, most common attempt to systematize the fundamental bases and laws of tetrasociology is as follows: Tetrasociology: Fundamental Bases and Laws. A brief list. (The bases of tetrasociology are underlined and appear in bold letters. The laws are written in italics. The new terms of tetrasociology are in capital letters. The sources or basic authors of ideas are in brackets) Definition: Tetrasociology is the pluralist four-dimensional scientific MACRO-SOCIOLOGICAL theory of a harmonious information society, as well as its social and individual harmony Note: MACRO is equivalent to SPHERE Ontological Bases and Laws: 1.There are four equally necessary and sufficient, universal and opposite spheres (realms) of being: individual (or existence as in existentialism),information, organization and matter. This is the first philosophical (ontological) basis of tetrasociology (History of philosophy and culture) Law: The absence of even one sphere makes being impossible, therefore these spheres mutually include and condition each other and create a world of harmonious unity through their diversity. This is the eternal objective law of harmony of the spheres of being. It is the law that says they can only exist in harmony. It is the law of all laws (History of philosophy and culture). 2.There are different variable priorities of the spheres of being in different places and times excluding a constant primordial sphere. This is the second ontological basis of tetrasociology (History of philosophy and culture). Law:Any primordial sphere excludes their (spheres) harmony and opportunity of their existence in unity through theirdiversity. (History of philosophy and culture). 3.Harmony as the mutually balanced (coordinated) movement and development of the spheres of being is the way of their existence, which creates a universal order of the universe. This is the third ontological basis of tetrasociology (History of philosophy and culture) Law:Each phenomenon of being has a special form and measure of sphere harmony (History of philosophy and culture) 4.The spheres of being are subordinated to the dialectics of harmony of universal opposites and they (spheres) are mutually inclusive. This is the fourth ontological basis of tetrasociology (History of philosophy and culture) Law:Within the harmony of universal opposites, the unity and struggle of private opposites are merely an extreme case of harmony, serving to destroy disharmonious private unity and transform it to harmonious private unity. (History of philosophy and culture) Tetrasociological laws of deep (sphere) structure of social and individual harmony: 1.There is a fundamental similarity of the spheres of being, their universal qualities, structures and laws with the spheres of humankind, society and individual persons. (History of philosophy and culture). The society spheres are named “societal” (fundamental and universal), and their quality, structures and laws are named “sphere”. 2.All societal spheres, sphere qualities and structures are necessary and sufficient (natural and universal), each with different priorities and aspiring to harmony as the common good; they exist only in mutual inclusion and do not exist separately. 3.Social harmony is a balance, consent and mutual coordination of the societal spheres for the common good as well as for indestructible harmonious peace and prosperity. 4.Individual harmony is a balance, consent and mutual coordination of the individual spheres that ensures individual health, happiness, truth, love, justice, peace, positive liberty, all rights, meaning and fullness of life. 5.People, Information, Organization and Things (material benefits) (PIOT) are the sphere resources needed for the survival and sustainable development and prosperity of any person, society as well ashumankind. (Toffler, Semashko) 6.Production, Distribution, Exchange and Consumption (PDEC) are the sphere processes of social reproduction that result from PIOT. (Adam Smith, Semashko) 7.PIOT resources in conjunction with PDEC processes compose the following societal spheres: ·Social sphere (SOCIOSPHERE), in which the subject and product are PEOPLE; ·Information sphere (INFOSPHERE), in which the subject and product are INFORMATION; ·Organizational sphere (Orgsphere), in which the subject and product are ORGANIZATIONS (political, legal, financial etc.); ·Economic or Technical sphere (TECHNOSPHERE), in which the subject and product are THINGS that provide all variety of material benefits. (Marx, Parsons, Bourdieu, Semashko). Socio, Info, Org and Techno spheres are the SIOT spheres. 8.SPHERE CLASSES of the population employed in the SIOT spheres are: ·SOCIOCLASS people aree mployed in the sociosphere; ·INFOCLASS people aree mployed in the infosphere; ·ORGCLASS people aree mployed in the orgsphere; ·TECHNOCLASS people are employed in technosphere. Sphere classes cover all population and differ on the general spheres of employment (SIOT), instead of the private and temporary attributes of property or stratification. Sphere classes are the sphere actors of social harmony 9.Corresponding to the spheres and sphere classes of harmony are the sphere needs, abilities, labor, employment, property, money and markets, which also aspire to harmony. 10.Society and people coincide in the most fundamental, harmonious, sphere structure. Therefore, corresponding to the four societal spheres are four spheres of the individual (person): ·CHARACTER is the relationship of a personto people including oneself, ·CONSCIOUSNESS is the relationship of a personto information, ·WILL is the relationship of a personto organization), ·BODY is the relationship of a person to things. 11.Irregular evolutionary and spontaneous development of the societal spheres directs concrete societies and local civilizations through the following stages: HARMONY (balance and prosperity), DECELERATION, DECLINE, DYING (HDDD). (History of philosophy and culture) 12.Harmony, prosperity, consent and harmonious indestructible peace are the adequate states of a society, rather than war, violence, enmity and poverty. Among all societies, only an information society that ensures universal information and the conscious (controlled) development of societal spheres holds an infinite potential of development at a stage of harmony (prosperity) that cantransform an information society into a harmonious one. 13.Harmonization of the societal spheres and their branches is provided by sphere management (government) and by conscious (scientific) regulation during their development. 14.Harmonization of the Sociosphere and its branches is achieved by legislating children as a priority in society and by establishing their harmonious education in order to elevate social harmony as a personal way of life, beginning in childhood.
15.Harmonization of the Infosphere and its branches is achieved by legislating establishment of harmonious culture as a priority, thus orienting all MASS-MEDIA regarding ideologies and sources of information on harmony and instructing them to give that information the highest communication value in order to create a harmonious civilization of humankind.
16.Harmonization of the Orgsphere and its branches is achieved by legislating establishment of SPHERE DEMOCRACY (TETRADEMOCRACY), which bases itself on an equal distribution of state authority between four sphere classes of the people; on the creation of FOUR-PARTY (TETRA-PARTY) harmonious political system of SPHERE PARTIES; on social discussion within a FOUR-SPHERE PARLIAMENT (TETRAPARLIAMENT); and on governance through a FOUR-SPHERE GOVERNMENT (TETRAGOVERNMENT). Sphere democracy provides conscious management of spheres and their continuous harmonization by these harmonious political institutions. 17. Harmonization of Technosphere (economy) and its branches is achieved by legislating establishment of a dynamic proportional dependence between levels of economic riches and poverty, which is necessary for the maintenance of social harmony in each society. 18. Conscious harmonization of the societal spheres requires harmonious education of the social actors, the sphere classes of the population and their managers, and the administrative staff of all levels. 19. Harmonious education involves balanced and coordinated informing, nurturing, learning, thinking and development of each person in all four spheres of society. 20. Harmonious education ensures deep comprehension of the laws of sphere (social and individual) harmony, creates a way of harmonious and nonviolent disobedience and resistance to all types of internal and external disharmony: war, violence, enmity, arms, evil and all extremes and pathologies. 21.Humankind will survive in conscious harmony, or it will destroy itself. only through general harmonious/peaceful education will people and society learn harmony that will lead to harmony. The bases and laws listed above are presented in greater details in more than 200 authors’ works, the most important of which are named above and are published on the web site "Peace from harmony": http://www.peacefromharmony.org/. Terminological note. By way of analogy with traditional and industrial terms, tetrasociology and its philosophy could possibly be named "tetrism", "harmonism" or some other new "ism". However, to exclude association with enmity and antagonism of the old trends: liberalism, conservatism, Capitalism, Communism, socialism, Nazism, terrorism, militarism etc., which are at enmity each other and with all: «bellum omnium contra omnes», we prefer to avoid the new "isms". The new society requires a new terminology. So, tetrasociology, in unity of its fundamental bases and laws, which are listed above, is a philosophy, ideology, scientific theory and methodology of general harmonious education as a whole, with the particular purpose of creating a World Harmony Academy. Many of the tetrasociology bases and laws are remain, in various measures, hypotheses. (As to its ontological sources, we should notice that ALL philosophical bases ALWAYS remain hypotheses because ANY philosophy is a hypothesis). However, a number of the tetrasociological laws, in fact, already have sufficient scientific substantiation. The proof of the tetrasociology hypotheses and their transformation into the scientifically proved bases and laws is a task to be completed during subsequent development of this science. Any science in the beginnings never has a fullness of proven bases and laws, which are constantly improved upon. Therefore the listed definitions are not final. Yet, the achieved level of scientific comprehension of fundamental positions of tetrasociology is sufficient to begin their practical social and individual realization. And as tetrasociology is realized, it will be further specified and developed and will receive deeper substantiation and detailed confirmation.
Addition of Prof. Alexey Stakhov. We share the main ideas and philosophy of the project “World Harmony/Peace Academy” in the whole, but we consider to necessary to supplement this project with the Golden Section Law for tetrary social structures in the following generalized form. Recent years two important generalizations of the Fibonacci numbers and the golden section appeared. They got a wide recognition and dissemination in modern science. The generalized Fibonacci p-numbers (Alexey Stakhov, 1977) are the first of them. For a given integer ð=0, 1, 2, 3, ... they are given by the following recurrence relation: Fp(n)= Fp(n-1)+ Fp(n-p-1), Fp(1)= Fp(2)=…= Fp(p+1)=1 This recurrence relation arises directly from Pascal Triangle (diagonal sums of Pascal Triangle). This recurrence relation leads to the following algebraic equation: xp+1- xp-1=0, whose roots are new mathematical constants called the “golden p-proportions”. Another direction is connected with the following recurrence relation, which gives the generalized Fibonacci l-numbers (l is a given positive real number): Fl(n)= lFl(n-1)+ Fl(n-2), Fl(0)=0, Fl(1)=1. This recurrence relation results in the following algebraic equation: x2- lx-1=0. A positive root of this equation generates a new class of mathematical constants called the “metallic means” (Spinadel, Tatrenko, Gazale): 
For the case l=1 the “metallic means” are reduced to the classical “golden mean”.
Recently it was proved that the new mathematical constants are the base of the “Law of Structural Harmony of Systems” (Soroko, 1984), a new theory of hyperbolic functions based on the golden and metallic means (Stakhov, Rozin) and a new approach to Einstein’s theory of relativity (Stakhov, Aranson). Foundations of the generalized golden proportions and their applications are described in Alexey Stakhov’s book “The Mathematics of Harmony. From Euclid to Contemporary Mathematics and Computer Science”, World Scientific, 2008. Dr. Leo Semashko comment. Together with the Gold Sections sphere harmony of society and man expressed in tetrasociology by qualitative language of concepts and quantitative language of sphere macro-statistics, receives powerful toolkit for quantitative calculation, which can name as "mathematics of tetrasociology" or by "mathematics of sphere harmony". It opens before harmony and tetrasociology unlimited opportunities for practical application in the newest information technologies of humanitarian harmonization. With it comes a new technological era. 25/05/08
All the above listed bases—religious, philosophical, pedagogical and scientific—bring about the united fundamental precondition of a global culture of harmony for WHA. The international site "Peace from Harmony", which is devoted to this culture, was created three years agoin 2004 through the initiative of St-Petersburg scientists. It now unites more than 250 authors from more 40 countries and is published in 17 languages. This site collects ideas from people of harmony from all countries and continents. The global culture of harmony has found generalization in the world humanitarian documents, created by its authors and published in St.-Petersburg: "Harmonious Era Calendar" (2006-2007), "Magna Carta of Harmony" (2007), Global Harmony Association Statutes (2007), the lecture course "Harmonious Peace Culture" (2006), and also in other authors' projects. Therefore WHA will be created not in an empty space but on the basis of a global culture of harmony, of which the first information portal is this Internet web site. It will be also the first information Internet resource for WHA and general harmonious education. on this web site, in March through May 2007, the WHA project initial variant was published during discussion of the Magna Carta of Harmony by 43 its authors. Within the Magna Carta, a modern social need in harmonious education (clause 27) and a need for a World Harmony/Peace Academy (clause 54) are formulated for the first time. 4. From Liberty to Harmony: A deep revision of value priorities 4.1. From Liberty to Harmony. Any new historical civilization requires essentially new education that gives priority to its new philosophy and its new value. We showed above that the information society creates both need (necessity) and preconditions for new, harmonious education. This society creates social science about itself as a harmonious information civilization. This science is tetrasociology, which simultaneously becomes philosophy of harmonious education. The core of this philosophy establishes proof of its value and priority for harmonious education, which is in contrast to former values and priorities of industrial education and its society. The value of liberty was proclaimed for the first time in 1215 in the English Magna Carta, which marked an historical turn from slavery. In 1789, the Great French Bourgeois Revolution proclaimed liberty as its highest value and a priority of an industrial society. Two other values of this revolution, equality and brotherhood, were lost in a shadow of liberty and in the subsequent history of its strengthening and expansion. Liberty has played a colossal positive role in the history of humankind, allowing it to liberate all creative capabilities of nations, groups and individual persons from all types of slavery and forced dependence. The positive tasks of liberty have now been solved. Through infinite positive demonstrations, liberty is provided by infinite national, corporate and international legislation. Liberty is the standard and approved priority value of an industrial society. As the highest value of an industrial society, liberty has exhausted its historical mission as the basis of these recognized values of humankind, thus making room to give up its place to a new value priority of a new civilization. Liberty departs from the top of the value hierarchy along with the society that created that hierarchy. Liberty can not maintain its priority in a new society for two reasons: 1. a new society needs its own new, adequate, value priority, 2. liberty is a limited, unilateral and contradictory value. Liberty is distributed in an equal measure to good and evil; and on the latter even more widely and willingly. Therefore, along with positive aspect of liberty being good, there is also the aspect of liberty being associated with evil, chaos and death; this is the liberty of arbitrariness and tyranny. This is the negative side of liberty that destroys the ethical basis of persons and society. Negative liberty is constantly accompanied by positive liberty, strengthening and threatening the positive. Negative liberty was investigated by Immanuel Kant, Fyodor Dostoevsky, Nicolai Hartmann, Jean-Paul Sartre, Martin Heidegger and many other outstanding thinkers. Negative liberty established money and bean counting (gain, love of gain) as a priority in the world, superseding the former priority of spirituality and humanism. Negative freedom resulted in an infinite turn of more and more monstrous wars, crimes, violence and in the constant growth of social pathologies: poverty, super riches, alcoholism, drugs, the arms race, environmental pollution, corruption, terrorism and so on. The epoch of liberty is an epoch of wars and a wave of "wars of all against all" (Hobbes). The last century presented to humankind the most abominable displays of negative liberty: world wars, the Holocaust, fascist and Soviet death camps, Hiroshima, genocide and so on. Negative liberty is the bloodiest value of all. The ominous potential of this liberty is far from being exhausted, rather, just the opposite, it expands as a cancerous tumour and threatens all of humankind with self-destruction. The ongoing change from an industrial civilization to an information civilization brings with it a new appropriate value priority: harmony. Harmony has always been a value in all cultures, but only the new society makes it apriority and puts it on top of the hierarchy of values. The objective necessity of a harmonious value hierarchy is clear: the current colossal cultural diversity of humankind, resulting from conditions of globalization and world unity, can survive only in harmony, can survive only with the deep internal consent based on the natural harmony of the spheres and sphere classes of humankind. Harmony, in contrast to liberty, has integrated value. Liberty answers only one, albeit very important, aspect of life of persons and society: independence of action and choice. But liberty does not answer all questions in regard to society’s blend of unity and its deep and qualitative diversity. Harmony, in contrast, is appropriate to the unity of diversity in both people and society. Therefore harmony’s value is that it includes all other human values and does not exist without them. Harmony can not be without liberty, justice, equality, brotherhood, love, peace and others. In the past, the values existed in human consciousness and ethics, but, as a rule, were isolated. In an information society, the universality of information provides for their integration within harmony. In contrast, liberty, in any society, can exist without harmony. For example, all industrial society is liberty beyond harmony. The principle of negative liberty is express as "all is allowed" or "liberty without borders". The principle of positive freedom is expressed as "restriction and self-restriction for liberty" or "liberty of one is limited by liberty of others ". Liberty without borders is liberty for wars, crimes and conflicts; it is their infinite source. Peace requires restriction and self-restriction of liberty in and through harmony. Harmony, as a principle of unity and consent of diversity, allows it to bring together and coordinate the liberty of different peoples, groups, nations, cultures and so on. However, harmony requires knowledge and skills in order to limit liberty but not suppress it and keep it in from being an optimum condition in all borders. This knowledge and skills of harmonious restriction and self-restrictions of liberty can be given only by general harmonious education. Liberty can exist irrespective from other values: justice, equality, brotherhood, love, peace and so on. Liberty excludes them from itself. Liberty very often tramples them and deprives their right to life (the examples of it are infinite) In contrast, harmony includes these other values in itself, promotes them, and acts as a source for their full life and prosperity. At the same time, liberty includes violence, enmity, aggression and wars, while harmony excludes them. Liberty does not require unity and consent of diversity; rather, liberty always sacrifices unity and consent for the sake of itself (please, recollect the slogan: "Liberty or Death! "); and harmony requires unity, consent and so on. Harmony includes liberty, orders it, subordinates it to the higher values, harmonizes it and limits negative liberty, aspiring to its conscious neutralization. Liberty has private value; it is necessary but insufficient; while harmony has integral value, it is necessary and sufficient, i.e. it is universal. Liberty presently is personified in a faster traditional industrial, than in innovative an information society. Harmony is the best of all possible innovations, because it serves the interests of the common good for all humankind and also all its parts as well as each individual. In contrast, liberty is one-sided; it serves private rather than universal interests. However, we should emphasize that harmony priority is at first educational. Harmony will become recognized, and even legislated by governments when it becomes shared by the majority of the population. This change of priorities can occur only through general harmonious education of the population, starting with children. This change can not occur through government administration. So, evolutionary change of civilizations defines evolutionary change of value priorities. Now, the main task of free people and nations is to learn to live in harmony, consent and peace, and this requires harmonious education. Value basis of this education can only occur by placing harmony as the highest value of an information society appropriate to and including other values. This is the ideological basis of harmonious education from the point of view of tetrasociology. The mission of WHA and general harmonious education is formulated on this basis. 4.2. Harmony: identities and distinctions with other values. (Identity is expressed by an equal sign " = " and can be replaced by words: "is, coincides with, is equivalent to," and so on.) Harmony = love; love = a necessary aspect of harmony, but not any love = harmony. (All the subsequent values are also necessary aspects of harmony.) Harmony = true eternal peace (that is, harmonious peace), which exists only within harmony and is exclusive of war and enmity; any peace without harmony = temporary and not true peace, = a pseudo-peace, = only a break between wars and preparation for more wars according to the principle: "want peace therefore prepare for war ". Harmony = positive freedom, which limits itself for the sake of harmony and freedom of others; freedom without harmony = arbitrariness, permissiveness and negative freedom. Harmony = justice, expressed in all aspects that are acceptable and clear to all people a MEASURE of distinction, necessary and sufficient for conscious harmony; justice without harmony = only Utopian dream. Harmony = just equality of people and groups, based on different abilities, needs, employment, knowledge, culture, faith, riches, communications, and so on, which are always consciously regulated by a harmonious society and state; equality without harmony = narrow and limited social space. Harmony = law subordinated to harmony, thus ensuring justice, equality and order; a law without harmony = source of injustice, inequality and disorder. Harmony = brotherhood of people and nations on an equal and friendly foundation found only inside harmony; brotherhood without harmony = only Utopian dream. Harmony = human rights, which serve to foster and promote social and individual harmony; human rights without harmony = formal right, a practical fiction and a humiliation of natural human dignity. Harmony = children’s priority, instead of another other social group such as the rich, noble, imperious, wise, sacred, and so on, because only the quality of children (that is, the quality of their education and upbringing) determines the quality of society as a whole and all of its values; children living in disharmony = source of all challenges and threats to humankind. Harmony = the common good existing only in harmony; the common good without harmony = only Utopian dream. Harmony = unity in diversity, including opposites if they are consciously coordinated; uncoordinated diversity = conflict, which makes harmony necessary (diversity cannot always be coordinated, but conflict always finds nonviolent resolution inside harmony). Harmony = existence only through diversity and through coordinated unity; harmony without diversity, through solitary effort = nonsense. Harmony = true democracy (tetra-democracy), created by four sphere classes that have equal political rights and responsibilities; democracy without harmony = formal and limited democracy, a pseudo democracy. Harmony = true economy of four production spheres coordinated for the material well-being of all nations and social groups; economy without harmony = way for enrichment of individual nations and groups at the expense of others trapped in poverty and pauperization; this = the source of social pathology, human degradation and humankind’s self-destruction. Harmony = true money as a means of achieving harmony; money without harmony = the destruction of all other humanistic priorities for a financial gain, = source of social pathology and human degradation. Harmony = true, sphere, state, in which the authority is divided equally and equitablybetween the sphere classes of the population and which (state) serves to social harmony; the state without harmony = tool of violence and restriction of one groups concerning other groups, = source of violence, injustice, poverty and wars. Harmony = true sustainable development; sustainable development without harmony = only Utopian dream. Harmony = prosperity, which for humankind is possible only in a state of harmony; prosperity without harmony = prosperity of a minority of the world’s countries and populations at the expense of the majority. Harmony = true culture, which serves harmony; culture without harmony = destruction, enmity and war. Harmony = true religion, which serves harmony: God of any religion = the creator of harmony from chaos; religion without harmony = religion without God. Harmony = true family, which serves harmony; family without harmony = source of enmity, murders (abortions) and suicides, violence, inequality, injustice and social pathology. Harmony = true (harmonious) education, which serves harmony; education without harmony = harm to man and society, and that harm is not expiated by its private benefits. Harmony = the true, full-dimensional man; man without harmony = a one-dimensional man = half-man = not a full-valuable man. Harmony = happiness, full value, meaning and completeness of human life, which are found only in harmony; happiness without harmony = fiction and an unreal dream. Harmony = true, adequate to all positive opportunities, prospering humankind, its genuine Golden Age. Harmony = multi-polar coordinated in all spheres and between all nations the world order to obtain the common good and global prosperity. Any absolutization = a lie, only absolutization of harmony = true, because harmony = the most fundamental natural law and universal deep structure of the world, society and man. These definitions are a subject of future scientific research and discussions among children, youth, parents, teachers, experts and the public. These definitions are the eternal philosophical problems and challenges for a science of harmony (tetrasociology), for the World Harmony/Peace Academy, and for general harmonious education. These definitions are a source for inexhaustible pluralism of opinions and approaches, riches with information and knowledge. 02/05/08. 5. Mission, purposes, motivation, ideological platform and WHA staff 5.1. Mission of the World Harmony Academy: To scientifically prove the inevitability of a global conscious harmonization of an information civilization through sphere classes, which are the actors and creators of world survival, indestructible peace, harmony and prosperity; To create the worldview and disciplinary bases for formation among youth and future generations of the GREAT DREAM of HARMONY - HAPPINESS as a priority value; To initiate innovation of a super technology of general harmonious education of all people, beginning from birth and continuing in the family and school. Briefly: To create global peace based on the scientifically clear harmony of the sphere classes and through harmonious education of the population beginning with childhood. The dream of harmony - happiness is formed by WHA and a system of general harmonious education supported by states, mass media, humanitarian sciences and arts that will ensure the global peace as the special qualitative condition of humankind excluding wars, armed conflicts and their means. 5.2. The comment to WHA Mission. Harmonious education and WHA are the originator and generator of two social functions. The first function is preventive: to prevent youth from burning life in consumerism, from degradation in drugs, alcoholism and different fanaticisms, from enmity, fascism and violence, including from mutual murders at schools and universities. The number of these murders grows. The second function is constructive: to arm youth with the great positive dream about harmony - happiness through the innovation technologies of social and individual harmonization in a system of general harmonious education. Harmonization is a conscious process of an equilibration of spheres and sphere components, achievement of their optimum measure and coordination. Harmonious education will ensure youth and new generations with necessary technologies for conscious harmonization at all levels, from the individual and family to all humankind. Harmonization technologies express a humanistic and moral mission of the new century. Harmonization is decisive for postindustrial humankind mission. only harmonization is capable to give adequate responses to global challenges because only harmonization provides qualitatively new social capital: a harmoniously and peacefully educated population free from wars, violence and poverty by using the achievements of science, engineering and economy for the common good and global harmonization (or harmonious globalization). The dream of harmony - happiness is universal because it gives a qualitative, synergetic effect in all spheres of society and people. Harmony is global because language of harmony - happiness is a global language of culture, peace and general harmonious education for the entire planet. The dream about harmony - happiness as an educational mission will require a lot of time, energy and expense of many resources. The beginning of its embodiment can be occur in 2008 in the WHA creation in St.-Petersburg (Russia) where all the necessary key conditions have ripened; these are submitted in our project. only the question of support of power remains unsolved. 5.3. Dream about harmony - happiness as source for global economic prosperity. The dream about harmony - happiness holds a colossal spiritual energy due to co-cooperation of different cultures of information in all spheres of humankind. The energy of harmony synthesizes in itself not only the spiritual achievements of humankind but also creates the new, previously unknown sources for global economic prosperity. These sources for prosperity consist in the universal information harmonization of all social conditions of economy: state, markets, management of all branches, spheres and levels, education, families, mass media, ecology, general disarmament and so on. They consist in essentially new, previously unknown class of harmonizing information technologies. Information and the educational harmonizing sources of global economic prosperity repeatedly exceed the efficiency of traditional industrial exploitation of natural resources. Information harmonizing globalization supersedes industrial disharmony and destroys humankind globalization. WHA and general harmonious education, distributing its influence on all social institutes, fills the population, starting with all youth, with great energy harmonization, directed for the common good of humankind and world economic prosperity. Harmonious education is the constant embodiment of the dream of harmony - happiness and eternal aspiration to the "golden age", which is not in the past but in the future. 5.4. The WHA purposes: - Preparation of necessary science, information, personnel and organizational resources for a system of general harmonious education.
- Development within youth and new generations of harmonious consciousness and worldview as submitted in the Magna Carta of Harmony and other documents of the Global Harmony Association.
- Preparation of diplomatic experts on an international level with bachelors, masters and doctorate degrees for all spheres of employment, capable of professionally harmonizing with all branches and institutions of these spheres in any human community in all the different countries and local civilizations of the world.
- Preparation and approval within national and international governmental institutions of the list of new harmonizing specialties that will add to the world list of specialties.
- Preparation and approval within national and international educational institutions of the list of new educational harmonizing disciplines for schools, colleges and universities.
- Retraining and raising the level of educators’ skill in all educational institutions on harmonizing level of humanitarian disciplines.
- Scientific research of spheres of society and persons, sphere classes and appropriate rules of harmonization in order to maintain a high quality of education among harmonization experts.
- Development within WHA of the International Tetrasociological School of scientific researches.
5.5. Result and personality preferences.
The holders of harmonious education degrees favorably differ in the following qualities: they have a universal harmonious worldview, a dream about harmony - happiness as being a top-level vital guide, a priority of harmony values, an aversion to violence and enmity, a desire for a harmonious way of life and harmonious development of the personality, a wish to share ownership of universal information, an ability for integral harmonious decisions, a want for free orientation in any social situation and institution, a skill for innovative harmonious thinking, a respect for social responsibility, an aspiration to harmonious cooperation and partnership, a readiness to engage in a harmonious business activity, and an ability for harmonization in any sphere. 5.6. Peacebuilding motivation and WHA necessity. In the world, there are thousands of military schools and academies, including "Royal", "Imperial", "Presidential" and so on, that teach youth to destroy and kill. At the same time, this same world does not have a World Peace Academy that would teach social harmony to prevent wars, poverty, enmity and other destructive extremes, pathologies and traumas of humankind. The WHA fills this cultural, educational and humanitarian gap. The WHA and harmonious education of children, youth and new generations as world citizens is the most effective way for achievement of a culture of indestructible harmonious peace. (Professor Ada Aharoni stated in 1999 the idea of a harmonious peace culture for the first time). The distribution of the WHA and harmonious education worldwide can, within the next 15 to 20 years, of not only stopping all modern wars but also preventing all wars in the future. A harmonious education is the most effective way to achieve peace building, as described in the writings of the still great Mahatma Gandhi. Therefore WHA in a reality is identical to the World Peace Academy. 5.7. Peace culture and peace education. Traditional peace demonstrations and protests, peace movements, peace researches and peace educations of the industrial society and its industrial “peace” culture were not capable of stopping or preventing any previous wars. At the best this culture is limited by the conflict theory, which provides for temporary conflict resolution and truce but does not extinguish the source of conflict. The highest achievements of industrial peace culture are: Mahatma Gandhi’s commitment to nonviolently strive against the British Empire and Dr. Martin Luther King, Jr.'s, use of nonviolence in the U.S. Civil Rights Movement, but these are defined only by their personal genius and are, therefore, unique. This peace culture, by the United Nations definition, expressed in eight attributes, does not hold the main scientific understanding and definition of the objective bases of true peace. This culture knows the war reasons to avoid war, but does not know the peace reasons to have peace. But it is basic. Therefore the industrial peace culture, by definition, is unable to ensure true peace never in principle. This culture continues to put stake in war as a means to achieve peace. This is apparent in the nationalistic statement: "If you want peace, prepare for war". Here, peace would be created on the basis of a fear of war rather than on its positive understanding of wanting peace. Preparation for war and the arms race do not stop an industrial society for one minute. In an industrial society,peace is subordinated to war and serves to leading to war every minute. An industrial society spends one million dollars for war and munitions while only one dollar goes to peace. In an industrial society, 10,000 people are engaged in war and preparation for war for every one person engaged in peace. Thus, peace is completely suppressed by war. The peace is limited by a simple absence of war in this culture, and the absence of war is a truce or an armistice, but it is not peace. Therefore an industrial society neither knows nor has a true basis of peace and, thus cannot ensure an indestructible peace and effective peace building. An industrial society with its preparation for war cannot be a basis for effective peace education, either. Therefore, an industrial society does not create or promote peace education nor adequate peace practices. In an industrial society, peace education has zero importance. The industrial society does not desire peace, does not require peace, and does not create the scientific basis on which to build or sustain a society of peace or peace education. In contrast, the new information society brings with it a new, true understanding of peace on which it can create a new, true peace culture. This peace culture is based on the scientific theory of spheres and sphere classes as sources and reasons of true—that is, indestructible, global and eternal—peace. only in an information society is it possible to create a culture of harmonious peace based on a scientific definition of the objective sphere reasons for true peace. Peace in a harmonious culture is that state or condition of any society and humankind as a whole that excludes war, the opportunity to create war, and the recourses for conducting war. This state or condition of harmonious culture is true, harmonious peace. Peace can only be provided in a state or condition of conscious social harmony of the spheres and sphere classes of the population. Sphere consciousness is a fundamental reason of true peace. Any other "peace" is a temporary absence of war and preparation for new war, therefore it is a pseudo-peace. Certainly, a culture of harmonious peace includes, in special cases, the highest achievements of an industrial peace culture: the great examples of masters of nonviolent conflict resolution are Mahatma Gandhi and Dr. Martin Luther King, Jr. The industrial peace culture also includes all types of traditional peace education: international, peace through world order studies (Derek Heater, 1984); peace through human rights and justice; development, peace through replacement of violent institutes by nonviolent (Paulo Friere, 1970); peace through nonviolent behaviour and conflict resolution (Ian Harris, 2003); and ecological peace through ecological health (Bowers, 1993). But it puts these on a platform of conscious harmonization, systematizing and including them as a part of a harmonious peace education. Harmonious peace culture is constructed on the principle: "If you want peace, create harmony" or "peace through (from, inside) harmony". The harmonious peace culture unites peace with harmony and makes them the scientific basis for the spheres of natural harmony, which unfolds in tetrasociology. Therefore only a harmonious peace culture can ensure scientific and general peace education, which simultaneously is general harmonious education. These directions of education are, in their scientific contents, identical and thus make two parties of one education. Maria Azcona’s peace definition. We can define Peace as a cultural value that is the most important value consensually because it leads the human society toward the protection of life. Peace allows life to grow, culture to be developed and systematic education and non-systematic education to be forwarded and transmitted. The lack of peace brings humanity to fear, desperation, annoyance, distrust and isolation. Also it destroys any possibility of philosophic development about cherish of life. Lack of Peace is not only the violence, but also the results of a violent environment and a paranoid climate. The effects are devastating for art, science and literature. The economic resources and political decisions and interests are concentrated in defensive or offensive activities and not in the maintenance of education or the aim to assist poor citizens groups. Social Peace is the first and foremost important value to be pursued if humanity is to have any hope of subsistence. We can define harmonious peace as the result of a solid peace state of righteousness where connivance lets culture flourish. It is the result of massive education in nonviolent resolution of conflicts but also in democracy as the unique political way of connivance that will give respect towards individual fulfillment and at the same time social groups fulfillment. Leo Semashko’s comment. Azcona gives a value definition of peace, which have many cultural advantages but it does not unfolds a social basis of peace, those eternal and natural social/sphere classes, which on the objective harmonious position/state exclude wars and among which only and can be an eternal and inevitable peace. only social harmony of these classes is that environment in which inevitable peace lives and of which it constantly grows. Inevitable, true, peace exists only inside social harmony and occurs only from it. Neither general education, nor the best democracies in an industrial society ever were the guarantors of inevitable peace; the proof to that is a history of the 20th century. 5.8. Consolidating scientific platform of the WHA. This platform is made with a new social science of an information society, which is tetrasociology, and the global consciousness (worldview) of social harmony submitted in the Magna Carta of Harmony (). Global consciousness is based on pluralism and keeps a mental and cultural diversity of the world communities within the framework of harmony. The Magna Carta of Harmony is the foundation document for the Academy on the basis of which all other documents are created: Statutes, Curriculums, Internal Norms, Competitive rules of teachers, etc. 5.9. Interconfessional character of the WHA. The importance aspect of the WHA is the interconfessional harmony provided the harmonious organization of education and a life in the Academy. Interconfessional harmony is served in Academy through the special theoretical courses of religious harmonization, fundamental studying of all world religions, practical training in the interconfessional groups, by mastering common languages of communication— Esperanto and English—and creation of the common cultural and art programs and so on. Interconfessional character is made in prayerful places of the basic world religions and in theperformance of daily religious rituals during students’ and teachers’ free time. At the same time in the WHA, there will be respect for the All Religion Prayers and World Unity Prayers per the example of Jagdish Gandhi’s City Montessori School in India. 5.10. Tolerance as an initial step of harmony. Tolerance is the main requirement and a cultural basis of the WHA. Harmony begins with tolerance. Students or teachers who are not capable of establishing harmonious or even tolerant partner relations among themselves and who are constantly conflicting among themselves and with other ethnic and religious groups are excluded from the Academy or assigned by the special commission for a probation and preparatory period (as for this work out the special rules). It is obvious, that not all modern people, including the believers who have been brought up in a traditional industrial spirit, are capable to be trained and to teach in the WHA and to live under laws of harmony in it. 5.11. Staff. The initial heads and teachers of the WHA are selected from members of the Global Harmony Association, first of all from more than 60 ideologically incorporated authors of its basic documents: «Harmonious Era Calendar», «Magna Carta of Harmony», «Global Harmony Association Statutes» and the WHA Project. The heads and teachers staff of the Academy can enter through a competition in which each expert shares the Magna Carta of Harmony and passes an examination on accordance to a post. The WHA staff will be replenished among university teachers passed retraining in the Academy. More 40 outstanding domestic and foreign professors and heads of the largest international organizations, which are included in the GHA, could take part in work of the Academy. 5.12.Founders of the WHA. The WHA should be State and Public and Private educational establishment that harmoniously unites the potential of the state, civil society and business-community. Therefore founders of the WHA are the government bodies, business-structures and civil organizations in the person of the GHA as author and initiator of the WHA project. The founders’ staff and a proportional ratio of their parts in the WHA constituent capital to meet the requirements of harmony. For its observance, the WHA founders on the equal rights and with equal shares’ are included into the WHA constituent capital: the state and business have 33 % of the constituent capital, the GHA, as the representative of civil society and as the initiator and author of the WHA project (i.e. as the owner of a Know-how and Hi-tech) has 34 % of the constituent capital. Founders could pay in WHA constituent capital the following shares: 1.The statebrings in the ground area 2-4 sq. km.:the architectural project of the WHA Buildings Complex (WHABC) will specify the ground area; rooms in 1500 sq. m. for the first stages (4 years), exempted from rent and municipal services; and 8 % from the WHA common financing: from 25 billion rubles (Note: one US dollar is equal approximately to 25 Russian rubles); 2.Business pay in 92 % of common financing (from 25 billion rubles); 3.The Global Harmony Association (GHA)brings in innovative idea, educational hi-tech and know-how of the WHA project and also provides attraction and training of the necessary staff. Legal-organizing form. In composition of the named founders, the WHA’s best and steadiest legal-organizing form is the Closed Joint-stock Company: WHA CJC Ltd (the title will be specified). WHA CJC Ltd issues the shares on the sum of the constituent capital and distributes them between the founders according to their quota: State - 33 %, Business - 33 %, GHA (Global Harmony Association) - 34 %. GHA is presented by the WHA co-authors and its Initiator and Manager Dr Leo Semashko. He as the author of its theoretical base, key ideas and first practical applications since 1976 and receives not less than 30 % of the WHA CJC Ltd shares. 4 % of the shares from GHA quota are distributed between the WHA project co-authors. 4 % from the WHA project minimal cost in $1 billion make $40 millions and form the co-authors fund. (At cost of the project in 2-3 times more the co-authors fund is increased accordingly more.) The co-authors fund is divided into 1000 minimal shares by denomination in $40,000. Depending on the contribution, the co-author receives from one to 50 shares. Distribution of the shares between the co-authors is made by the Project Manager on the basis of approved "Participation Criteria". The manager solely knows and can estimate the comparative contribution to the project of each co-author. It is natural that WHA CJC Ltd can begin to distribute profits only after full commissioning of the first WHA project. Distribution of the shares and profits are a transparent process. WHA CJC Ltd excludes commercial classified information and makes all financial operations by fully transparent in the internal relations. WHA CJC Ltd in the long-term perspective turns to the Global Educational Corporation with representations worldwide. These representations will ensure introduction of the WHA projects and technologies of harmonious education worldwide. Infinity of this task provides practically infinite existence and development of this humanitarian global corporation and also appropriate dividends. 5.13.Harmonization as an innovative way of humanity development.Realization of harmonization as an innovative way for each country and humanity development requires a powerful modern pedagogical and research center in the WHA, capable to be the generator of general harmonious education and to train experts on harmonization for all spheres, including for various structures of authority. The WHA is the first educational establishment of new system of general harmonious education, its source and generator. 5.14. What to teach children in the 21st century? Traditional industrial education separates, more than it connects, the people. Traditional industrial education teaches o enmity and national superiority rather than world peace and harmony. Harmonious education in an information society can not teach children and youth this. It can not teach their Marx’s economy, which kindles the class enmity. It can not teach the racial theory, which kindles genocide and xenophobia. It can not teach nationalism, which kindles ethnic enmity. It can not teach gender or elite superiority, which kindle enmity of sexes and also poor and rich. It can not teach the world military history, which constantly reminds each new generation of any country when it was victorious or when it was humiliated and disgraced in any military defeats, occupations and violations. This history constantly warms up the smoldering carbons of interethnic enmity of all with all. To whom is such history necessary? History should teach peace and harmony, instead of war. It is obvious that it is more useful and a priority to give back to that history that gives knowledge of those its islands, on which prospered, fell short in regard to cooperation, friendship, peace and harmony of the different social groups and the nations of those islands. It is necessary to teach these examples of history to future generations. Harmonization of all types, in all times and in all countries advanced on a modern scientific basis of social and individual harmony should become the key subject of WHA and world harmonious education of children in our century. Prof. Jiang Yimin’s addition. In my opinion, harmony is not an absolute coherent situation but a balance of many opposites. As Plato said, ignorance is a root of disharmony. If a people don’t know defects, illnesses and evil during their childhood, how will they handle or avoid some negative aspects of human society after they grow up?If having only one dimension is a characteristic of industrial society, then having multiple dimensions should become an indicator of information society. The education in the information era should not remain one-dimensional education as before but advocate holistic education. Leo Semashko’s comment. I fully share this opinion about holistic and multidimensional harmonious education as it is expressed above in # 3.2; 3.3 and 3.4. Certainly, family upbringing and scholastic education should provide knowledge about defects, illnesses and evil (including war) as well as about their reasons and roots. I do not object to people and children learning this knowledge, and I consider such knowledge to be a necessary educational measurement.I emphasize only this one point: this knowledge should not teach children to employ or inflict defects and evil on themselves or others and should not suppress other educational benefits and measurements. When history textbooks and television channels are filled with violence, defects and evil, knowledge from those sources can, too often and too easily, teach violence, defects and evil in a manner that supersedes knowledge about virtues, peace and harmony 5.15. Conscious creativity of a harmonious peace culture in the WHA. Within the Academy framework, the various art studios for conscious development of a harmonious peace culture are created: 1. Composition of the Hymns of Harmony and Peace by renowned poets and composers of the world; 2. Documentary films about daily life of the Academy with participation of children, and also documentary films about harmonious peace in different countries on CDs and DVDs; 3. Harmonious and peaceful music, including the appropriate songs and hymns, on CDs and DVDs; and other studios. All studies in Academy should be accompanied by the appropriate music and short documentary films. 6. WHA structure, new specialities, disciplines and features of educationalprocess 6.1. The WHA structure is the four Faculties of Harmonization, appropriate to four spheres and sphere classes of humankind and each society and community. The tetrasociological laws system, formulated above, is a scientific basis of WHA structure and teaching contents in it. Social and individual harmony is defined by four spheres, which correspond to four faculties of Academy, and also organization of knowledge in sphere blocks (groups, complexes) and its teaching by each faculty member each year. Each faculty member prepares the new experts and teachers on harmonization within the framework of traditional professions (see list of professions and specialties below). Raising the level of one’s skill of the school and university teachers on harmonizing block of the humanitarian disciplines are realize at the first stage (2 years). Each faculty member unites a number of the Departments of Harmonization. Each department is a sub-faculty as the basic block of profiling disciplines, which unites a complex of the specialized subject’s lecture courses of harmonization. The departments list expresses a conscious and active development of new scientific disciplines and directions of teaching in an information society as opposed to their chaotic occurrence and passive development in an industrial society. The list of departments and main subjects/disciplines of Academy indicates the maximum desired goal, for today. Their practical introduction will be realized within the Academy’s annual development plans. The basic blocks filling vary with time in connection with shifting social and scientific conditions. 6.2.General list of the Departments (basic blocks of main subjects/disciplines) on the WHA Faculties: Faculty 1: Harmonization of Sociosphere (Sociosphere Harmonization): 1.Theory of social harmony and harmonization of social institutions 2.Theory of individual harmony and harmonization 3.Harmonization of social anthropology 4.Acting technique for harmonization of behavior 5.Psychological harmonization (TetraPsychology) 6.Harmonious education and harmonization of education (TetraEducation) 7.Harmonization of Pedagogics and Pedagogics of harmony (TetraPedagogics) 8.Harmonization of social work 9.Harmonization of children's preschool education, upbringing and development 10.Harmonization of school education, upbringing and development 11.Harmonization of university education), upbringing and development 12.Family harmonization and harmony of family 13.Harmonization of medicine and harmonious medicine 14.Aikido as harmonization of physical resistance 15.Harmonization of sports and sports harmony 16.Harmonizing kinds of sports (Sports Department) 17.Harmonization of unity of four spheres, markets and classes by social resources and technologies. Faculty 2: Harmonization of Infosphere (Infosphere Harmonization): 1.Culture of harmonious peace and tolerance 2.Golden Rule and harmonization of the world religions 3.History of world culture of harmony 4.Philosophy of harmony and harmonization 5.History of harmonious epochs, peoples and cultures of humankind 6.Dialectic modeling for harmony and harmonization; harmony of dialectic modeling 7.Tetrasociology: the scientific theory and sociology of harmony of an information society 8.Tetrasociological studies 9.History and importance of the site "Peace from harmony" 10."Magna Carta of Harmony": the contents and global meaning 11."Harmonious Era Calendar": the contents, world importance and development 12.International bilingualism of Esperanto and English: +Russian (for the WHA Russian branch) 13.System linguistics and harmonization 14.Art of harmony and harmonization of art 15.Harmonization of dialogue and dialogue in harmony 16.Harmonization of mass media 17.Information theory in harmonization 18.Sphere Statistics of harmonization (TetraStatistics) 19.Harmonizing information technologies for youth 10-25 years 20.Harmonization of consciousness (TetraConsciousness) 21.Natural-science and mathematical bases of harmony and harmonization 22.Synergetics of harmony and harmonization of Synergetics (TetraSynergetics) 23.Sociocybernetics of harmony and harmonization of Sociocybernetics 24.Socionics of harmony and harmonization of Socionics 25.Consulting harmonization and harmonization of Consulting 26.Harmonizing creativity (literature, poetry, painting, music, design …) 27.Harmonization of unity of four spheres, markets and classes by informational resources and technologies. Faculty 3. Harmonization of Orgsphere (Orgsphere Harmonization): 1.Theory of harmonizing and harmonious organizations (TetraOrganizations) 2.Harmonization of democracy (TetraDemocracy) 3.Harmonization of law (TetraLaw) 4.Suffrage of children 5.Harmonization of disarmament and international security 6.Political harmonization (TetraPolicy) 7.Governmental and Parliamentary harmonization (TetraGovernment, TetraParliament) 8.Harmonization of management (TetraManagement) 9.Financial harmonization (TetraFinance) 10.Harmonization of PR 11.Harmonization of conflict resolution and conflict resolution in harmony 12.Harmonization of political psychology and psychology of political harmony 13.Harmonization of the multipolar global order and international relations 14.Global Harmony Association: importance for social ãàðìîíèçàöèè 15.Building of social harmony in the European Union 16.Building of social harmony in China 17.Building of the Eurasian harmony 18.Building of social - political “sobornost” (harmony) in Russia 19.Specificity of transition to social harmony of different groups of the countries 20.Leadership in social harmony 21.Practice of harmonization in various organizations of the Global Harmony Association 22.Harmonization of unity of four spheres, markets and classes by organizational resources and technologies. Faculty 4. Harmonization of TechnoSphere (Economic Harmonization): 1.Economic harmonization (TetraEconomics) 2.Marketing harmonization (TetraMarketing) 3.Harmonization of consumption (TetraConsumption) 4.Harmonization of export and import (TetraExportImport) 5.Ecological harmonization (TetraEcology) 6.Harmonization of Technics and harmonious Technics (TetraTechnics) 7.Harmonizing technical creativity (home crafts, needlework, technical modeling etc.) 8.Harmonization of unity of four spheres, markets and classes by economic resources and technologies. 6.3. New specialities of the harmonizing block prepared in WHA (at the first stages) Spheres | Profession | Speciality | Social | Teacher of high school Teacher of special school Teacher of a higher school Psychologist Organizer of education Social worker | Harmonization of social establishments Individual harmonization Family harmonization Preschool harmonization Psychological harmonization Sports harmonization Harmonization of educational establishments Harmonization of social work | Informational | Culture science Philosophy History Sociology Sociological researches Languages Religious science Mass media Statistics Information technologies Consulting | Culture of harmony and harmonization Philosophy of harmony and harmonization History of social harmony Tetrasociology Tetrasociological researches Harmonizing bilingualism: Esperanto and English Religious harmonization MASS-MEDIA harmonization Sphere statistics harmonization Harmonizing IT Consulting harmonization | Organizational | Policy State Law Finance Management International relations | Political harmonization Harmonization of the state Harmonization of the right Financial harmonization Management harmonization Harmonization of the international relations | Economic | Economy (as a whole and on the basic branches) Marketing Consumption Export - import Engineering Ecology | Harmonization of economy (as a whole and on the basic branches) Harmonization of marketing Harmonization of consumption Harmonization of export - import Harmonization of engineering Ecological harmonization |
Harmonization experts are necessary not only for the social sphere—education, public health services, psychotherapy, sports and so on—but also for other spheres, including industrial structures of all branches, political organizations, power bodies and so on. Harmonization experts provide a significant increase of efficiency of any activity at the expense of the new approach to its organization, motivation and information maintenance. 6.4. List of new educational disciplines of the harmonizing block for schools and universities on nearest 5-10 years with their gradual introduction and subsequent expansion: 1.Theory of individual harmonization and harmony of the person 2.Theory of social harmonization 3.Culture of harmonious peace and tolerance 4.History of world culture of harmony 5.Philosophy of harmony and harmonization 6.Tetrasociology: the scientific theory and sociology of harmony of an information society 7.International bilingualism of Esperanto and English 8.Golden Rule and harmonization of the world religions 9.Harmonizing information technologies for youth 10.Political harmonization 11.Harmonization of the law 12.Suffrage of children 13.Harmonization of management and management harmonization 14.Financial harmonization 15.Economic harmonization 16.Harmonization of marketing 17.Harmonization of consumption, 18.Ecological harmonization 6.5. Educational process. The primary requirement of the WHA consists to subordinate all of its educational process and life to the aspiration of social and individual harmony. It is necessary that the Academy not only teaches harmonization but also lives for it, that each student and teacher aspires to harmonious development at each lecture and each studies, to become harmonious as a person in all ways of life, feeling, thinking and behavior; that they submit to being each other’s example of harmonization. 6.6. The curriculum of training on all specialties of the Academy should include 4 sphere basic complexes / blocks of the educational discipline corresponding to spheres of the society / person, but in a different time proportion in limits from 25 to 100% depending on specialization. Such construction of curricula provides harmonious education on all spheres as well as intensive (priority) training on one sphere and specialty. 6.7. Change of studies in educational process. In each block is distinguished the set of obligatory disciplines / courses that are supplemented by 25% a set of disciplines / courses at the choice of students. The 4-day cycle of studies’ change is established: every day disciplines of one block are studied. Change of studies harmonizes a way of life and studies of the Academy students. Every day students have 3 pair (for 90 minutes) of theoretical disciplines and one pair of practical studies (sports, technical and art creation, and so on.), that harmonizes theoretical knowledge and practical skills. Additional studies can be introduced at the request of students for their harmonization but within the framework of the Academy opportunities. 6.8. Terms, languages and special studies. The common term of training for all faculty members: 5 years for bachelor; 6 years for master; 9 years for doctor. The first year for all students is the preparatory year devoted first of all to language training in three languages: Russian, English and Esperanto, and also common training on a history of the world culture of harmony, tetrasociologyand actor's skill. Esperantois introduced for overcoming language discrimination and maintening universal bilingualism.It is supposed that lecture courses will be read equally in each of these three languages. Actor's skill is introduced for gaining skills of emotions management and interethnic cultural relations of the Academy students. 6.9.Dialogue and game character of studies. Instead of examinations students prepare and defend academic year projects of harmonization on each discipline in the intercultural and interethnic environment. Teachers give lecture-dialogues aimed at working out student's projects of harmonization. The basic mission of the teacher is adviser, assistant of student in the preparation of harmonization projects, and superior comrade. Seminar studies on theoretical disciplines are carried on style of command business games (dialogues) and creative tasks among which can be student's reports. The teacher carries out sociological poll of students and reveals their evaluation at the end of each course. While studying, the basic accent is not on memorization but on practical application of knowledge and finding necessary information on the Internet. 6.10. Number. It is proposed that the total number of the WHA students, from ecological and harmonious considerations, should not exceed 10,000, on 2500 at each faculty, with acceptance every year on the first year of 2,000 students (on 500 on each faculty). The number of students learning professional skills will be 1,000. The number of doctor's degree students will be 250 to 500. The number of permanent and invited foreign teachers will be about 1,000, on the basis of 1 teacher per 10 students. The maintenance staff from cleaners to laboratory assistants and secretaries will number about 1,500. The total number of persons at the Academy when it reaches full growth will be about 14,000. Taking into account teachers’ families, maintenance staff, students and doctor’s degree students, the total population will be about 16,000 to 18,000. 6.11.Fee for training. Training in the Academy is paid at a level comparable to elite universities of the world in time. Fee for training assumes that from 25 to 50% of places in the Academy can be budgetary, i.e. paid of different states’ budgets for appropriate quotas of the students training at the expense of state.
6.12. The Academy branches. After putting into the WHA in operation, which will require about six years, the First Academy of Harmony will begin an active policy of introduction of its branches in all countries and continents with sale of its licenses and educational standards as educational "know-how" on the world prices. (In more details about it look in "Stages" section below). 6.13. Sources of financing and disarmament. WHA and harmonious education (tetraeducation) can be financed in the different countries from many sources: state, business, foundations and foreign sources. The best and most effective source of their financing would be an annual reduction of the military charges worldwide by 2%. From these, 1% is directed to financing tetraeducation in the country, and another 1% is directed to the World Foundation of Harmonious Education and is spent for the purpose of tetraeducation in the developing countries. It will be by an example of the international cooperation in humanitarian sphere similar to the international cooperation in cosmos, but more important for a survival of humankind. The strategy of a joint disarmament/tetraeducation will allow for 50 years to achieve full disarmament and on a place of the world military machine to construct the world system of harmonious education, which will exclude the opportunity of war and means of conducting war. The Military Academies will be transformed into the Harmony Academies. Certainly, similar long-term strategy and radical reform of the international relations can be accepted only by the United Nations. This strategy will lead to true healing of humankind within 50 years. The Global Harmony Association, together with other peacemaking organizations, could initiate this strategy in the UN. This idea is submitted in more details in the Magna Carta of Harmony (2007) clause 36à. The question of financing of the first WHA is considered in more concrete terms in section "Stages" (below). 7.Harmonious peace culture: comparison of the World Harmony/Peace Academy with the nearest global/local analogues 7.1. Comparison criteria. Above we defined the key system characteristics or criteria of the Harmony Academy: educational mission, basis (tetrasociology and harmonious peace culture) and social role. Now it is time for a comparison with its nearest world analogues by these criteria. Thisrequire a preliminary brief definition. Educational mission: to create and promote the highest values and final social outcome for education by both individual educational institutions and the entire educational system. Educational basis. The basis of any education, first of all, is the dominant peace culture. Each epoch (civilization or type of society) of humankind creates its own dominant peace culture. The greater the civilization, the greater the peace culture. The information harmonious civilization creates a culture of harmonious peace. The last cultures are estimated from positions of the highest culture. Harmonious peace culture, as a general concept, includes the following interconnected attributes: - Recognition of an opportunity and necessity of the true or harmonious (eternal, inevitable, global, indestructible, universal etc.) peace as a natural law and a natural state of prosperity that will take humankind beyond wars, armed conflicts, violence and poverty;
- Definition of the true peace actors: harmonious sphere classes of populations as the largest social groups at all levels: humankind, region, country, each city and settlement;
- Highest integral value of the true peace: social harmony and its scientific theory: tetrasociology; and also constant sociological researches of the varying harmonious sphere classes of the population at all levels: global, local and in each settlement;
- Understanding that children are humankind’s highest priority social group: unable to stop war, powerless against war, equally valuable for all nations, ensuring as a continuation of a human life in whole so and the highest humanistic and moral meaning for the true peace;
- General scientific consciousness (knowledge, understanding and culture) of the true peace, which is transferred to the population, first of all to children and youth, by the institutions that make general harmonious/peace education a priority, excepting any "knowledge," kindling any enmity between social groups and nations, and forming harmonious world citizens;
- International bilingualism of two languages: Esperanto and English, excluding linguistic and communication disharmony between the world citizens and ensuring a language harmony for the true peace;
- General and complete disarmament as practical criterion of the true peace, as an attribute of general security and abilities of all the peoples to live without war, in consent and mutual trust, without fear of aggression, and in reliance for their ability to harmonize any disagreement and contention;
- Secondary or derivative qualities: peace conflict resolution; positive process of cooperation and dialogue in spirit of tolerance, solidarity, mutual respect and understanding; exception of all forms of discrimination and xenophobia; recognition of the important role of scientific and cultural organizations subordinated to a priority of educational organizations; sustainable economic and social development; guarantee of all human rights; equality between women and men; fostering democratic participation; free flow of information and knowledge; international security.
The given definition of peace culture corresponds to an information (harmonious) society; therefore it gives us a concept of essentially new, harmonious, peace culture. Any peace culture that utilizes only a part of its listed attributes is private, historically limited and transient. Such is the case with the industrial peace culture, which is limited only by one, 8th item (See: The UN Declaration and Programme of Action on a Culture of Peace, 1999). In connection with a new definition of peace culture, there is a sharp necessity of the UN reforming as the top global institute of industrial peace culture of the world and all of its documents devoted to this culture, according to the requirements of a new society and its peace culture. But it is other question. Role of education: The role of education can be different in a society, depending on the quality of its peace culture. In a harmonious (information) society, education plays a general and priority role; in industrial and transitive societies: general or private and always secondary. 7.2. Comparison directions. The comparison also requires allocation of the basic educational directions, differing by a quality of the peace cultures. In the modern transitive epoch of humankind from an industrial society to an information society (civilization), three basic educational directions differ: 1. traditional or industrial, 2. information or harmonious, and 3. mixed or transitive. We shall define them briefly. 1. Traditional educational direction or industrial education depends on an industrial, private (limited) peace culture, which in principle is unable to ensure global peace and does not aspire to global peace (the past history proved it), thus it is limitedto merely resolution of local conflicts. This peace culture is expressed by the UN "Declaration on a Culture of Peace" (1999). Its top criterion and achievement is conflict resolution. Its critical analysis, which is given in the Magna Carta of Harmony (2007), does not reject its huge moral importance and that understanding, that "wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed". However universal scientific content of peace mind, peace consciousness/worldview and peace education are not unfolded in it or are reduced to particulars. This is because the industrial society is not capable of creating it and does not create it because it is not a requirement for this society (in more details see above #5.7). Peace in this society is reduced to absence of the conflicts and to important, but private and external characteristics: tolerance, respect, understanding, dialogue, human rights, freedom etc. However, true peace is the special qualitative state of mankind, unknown in an industrial society, which absence continuously derivates the conflicts and detonates all external peace characteristics. In this society, which continues to prevail, industrial education comprises an overwhelming percentage—more than 99 percent—and the most conservative part of modern education. Industrial education is, maybe, the most powerful threat and challenge to existence for modern humankind, as it does not give people the consciousness and knowledge of peace as qualitative state of humankind. Transformation of industrial education in a harmonious culture is the first requirement of survival for humankind.The decision of all other global challenges and threats—ecological, energy, food, demographic, poverty, nuclear, terrorist and so on—depends on education. Educational challenge has become a priority for survival of humankind and for for a global shift to an information civilization. 2. Harmonious educational direction or harmonious education also has qualitatively new ground: a universal harmonious peace culture is born by an information (global and harmonious) civilization. The concept "harmonious peace culture," for the first time, was put forward by Prof. Ada Aharoni. Its scientific universal contents was unfolded in Dr. Leo Semashko’s tetrasociology and it was expressed for the first time in Magna Carta of Harmony by 43 authors of International site "Peace from Harmony" (http://peacefromharmony.org/?cat=en_c&key=3). The top practical criterion of harmonious peace culture is general disarmament, which is not even mentioned in industrial culture and without which the true peace is impossible. This culture is submitted in totality in the formulated above 8 criteria, from which only one is created by an industrial society. Certainly, we shall repeat once again, a harmonious peace culture includes and keeps in itself all advantages of industrial peace culture but it puts them on the universal scientific basis, which was not known to an industrial culture. A harmonious peace culture qualitatively expands industrial peace culture and it lifts education on an essentially new level appropriate to requirements of a new information society, which gives it a priority role. The seeds of harmonious education spontaneously sprouted at schools of integral and holistic education (see #3.3.). It finds the conscious embodiment in educational examples on a basis of tetrasociology especially in the project of WHPA and general harmonious education. 3. Mixed educational direction or mixed (transitive) education is characterized by birth of the harmonious education elements inside industrial education. Its examples are the local schools of liberal, integral and holistic education and scientific harmony academies (see #3.3.). Starting from this classification of educational directions, we shall try to allocate, to compare and to estimate some of the most important examples of world scale of each direction by three basic criteria: educational mission, basis and social role (importance and place). This task is reduced, as a matter of fact, to comparison of the WHPA project as a sole and conscious example of harmonious education on a world scale with similar examples of the industrial and mixed education. We included in the list also some Centres of peace researches, as the WHPA is not only educational, but also research institute of global scale. We included in the list also some local educational establishments in view of their special originality and importance, which elements can be used in the WHPA. Now we shall compare its mission, basis and role with the allocated examples. 7.3. Comparison examples. 1. World Harmony/Peace Academy (WHPA, 2008), Russia, Global Mission. "Scientifically to prove inevitability global conscious harmonization of the sphere classes of an information humankind as actors of its survival, indestructible peace, harmony and prosperity; to create the worldview and disciplinary bases for formation at youth and future generations of GREAT DREAM about HARMONY - HAPPINESS as priority value and to put a beginning of innovation supertechnology of general harmonious education of a human from birth, family and school." Briefly: "Global peace on a basis of the scientifically clear harmony of the sphere classes and through harmonious education of the population since childhood." Basis: Tetrasociology as the pluralist four-dimensional scientific MACRO-SOCIOLOGICAL theory of a harmonious information society, as global scientific harmonious consciousness and worldview, and as innovation multilateral approach to peace and security issues. (Harmonious peace culture). Role: universal and priority. 2. The United Nations-mandated University for Peace (UPEACE,1980), USA, Global http://www.upeace.org, Mission: "to provide humanity with an international institution of higher education for peace with the aim of promoting among all human beings the spirit of understanding, tolerance and peaceful coexistence, to stimulate cooperation among peoples and to help lessen obstacles and threats to world peace and progress…." Basis: Charter of the United Nations (industrial peace culture). Role: Private and secondary. 3.Transcend Peace University (2003), Norway, Global http://www.transcend.org/tpu; Johan Galtung: Rector, TRANSCEND Peace University Founder and Director, TRANSCEND (http://www.transcend-nordic.org/) Mission: to bring about a more peaceful world, using action, training, dissemination and research to handle conflicts with nonviolence, empathy and creativity, for acceptable and sustainable outcomes. Basis: Conflict Transformation by Peaceful Means (industrial peace culture). Role: Private and secondary. Note. The colossal role in creation of this University (2003) belongs to Prof. Johan Galtung, who is widely regarded as the founder of the academic discipline of peace research and one of the leading pioneers of peace and conflict transformation in theory and practice. Prof. Galtung has played an active role in helping mediate and prevent violence in 45 major conflicts around the world over the past four decades, and is author of the United Nations' first ever manual for trainers and participants on "Conflict Transformation by Peaceful Means: The TRANSCEND Approach" (UNDP 2000). Johan Galtung is founder and Director of TRANSCEND (1993) - A Peace and Development Network for Conflict Transformation by Peaceful Means, with more than 300 members from over 80 countries around the world and Rector of TRANSCEND Peace University (TPU). He has published more than 1,000 articles covering a wide-range of fields, including peaceful conflict transformation, deep culture, peace pedagogy, reconciliation, development,peace building and empowerment, global governance, direct structural and cultural peace/violence, peace journalism, and reflections on current events, and more than 100 books translated into dozens of languages. Ñomment. Despite the importance of TRANSCEND Peace University, Prof. Johan Galtung and TRANSCEND’s powerful system and its huge efforts, it, unfortunately, has appeared obviously insufficiently for resolution of the military conflicts, the number of which continues to grows in the world. Prof. Galtung is on top of the western branch of industrial peace culture, similar to the role of Dr. Martin Luther King, Jr. But this culture as a whole is powerless against war and conflicts in general in an industrial society. The transition to the other harmonious culture is necessary. However, Prof. Galtung’s great contribution, as well as Dr King’s, should be kept in a new peace culture. Therefore, we invite Prof. Galtung to cooperation in the WHPA project. We shall be happy, if he morally will support our project. We shall be twice happy, if he will find an opportunity to include its "Advanced Course on Peaceful Conflict Transformation" in the WHPA project. His concepts "deep structure" and "deep culture" open an output on the sphere structures, sphere classes and sphere culture, which are extreme deep in a society. In turn, we would be glad to carry out our courses at TPU. 4.The Institute at GlobalShift University (GSU, 2009), USA http://www.globalshiftu.org/mission.html; Dr. Ervin Laszlo, GSU Chancellor, founder and president of the Club of Budapest, co-chair of the World Wisdom Council and etc. He is the author of over thirty books translated into as many as twenty one languages and of four hundred papers, editor of two dozen other books including a four-volume encyclopedia. Laszlo has a Ph.D. from the Sorbonne and is recipient of four honorary Ph.D.s from the United States, Canada, Finland and Hungary. GSU Mission: «to enable lasting world peace,… advancing the value of living in the harmony,… to transform a conflict-riddled world to one of sustainability and peace,…. global consciousness and social and ecological sustainability,….» GSU Basis: MacroShift Scientific Concept or Fundamental Shift or GlobalShift (mixed or intermediate peace culture) GSU Role: Universal and secondary. Comment. The GSU and WHPA comparison has much in common in their scientific bases. Dr. Ervin Laszlo speaks about "the shift from scientific materialism to a multidimensional worldview in harmony with the world's great spiritual traditions", which, in full measure, is possible to relate and the evolution of tetrasociology. As it is by being four-dimensional and "MacroShift Scientific Concept " or "evolutional and integral theory" also is by four-dimensional. Dr. Laszlo allocates in it "four fundamental elements", four "reorganizations: cultural, social, political and economic", "four focal areas constitute necessity four MacroShift: economic, ecological, social and cultural" and so on. In our understanding, the global or MACRO shift is a shift of a priority of four spheres and them value orientation: the priority passes from economy to sociosphere and from the economic profit to social and individual harmony. Dr. Laszlo recognizes "global consciousness", and we recognize global, but harmonious consciousness, which through general harmonious education reaches all the nations and people of the world. We also coincide in a recognition "global stability" and "global peace", which we determine through conscious harmony of the global sphere classes, and Dr. Laszlo through global shifts. We fully share his key idea: "the lack of a systemic, commonly held, values-driven Strategy formaking positive change, one grounded in altruism, spirituality and kindness, diminishes and undermines the possibility for effective, planet-saving collective action." We together work for overcoming this global lack and we share the common value of harmony. Our visions and theories are two parties of one model. All this creates powerful ground for cooperation: I have supported the GSU creation and I am ready to read in it a lecture course, if I shall be invited. In turn we hope for support of our WHPA project by Dr. Laszlo and on his course in it. 5. International Peace Institute (IPI) formerly International Peace Academy, USA, Global http://www.ipacademy.org/about-ipi, Work in close association with the United Nations. Founded in 1970.Principal inspiration came from then UN Secretary-General U Thant and Ruth Forbes Young, a deeply committed philanthropist. Mission: to promoting the prevention and settlement of armed conflict between and within states through policy research and development; or to resolve global conflicts and crises through policy research and development; or to help build a more secure and peaceful world. IPI accompanied and supported the UN reform process through the Coping with Crisis program. Basis: Specializing in multilateral approaches to peace and security issues (industrial peace culture). Role: Private and secondary. 6.Soka University (SU, 1971), Japan, Global http://www.soka.ac.jp; Soka University's educational philosophy was established by Tsunesaburo Makiguchi who was a principal of elementary school. Makiguchi published the Value Creating Educational System based on his belief that "the purpose of education is to lead students' happiness," and developed humanistic education pedagogy. His value creating educational philosophy based on a belief in the infinite potential of the individual was carried on to his successor, Josei Toda who was also an elementary school teacher. It was Daisaku Ikeda who inherited their dreams and established Soka University to realize the value creating educational system. The 21st century to be a "century of education"- Aiming to be the highest seat of learning for humanistic education (note: it is harmonious education – L.S.). The Founding Principles: “Be the highest seat of learning for humanistic education. Be the cradle of a new culture. Be a fortress for the peace of humankind.” Daisaku Ikeda - Founder of Soka University. Daisaku Ikeda, honorary president of Soka Gakkai and president of Soka Gakkai International, was born in Tokyo on January 2, 1928. He is a graduate of Fuji Junior College. In addition to Soka University, Dr. Ikeda has also founded other numerous institutions, including the Soka schools, Min-On Concert Association, Tokyo Fuji Art Museum, the Institute of Oriental Philosophy, and the Toda Institute for Global Peace and Policy Research. Through such institutions and his various activities he aims to promote peace, culture, and education and to encourage dialogue among educational, cultural, and political leaders around the world. Recognition of Dr. Ikeda's efforts has come in the form of many awards, such as the United Nations Peace Award, the Kenya Oral Literature Association Award, and the Poet Laureate Award of the World Poets Association. He has also received honorary doctorates and the professorships from a total of over 200 overseas universities, including Moscow State University and the University of Glasgow. Dr. Ikeda's many published works include The Human Revolution (12 volumes) and dialogues such as Choose life: A Dialogue (with A. Toynbee), Dawn After Dark (with R. Huyghe), and Before It Is Too Late (with A. Peccei), A Lifelong Quest for Peace (with L. Pauling), Dialogue between Citizens of the World: on Peace, Humankind and the United Nations (with N. Cousins), and Spiritual Lessons of the Twentieth Century (with M. Gorbachev). «A great human revolution is just a single individual …. will enable a change in the destiny of all humankind» Daisaku Ikeda, SGI President. SU Mission: To promote peace, culture, and education SU Base: Value creating educational philosophy and system (mixed or intermediate peace culture) SU Role: Universal and secondary Comment. The importance of Soka University and other numerous educational institutions created by Dr. Ikeda in the world (mainly in East) is difficult to overestimate. However, it is necessary to recognize, and his powerful efforts were insufficient for maintenance of global peace. Dr Ikeda, certainly, is a top of east branch of industrial peace culture, which due to his powerful theoretical, cultural and educational influence for almost 50 years was enriched by many elements of harmonious peace culture: value Buddhist orientation on happiness, harmony, peace, love, sanctity of life and so on. Dr. Ikeda’s great contribution shifted industrial culture in direction of its harmonization and transformed it into transitive culture. This historical cultural shift receives a substantiation and new development in tetrasociology, in its philosophy and theory of harmonious education and in the WHPA. These innovations provide education and peace culture not only universal, but also priority role in a survival, sustainable development and prosperity of humankind in the future. Harmonious education including values of peace, harmony as happiness (or happiness as harmonies) etc. overcomes a secondary role of industrial education and industrial peace culture, from which peace practically does not depend and wars begin despite of them and contrary to them. only a new shift to harmonious peace culture and to its generator: to general harmonious education provides to them a priority and power capable to overcome power of war, to result in general disarmament and to establish global peace. Therefore Dr. Ikeda’s great contribution is fully kept in the WHPA project and receives in it new development. Therefore we hope for support of our project by Dr. Ikeda and on close cooperation with him and all his educational institutions. We hope for an exchange of lecture courses between them and our WHPA. We would be happy if Dr Ikeda has found possible joint realization of the WHPA project that would create synergetic multiplex effect in creation of global harmonious peace culture and general harmonious education. Others Peace Global/Local Academies/Institutes Them number is significant. We shall consider the following: 7.Soka University of America (2001), USA http://www.soka.edu/page.cfm?p=3; The mission of Soka University of America is to foster a steady stream of global citizens committed to living a contributive life. Daisaku Ikeda, Founder, SUA Soka University of America (SUA) is an independent, non-profit, public-benefit, co-educational, comprehensive institution of higher learning. SUA serves both national and international students. Founded on the Buddhist principles of peace, human rights and the sanctity of life, SUA is open to students of all beliefs and is committed to diversity in its academic community. Mottos: “Be philosophers of a renaissance of life; Be world citizens in solidarity for peace; Be the pioneers of a global civilization.” “What our world most requires now is the kind of education that fosters love for humankind, that develops character – that provides an intellectual basis for the realization of peace and empowers learners to contribute to and improve society.” Daisaku Ikeda. 8.Peace Boat Global University, Japan and USA, Global http://www.peaceboat.org/english/index.html; Global University is a peace education programme which fully utilizes the dynamic onboard environment of the Global Voyages organized by Peace Boat. The Global University offers a unique curriculum combining exposure programmes in port and workshops and seminars onboard, addressing a variety of global issues, including but not limited to, peace, human rights, and environment. The Global University courses are designed to equip students with the knowledge and means to actively engage in fields of non-government organizations, journalism, education, and community service. The Global University aims to train individuals in becoming “builders of peace” inside and outside of Japan. 9.Intercultural Open University (1980), Netherlands, Global http://www.iouedu.com/index.php?option=com_content&task=view&id=60&Itemid=232, Prof. dr. J.R. Hakemulder D.Ed., Ph.D., Psy.D., D.Litt (Hon), International President of the Intercultural Open University. The work started in 1980 with one of the agencies, namely Educational & Cultural Task Forces (Ecutaf). After 10 years of experience with development work in Africa for United Nations (Unesco, Unicef and the UN Economic Commission of Africa) it was decided to establish an organization aiming at educational development based on the cultural background of the particular countries. The terminology 'task forces' was chosen because we wanted to point at the fact that Ecutaf aims at reacting efficiently, effectively and without the time consuming bureaucracy of most organizations receiving special requests from schools, universities, educational decision makers and governments. With around 80 specialists in their field of expertise, I am proud to say that Ecutaf was the first private foundation in the world with this philosophy. IOU is not just another open university assisting students in various continents. In the critical situations our world is experiencing, we are convinced that humanity not only needs political programs and actions, but also a vision of a peaceful living together of peoples, ethnic and ethical groups, and religions. In January 1996 we decided to enter the Super Highway of Internet. We found that Internet contains sufficient scientific information for IOU learners for a number of selected subjects. Next to assisting learners to make good use of the computer in general and of the Internet information in particular, we aim at using the compiled information as an enormous global library. In a lecture of the International Council for Innovation of Higher Education (Budapest, 1990), I summarized the philosophical task for higher education: "The consciousness of the 21st century will be global from two perspectives: from a horizontal perspective, cultures are meeting each other … will produce a complexified collective consciousness;from a vertical perspective, they must plunge their roots deep into the earth and reach out far into the universe in order to provide a stable and secure base for future development. This global consciousness must be organically ecological, supported by structures that will insure justice and peace." Comment: the similar global and scientific consciousness in both perspectives is created tetrasociology as the theory of a harmonious information society (above). 10.Academy of Our Lady of Peace (locally called "OLP", USA), is a Catholic high school for young women in San Diego, founded in 1882: http://www.aolp.org/; 11.Professors World Peace Academy, Korea, Global http://www.pwpa.org/main/ “Developing scholarly knowledge and values for world peace” The Professors World Peace Academy (PWPA) is a tax-exempt non-profit educational organization founded to support the academic community’s role in the pursuit of world peace. PWPA publishes books, publishes the International Journal on World Peace, organizes conferences, and is forming a world academic network. It was founded in Korea in 1973 and presently has chapters in over 100 countries. PWPA has received major support from the International Cultural Foundation and the Unversal Peace Federation. 12.Tegla Loroupe Peace Academy, Kenya http://www.teglaloroupepeacefoundation.org/tegla%20Loroupe%20Academy.htm The Tegla Loroupe Peace Foundation is named for Tegla Loroupe, the world-champion marathon runner from Kapenguria, Kenya. The Foundation is building a school for orphans affected by the violence in the cattle raising areas of north-west Kenya, eastern Uganda, southern Ethiopia and southern Sudan. Phase one of the curriculum be for primary levels, with children from six years old to fourteen years old. 13.Haven of Peace Academy (HOPAC), Dar es Salaam is a Christian International School situated in Dar-es-Salaam, Tanzania, East Africa with over 290 students from Kindergarten to Grade 12. HOPAC brings together a rich blend of students from 30 different countries and a variety of religious backgrounds including Christian, Muslim and Hindu. While the majority of students come from families of missionaries, diplomats and the international business community, 32% are Tanzanian. Haven of Peace Academy was founded in 1994. http://en.wikipedia.org/wiki/Haven_of_Peace_Academy 14.Community of Peace Academy (CPA, USA) is a chartered public school located in the East Side of Saint Paul, Minnesota. Founded in 1995. http://cpa.charter.k12.mn.us/; VISION STATEMENT At Community of Peace Academy, our desired outcome is to educate the whole person; mind, body and will; for peace, justice, freedom, compassion, wholeness and fullness of life for all. MISSION STATEMENT The mission of Community of Peace Academy is to be a racially and culturally diverse community of students, parents, and staff, dedicated to creating a peaceful environment in which each person is treated with unconditional positive regard and acceptance. Comment. The CPA’s vision and mission are very important and harmonious. Three of four spheres of the whole person, selected in tetrasociology, are foreseen: character, mind (or consciousness), will and body. To compare: Dr Ikeda give a priority to character; at the Integral school in San Diego education is directed on development of "Mind, Body, Heart & Soul" of the learners etc. 15.European University Center for Peace Studies (EPU), Austria, European To study peace and conflict resolution, Austria. www.epu.ac.at, 16.The United States Institute of Peace (USIP), USA, Global http://www.usip.org/; USIP is an independent, nonpartisan, national institution established and funded by Congress (1984). Its goals are to help prevent and resolve violent international conflicts, promote post-conflict stability and development, and increase conflict management capacity, tools, and intellectual capital worldwide. The Institute does this by empowering others with knowledge, skills, and resources, as well as by directly engaging in peacebuilding efforts around the globe. 17.Vermont Peace Academy, USA www.vermontpeaceacademy.org, It has been important throughout the history of the United States to maintain military academies for teaching the skills and protocols of waging war.As Wendell Berry noted, “Authentic peace is no more passive than war.Like war, it calls for discipline and intelligence and strength of character, though it calls also for higher principles and aims.If we are serious about peace, then we must work for it as ardently, seriously, continuously,carefully,andbravely as we have ever prepared for war.” Children of the Earth joined with others at the 2002 We the Peoples Summit for Peace in Burlington to establish a National Peace Academy based in Vermont.The basic intent is to promote non-violence and to create conditions for a more peaceful world in keeping with the principles of the Earth Charter. Premises presented (July 11, 2001) in Congressman Dennis Kucinich’s bill, H.R. 2459, proposing a Department of Peace, were also taken into consideration.The Vermont Peace Academy was officiallyestablished, June, 2003, using space donated by Goddard College. Comment. Wendell Berry puts peace on a level with war; he approaches peace with war measures. This is a typical expression of industrial peace culture, in which a war acts as a peace standard, because other measures are simply unknown for this culture. If to continue Berry’s parallel, it is necessary to create peace armies, peace arms, and a peace industry that lead peace wars. This is nonsense because peace lays not in material-coercive sphere, as war, but in the absolutely others, deeper spheres: value-cultural and educational. A culture of war is lowest, and culture of true peace is highest, up to which humankind not grown yet but in the WHPA project it has risen on a way to it. Berry is right in one aspect: true, harmonious peace requires expenses and resources not less than war. But peace expenses and resources should go first of all on a creation in whole world of the schools and academies of harmonious peace under the WHPA project and similar, which ensures peace harmonious education for all the planet’s people who are deprived. on harmonious education, we should direct all military charges and "work for it as (more- L.S.) ardently, seriously, continuously,carefully,andbravely as we have ever prepared for war." only through this will peace triumph over war. And still. This Peace Academy, as well as the Earth Charter, does not put the purpose of achievement of peace, they are limited by the narrow and uncertain purpose "to create conditions for a more peaceful world". (What conditions? What is criterion "more" or "less" peaceful world etc.?) This is an expression of powerlessness and weakness of the industrial peace culture in the achievement of peace. This purpose is absent in it. 18.Tai Ji Men Qigong Academy (1996), USA www.fowpal.org; http://www.peacefromharmony.org/?cat=en_c&key=298; Dr. Hong, Tao-Tze: President, Tai Ji Men Qigong Academy; President. Federation of World Peace and Love Humanity’s growing desire to discover the world and the satisfaction that comes along with a deeper understanding of the world is becoming more pronounced. This is a progressive evolution for humanity. The search for the deeper origin of the soul helps people face a future with uncertainty. The creation of a world citizenship education system is the synopsis of this global trend. Everyone is now a global citizen. However, the concept of the rights and obligations of world citizenship has not yet prevailed. The state of the world will continue to move without reference to people’s hearts. To turn the new generation into world citizens with healthy minds and bodies requires massive efforts and endeavors. 19.National Peace Academy, USA http://www.peacepartintl.org/content/blogcategory/104/128/, Violence pervades American and world culture, and its impact is devastating. Consider just a few sobering statistics: •The World Health Organization estimates the cost of interpersonal violence in the U.S. at $300 billion per year – excluding war-related costs.(1) •U.S. youth homicide rates are more than 10 times that of other leading industrial nations.(2) •Direct expenditures for corrections by local, state, and federal governments between 1982 and 2004 increased 585 percent to $62 billion per year.(3) •In 2006, worldwide terrorist incidents increased 25 percent to 14,000, and deaths caused increased 40 percent to 20,000 persons.(4) Tremendous effort is being made at all levels of society to address these trends, with primary focus on addressing the symptoms of violence, both international and domestic. We need to be just as focused on addressing the root causes. Peace Partnership International, Business as an Agent of World Benefit (a center within the Weatherhead School of Management at Case Western Reserve University, and The Biosophical Institute are initiating a process that will lead to establishment of a National Peace Academy. As a first step, we are convening a small gathering of advocates, educators, corporate leaders, and policy makers from around the world. The intended outcomes of this Vision Meeting, to be held in April at Case in Ohio, are: 1.A vision and general operational scope for a National Peace Academy 2.A timeline of the process to bring it about 3.Scope and objectives of a much larger Global Stakeholder Summit, to be held in the fall, to further the design of the National Peace Academy and articulate the needs of bringing it to fruition. Comment. This US National Peace Academy, in contrast to many other US Peace Academies, could be created in its mission (vision), cultural basis and operational scope under the WHPA project. We offer to the founders of this Academy to consider a given question to create Academy of not leaving industrial peace culture but a new culture of harmonious peace. 20.Center for Applied Research in Education (CARE, 1989)Palestine http://www.care-palestine.com/, Dr.Ghassan Abdallah, Director CARE was established in 1989, through the initiative of educationalists and intellectuals. The foundation’s legal status being based on the Israeli legislation ( Reg. No. 511 59343-6) and later on ( 7-25/106) the Palestinian legislation and International Conventions. It is a nonprofit, voluntary institution whose objective is to initiate and promote activities that lead to the development of democracy, civic society, culture, and a more human world. Our means are workshops, round tables or seminars, and exhibitions organized in cooperation with local or international institutions. A courageous vision. Establishing a permanent peace in the Middle East has proven to be a difficult and complicated undertaking. Today much of Israeli and Palestinian interaction occurs within the context of confrontation and is perceived through the lens of political conflicts. Beyond the difficult and sensitive modalities of peace making, the lingering effects of half a century, filled with animosities, fear, and mutual distrust have added a meaningful obstacle to the peace process. The conflict has embodied itself within the social structure of both people and had hindered any true cooperation, trust, tolerance, and accepting the other cannot be taken for granted just tried to be settled. Educational efforts in both sides would begin to bring near and to humanize the other party through communication and understanding. Education has a meaningful and formative impact on Palestinian and Israeli identity and perception of the other. Since the beginning of the Arab- Israeli conflict, education has been a tool for promoting different ideologies. As a result, the curriculum on both sides evokes cognitive and emotional reactions that reinforce adversarial attitudes. Consequently, the "knowledge" and perception of the other is often limited to selected the negative images, harmful stereotypes and at best, a diametral distorted understanding of the other's culture and religion. The ultimate success of peace will be depending on the capability of both ethnic groups to live and work together, not just side by side, but in close cooperation of amicable interaction and in mutual respect. Any attempt to establish a permanent peace in the middle east will have to address education as an influential factor, and this requires sensitive and flexible educational planning on both sides. Comment. Dr Abdallah has given the most exact and deepest diagnosis of the main source of the Arab-Israeli conflict: education was a tool for promoting different ideologies and a source of such knowledge and emotions, which reinforce adversarial attitudes. Such education creates a negative image, the negative images of each other, harmful stereotypes and a diametrical distorted understanding of the other's culture and religion. Therefore any attempt to establish a permanent peace in the Middle East should include qualitative reformation of education by both parties. This will be a long process, requiring 10, 20 or 30 years, but it is still the most effective one. Otherwise, conflict will burn many times for 60 years. This and all similar conflicts show that the industrial peace culture and its education system are not capable of offering reconciliation to the adversarial parties. The industrial culture has no similar knowledge. It has only deformed and limited peace knowledge. Other knowledge is necessary: scientific knowledge of social harmony of sphere classes as its natural actors. This knowledge is given with harmonious peace culture and harmonious education submitted in the WHPA project. While traditional “knowledge” dominates at schools of Israel and Palestine, their conflict continues. This conflict will be stopped if their schools and universities will teach harmonious peace culture (see above its definition) that is acceptable and necessary for both parties. This means that Israel and Palestine, if they want to put the end to their conflict within even 15 to 30 years, should already now transfer the schools and universities on the educational programs of harmonious peace culture, which we offer in the WHPA project. Conclusions. We considered 20 examples, to which it is necessary to add still, at least, four examples from # 3.3.: The Sri Aurobindo International Centre of Education (India); Integral Elementary School's (USA); Jagdish Gandhi’s City Montessori School (CMS)(India); and Harmony Science Academy school system (USA). These schools comprise a large potential of peace and harmonious education, which should be taken into account for the WHPA. The comparative analysis of the 24 allocated Academies, Institutes and schools of the world requires the large special work. Therefore we shall be limited only by some conclusions. 1.Industrial peace culture and industrial education do not give that knowledge that is capable of overcoming, preventing and excluding wars and armed conflicts from the lives of humankind. The industrial culture has no a representation about this knowledge, therefore its peace efficiency is close to zero. It brightly confirms the 60 years enmity of Israel and Palestine, which end it is not visible. The hope for its end is given only harmonious/peace education and political will, which is putting forward this education by a priority way of the conflict peace resolution (see: comment above). 2.The paradox of industrial peace culture is its coexistence with wars and armed conflicts and its powerlessness in relation to them. Moreover, we see presently, that than more warlike there is a country, than more peace academies and institutes arise in it, that does not make it less warlike or more peaceful. 3.Contradiction: on the one hand, as much exists and arises of peace organizations and academies and as peace remains a little, this does not increase with their growth. on the other hand, as the peacemakers are not sufficient in number in comparison to those employed in a military-industrial complex: for one peacemaker, there are tens and hundreds of thousand working on war have and a number of them does not decrease and grows. As well the charges, they decrease on peace and grow on war, and the break between them makes millions times. 4.Given, not complete, the list of peace educational institutions that expresses a huge variety of peace education as the nutritious ground for birth of harmonious education. Each of them, though they are within the framework of industrial or transitive peace culture, has the valuable features and unique experience, which are interesting for the WHPA and could add its project by new lecture rates, the programs and so on. In this project will be worthy work for all supporters of harmony and true peace. Therefore Global Harmony Association, inside which was born the WHPA project, invites these and other educational establishments to participation in this project, and also to mutual cooperation, that will help to overcome isolation in itself or in the nearest environment of some of them and to leave from private on a global level. 5.If we would unite our efforts in research of the global spheres and sphere classes of humankind our result would surpass all our expectations. We would receive the proved scientific and detailed knowledge of those sources and actors of harmonious peace on all continents and in all countries and corners of a planet, which exclude any wars, armed conflicts and all means of their conducting from life of humankind. These questions put and give on them the scientific answer a harmonious peace culture and general harmonious education in the WHPA project. GHA calls to create a global network of academies, institutes and schools creating harmonious peace culture and generating general harmonious education, by which the first expression is the WHPA project. It is possible to name approximately so: "Educational Institutions WorldNet for Harmonious Peace" or "Harmonious Peace Culture International for Global Education". This Network or International could head the outstanding and innovative leaders of modern peace education: Dr. Ikeda, Dr. Johan Galtung and Dr. Ervin Laszlo. The creation of such organization will be a powerful step to a new culture of peace in harmony, because true peace exists in harmony and occurs from harmony. Mastering of harmonious peace culture and social harmony is a process more difficult and important, than space exploration as it provides a survival and prosperity for humankind. 8. Localization, design, architecture and international recognition of the Academy 8.1.Localization. The choice of country and city for WHPA and headquarters of the Global Harmony Association (GHA): Since they are indissoluble by ideas and organizationally, they are indissoluble spatially. Location has extremely great importance and is determined by the following criteria: 1. Comprehensive support by local and state (city and country) authorities, 2. Optimum conditions, e.g., in financing and allocation of necessary rooms for the first two stages, 3. Allocation of two to four square kilometers in a non-polluting wood, suburban zone, on the coast of a lake, river or sea with good transport entrances for construction of the WHPA Building Complex (Academic town). Naturally, in the Russian variant the substantiation for Russian (Saint Petersburg) location of WHPA is offered. However, each author of the project can either support location of the first Academy in St.-Petersburg, Russia, or argue location in another country and city. 8.2.Saint Petersburg or where? Ideas for GHA and WHPA were generated in Saint Petersburg, Russia. This city (population 4.5 million) has the cultural potential, communication and ecological opportunities to qualify as one of the most optimum locations for them. Saint Petersburg is a progressive, European city of harmony and innovation, where Utopias can be realized. It is the best place in Russia for WHPA. As the city program "Tolerance" authors write: “Ideas of national, racial and religious tolerance have penetrated the life’s atmosphere of Saint Petersburg from the moment of its foundation. Saint Petersburg’s originality is determined in many respects by “harmony of diversity:” a surprising combination of architectural styles, of social and spiritual life achievements and examples of many nations’ cultures. Continuation and development of these traditions is one of the tasks of this Program realization.” Therefore initiators, first of all, will try to find understanding and support from city and country authorities for location of the WHPA and GHA in Saint Petersburg. It will be very sad if Russia, having set a priority for these very perspectives and influential global projects of the future, will refuse their realization. In this case, the Global Harmony Association should consider other countries and cities’ offers for the first Academy location. 8.3.Saint Petersburg possesses the most favorable educational prerequisites for the WHPA. There are tens of universities and hundreds of schools in the city. Here have arisen more than 200 original, effective methods of training which have no analogues globally, certain parts of which can be used in the WHPA. Here are powerfully presented educational establishments providing development both in art and in rational, practical skills. These educational experiences will find application in the WHPA. Therefore, Saint Petersburg presents a favorable educational environment for the WHPA. 8.4.The spatial design. During the first and second stages (four years) the Academy can operate in any rooms of area up to two thousand sq. meters suitable for processes of training. But in the full development at the third stage, it is necessary that the WHPA Building Complex, or Academic town ‘Harmony,’ be suitable for all of the ecological, sanitary, household and other requirements of a “HARMONY Academy.” 8.5.The WHPA Buildings Complex or Academic town, area 2 to 4 sq. km., includes nine buildings minimum:
1. The Main Building: four overlapping hemispheres for offices of four faculties for 10,000 students. Also in this building: space for 1000 teachers in training (250 for each faculty). Also: approximately 80 to100 departments, with 20 to 25 for each of the four faculties, with approximately 12 to 14 teachers in each department. A ground level for central administration: Rector's office, four Dean's offices, entrance examination hall, and space for cafeteria, formal dining and other common services. 2. to 5. Four residence halls: three dormitories for 3000 to 4000 students, each, and housing for 2500 teachers and support personnel and their families, or approximately 5000 to 7000 persons. 6. A children's center for 1,000 children of employees and students, including secondary school, children's and school libraries, children's sports and entertainment center, kindergarten, a children's primary care clinic and emergency care hospital, and other attendant services. 7. A building for the Sports complex: covered stadium, practice fields, courts, pool, medical center with pharmacy and emergency care, training halls, fitness center, etc. 8. A Cultural Arts & Information Center: auditorium for 1500; cinema for 500; 20 to 30 rooms: capacity 75 to 100, for meetings, conferences, cultural events, prayer meetings or group meditations, library, theatre, internet-halls, studios for music, photography, and other artistic activities. 9. A Trading & Consumer Services Complex: hotels for 1500, restaurants for 1500, cafeterias, shops of all types, other consumer services. 10. A large wooded area or forest preserve, including nature areas and play grounds for children. 11. A river, lake or sea coast. 8.6.Architectural design. Nine buildings intended for training 11 thousand persons (10 thousand students and 1000 teachers in training), including residences and services for 15-18 thousand persons (together with teachers and support personnel), should be constructed in a uniform, harmonious style. The most adequate expression is the spatial sphere or hemisphere. The sphere (spherical) architectural design will be an appropriate architectural expression for the World Harmony/Peace Academies. 8.7. Ecological design of the WHPA Building Complex and adjacent areas. This Complex (Academic town) should be situated in an ecologically faultless (truly harmonious) place: in the suburb of a city, in a wooded zone near an extensive reservoir: a large lake, a river or a seacoast. The area of this Complex should be not less than two to four square kilometers, which should be equipped in accordance with all the rules of park zones that include natural forests and coastal areas. The exact area of this space will be determined by architectural design. 8.8. International recognition. The WHPA will find International recognition in due course, in the process of its development. The first action on a global scale could be arranging an International Conference of 2010, under the aegis of the United Nations, in preparation for a “Harmonious Peace Culture for Children in 2011-2020.” The Decade of the United Nations “Peace Culture for Children in 2000-2010” will end in 2010, and a question will arise as to a new Peace Decade for children. The offered Conference, carried out in Saint Petersburg on the basis of the WHPA, will advance the cultural and peaceful role of Russia and Saint Petersburg, and will showcase the WHPA as an educational development of international importance. Upon construction of the WHPA Complex, in a special ecological area by 2013, a second, similar World Conference could be offered on the new WHPA campus. Following this Conference, sponsorship of the WHPA under the aegis of the United Nations and UNESCO might be assured, including help with on-going financing, until WHPA can become self-supporting. The WHPA might also play a role in preparation and carrying out the Summit APEC in 2012 as “Summit of Eastern (or Eurasian) Harmony,” and winter Olympic Games in Sochi in 2014, providing a new sense of harmony in international sports with “The First Olympiad of Harmony.” 9. Stages of development and financing of the Academy (Using the example of Saint Petersburg, Russia. Note: 1$US is equal to about 25 Russian rubles) A project of such global importance and vast complexity cannot be realized quickly and in one stage. It is necessary to distinguish precisely the strategic purposes of WHPA submitted above, in stage-by-stage tasks for their realization. Three stages of the WHPA creation are in Saint Petersburg, and the fourth stage assumes its wide popularization in the nation, together with the introduction of a harmonious educational system world-wide. The last stages suppose mastering an Open University (distance training) by the Academy. 9.1. Stage 1: 2008-2009. The political decision to found the WHPA in Saint Petersburg: Include WHPA in the national project “Education” of Russia. Make an assessment by experts of the WHPA project. Register WHPA and headquarters “Global Harmony Association” in Saint Petersburg. Identify a geographic area and allocate sufficient funding for the first stage of the WHPA. The goal of WHPA during the first stage is to improve the qualifications of teachers of humanitarian disciplines in schools and universities throughout the city. Retrain teaching and scientific staff for WHPA. Carry out fundamental sociological research on the dynamics of naturally occurring “sphere social structures” of Russia, Kazakhstan, China, the European Union and the city of Saint Petersburg since 1950. Designate criteria for harmonious education in schools and universities. Cultivate new professions and specializations within each of the four spheres designed to strengthen their harmonious, cooperative interaction. Enhance sphere social structure of Academy faculties and their associated departments. Initiate affiliates of WHPA in Kazakhstan, China, Singapore and Europe. Approve the WHPA Building Complex for a suburb of Saint Petersburg. Publish manuals and materials for the academic disciplines of WHPA in a master edition, with translations for Russian schools and universities, and also for affiliates of WHPA elsewhere. Develop, register and patent educational technologies of harmonization. Create an educational TV-program “Harmonization of the individual,” and an interactive, discussion program: “Universal techniques of harmonization.” 9.2. Stage 2: 2010-2011. Approve standards and technologies of harmonious education for schools and universities. Evaluate new professions and specializations of harmonization for the various societal spheres. Create new departments to reflect these new developments. Admit 250 students for the first course of each of the four faculties of the Academy. Train 100 teachers for each affiliate of WHPA. Publish and sell information about, and educational technologies for, harmonization of naturally occurring social spheres in Russia and elsewhere. Construct the first stage of the WHPA Building Complex. Prepare the basics of harmonious education standards for Russian schools and universities. Sell harmonious education standards for foreign schools and universities. Form of new departments. Develop and publish new manuals. Initiate new affiliates of the WHPA. Obtain aegis and sponsorship of the United Nations and UNESCO. 9.3. Stage 3: 2012-2013. Complete construction of the WHPA Building Complex. Admit 500 students for the first course of each of four faculties of the Academy. Train and retrain 200 teachers for each affiliate of the Academy. Publish and sell information and educational technologies of harmonization in Russia and abroad. Initiate new Russian and foreign affiliates of WHPA. Develop and approve systems of harmonious elementary, secondary and higher education for Russia. 9.4. Stage 4: 2014 - 2024. Publicize WHPA at the Winter Olympic Games in Sochi, 2014, to provide a new sense of harmony in international sports with “The First Olympiad of Harmony.” Complete a system of harmonious education in Russia: advance and construct WHPA affiliates and schools of harmonious education throughout Russia. Realize a goal to advance and construct WHPA affiliates worldwide, like foreign construction of the atomic power stations: the cost of construction and professional training of one WHPA affiliate is less than the cost of constructing one block of an atomic power station. Continue to train domestic and foreign staff in the St. Petersburg WHPA for affiliates in other countries. During the last two stages (2012-2015) master Open University (distance learning) by WHPA. 9.5. WHPA Departments and Divisions during the first stage: 2008-2009 WHPA’s Eight Departments in 2008-2009: 1. Harmonious peace culture and tolerance (Faculty of Infosphere harmony) 2. Social harmony theory (Faculty of Sociosphere harmony) 3. Individual harmony theory (Faculty of Sociosphere harmony) 4. World culture and history of harmony (Faculty of Infosphere harmony) 5. Tetrasociology (Faculty of Infosphere harmony) 6. Linguistic Department. International bilingualism: Esperanto and English: plus Russian (Faculty of Infosphere harmony) 7. Acting technique for harmonization of behavior (Faculty of Sociosphere harmony) 8. Psychological harmonization (Faculty of Sociosphere harmony) 9.6. Department tasks: A. Raise the level of one's skill (or retraining) of social science teachers of secondary schools and colleges in teaching all cycles of this discipline on the basis of a profile department, from 2008 B. Raise the level of one's skill (or retraining) of humanitarian discipline teachers (philosophy, sociology, history, psychology, etc.) of universities in teaching all humanitarian cycles of the higher school on the basis of a profile department, from 2008 C. Train secondary schools and college teachers, and also the higher school teachers on appropriate department, from 2009 D. Research work on disciplines of appropriate department, from 2009. E. Defense of masters and doctors degree thesis on disciplines of appropriate department, from 2010 F. Make an income from pedagogical and scientific activity for development of department and Academy, from 2010. 9.7. Note. Together with the beginning of WHPA foundation, insert for educational schools two new humanitarian disciplines: “Harmonious peace culture and tolerance” and “Social and individual harmonization” for 2 hours per week everyone for a half-year at the expense of reduction of time for other disciplines or as elective. Put a half-yearly retraining of humanitarian disciplines teachers on the basis of WHPA for providing these disciplines with teachers. 9.8. WHPA 7 Divisions on 2008-2009: 1st Division: Educational department: raising the level of one's skill of schools and universities teachers. Tasks: À. 2008. Half-yearly raising the level of one's skill of schools and universities teachers in teaching all cycle of social science disciplines on basis of WHPA disciplines; 2008, since September, 160 teachers, 8 groups of 20 persons: 320 teachers for the year. B. 2009. Half-yearly raising the level of one's skill of schools and universities teachers in all cycle social science disciplines on basis of WHPA disciplines; 2009, since September, 320 teachers, 16 groups on 20 persons: 640 teachers for the year. C. Make an income from improvement of professional skill of schools and universities teachers. 2nd Division: Projection, production and realization of harmonizing informational technology‘s products Tasks: A. Project, mass produce and realize a software product “Individual: harmonization of individual development, age 17 to 25 years;” 2008-2009. B. Project, mass produce and realize other software products of harmonization for different ages (10 to 80 years) and for various spheres and purposes: economy, management, policy, law, international relations, culture, science, social science, education, health, family, individual development: since 2010. C. Service and develop the WHPA information portal “Peace from Harmony” and its adaptation for educational process and distance learning; since 2008 D. Make an income from realization of mass software products of harmonizing informational technology and use this income for development of WHPA and also for investment of “Global Harmony Association” and children's preschool and school establishments; since 2010 3rd Division: Academic Publishing house "Harmony" Tasks: A. Publish a mass edition on the subject “Harmonious Peace Culture” for libraries of schools, colleges and universities, first at Saint Petersburg, and then throughout Russia, with the following names of brochures: “Magna Carta of Harmony for information civilization;” “Harmonious Era Calendar;” “Global Harmony Association: a way of a harmonious civil society’s development” and others; since 2008 B. Publish a mass edition of books, textbooks and brochures on all departments and disciplines of WHPA; since 2008 C. Finance the WHPA development and investment of “Global Harmony Association” and children's preschool and school establishments; since 2010 4th Division: the International communications and investment Tasks: A. Attract foreign students for study in WHPA and foreign teachers for regular or temporary work in the Academy; since 2008 B. Search and register applications for receiving large educational grants (from tens of thousands up to several $US millions) from powerful international funds: Bill and Melinda Gates,’ Rockefeller’s, European Union, UNESCO and others. C. Search and register foreign, private investments for further development of WHPA. D. Organize and carry out large international conferences on themes of WHPA; first of all, on preparation and carrying out the International Conference “Harmonious Peace Culture for children of the world for a decade of the United Nations since 2011 to 2020” in 2010, under the aegis of the United Nations, UNESCO and UNICEF. E. Introduce WHPA affiliates on all continents, and present its standard projects as educational “know-how” for less than world market prices, since 2010. F. Finance development of WHPA and also investment of “Global Harmony Association” and children's preschool and school establishments from incomes of the international activity; since 2009 5th Division: Economic, Financial & Legal administration: Maintenance department, Accounts department, Personnel department, Legal department Tasks: A. Personnel, economic, financial and legal maintenance of WHPA; since 2008 6th Division: the Global Harmony Association (GHA) Board; Tasks: A. Register the Statutes and maintenance of GHA activity in accordance with its Statutes; since 2008 B. GHA Board activity on advertising of WHPA, on attracting to it the most capable students and teachers from all over the world, on searching for international educational grants and on nomination of the most prestigious world awards; since 2008 7th Division: The Organization of designing and construction of the WHPA Building Complex; Tasks: A. Work out a business-project to design and construct the WHPA Building Complex; since 2008 B. Create an architectural draft of the WHPA Building Complex; since 2008 C. Search the design organization for working out the WHPA Building Complex project; since 2008 D. Determine budget cost and terms of the WHPA Building Complex construction; since 2009 E. Find sources of financing to design and construct the WHPA Building Complex; since 2008 F. Hire a building organization. Begin construction of the WHPA Building Complex; since 2009 9.9. Necessary minimal financing (budget) for WHPA in 2008: 1. The salary of teachers and employees of 15 initial departments and divisions of WHPA for an average number of 5 persons with average monthly payment of 15 thousand rubles = 5õ15õ15õ12 = 13 500 000 rubles (thirteen millions five hundred thousand rubles a year). (15 000 rubles a month is the starting average salary which will constantly grow after 2009, when the Academy will start to make its own income from its activities). 2. The salary of support personnel: laboratory assistants, secretaries, security, cleaning, etc.: 25 persons with average monthly payment of 10 thousand rubles = 25õ10õ12 = 3 million rubles. 3. The equipment: furniture, office goods, computers (51 units) and a communication facilities (phone, fax, copier) on 15 rooms = 7,000,000 (seven million rubles) Financing designing of the WHPA Building Complex: 15 million rubles. TOTAL WHPA BUDGET FOR 2008: 38.5 million rubles. Necessary minimal financing (budget) for WHPA in 2009: 38.5 million rubles. TOTAL WHPA BUDGET FOR 2 years: 77 million rubles = $3 million. 9.10. OFFICE AND CLASS ROOMS for 2008-2009: 1.15 Office rooms for 15 initial departments and divisions of WHPA of 30 sq. m. = 450 sq. m. 2.4 lecture rooms for 80 students of 120 sq. m. = 480 sq. m. 3.16 seminar rooms for 20 persons: 30 sq. m. = 480 sq. m. TOTAL ROOMS FOR 2008-2009: 1410 sq. m. 9.11. Financing stages of the Academy: During the WHPA formative stage in 2008-2013, its greatest financial support is required, first of all for financing, designing and constructing the WHPA Building Complex. In rough estimates, the total amount of investment in construction of the WHPA Building Complex will take 12-25 billion rubles over 6 years. As to self-support of educational, scientific, publishing and international activity of the Academy, it can be achieved in two, a maximum of three years. In two to three years, WHPA will start to make a profit, which will be investment in further development. The variant excluding the WHPA Building Complex construction is possible, then cost of the WHPA project can decrease by 10-5 times: up to $US 100 to 200 million. It is necessary to have 23.5 million rubles for starting the project of WHPA and about 15 million rubles in 2008-2009 for its design: for working out the business-project, for registration and allocation of rooms in an area of 2-4 sq. km. in a Saint Petersburg suburb, for construction of the WHPA Building Complex. ALL FINANCING for 2 YEARS is 77 million rubles. It is possible to cover these costs from the national project of “Education,” off-budget funds of the President and the Government of Russia, the Governor of Saint Petersburg, from means of the Program “Tolerance” partly and also from means of large private sponsors. Probably certain investment from large international funds: Bill and Melinda Gates, Ford, Rockefeller, etc. and from the Governments of rich countries: Norway, Arab Emirates, European Union and others. Financing following stages of WHPA will be planned for 1-2 years from their beginning. 9.12. The common question: what is it better to spend money on? As informed by Dr. Valery Gergel, Moscow alone spends annually more than 20 billion rubles for liquidation the consequences of youth vandalism. It is more than 80% of the cost of WHPA for six years. What is it better to spend this money on? Isn’t it more expedient to use for funding WHPA and a harmonious education in Moscow to eliminate vandalism altogether, and avoid throwing money into the wind? 10. GHA organizations list, potentially capable to participate in the Academy creation The Global Harmony Association (GHA) unites over 25 international and domestic organizations, which are presented on the site “Peace from Harmony.” Authors of this site, including heads of these organizations, became the GHA founders. The WHPA is one of the highest priority projects of GHA. From 25 organizations the following are capable to participate in the WHPA project. We invite these organizations officially and publicly to announce affiliation with GHA and its main project (WHPA). This list is not full and final: any nongovernmental organization, sharing the idea of a harmonious education to rescue humankind and establish global peace may join the WHPA project. The initial list: 10.1. Organizations from Russia: - The international site "A New Culture of Peace from Social Harmony and Children's Priority", it is brief: «Peace from harmony» (http://www.peacefromharmony.org), opened on February, 15, 2005. Now it unites more than 250 authors: scientists, writers, artists, peacemakers from 42 countries of all continents of the world and is published in 17 languages. Its founder and director is the social philosopher and sociologist Dr. Leo Semashko from Saint Petersburg, director of Public Institute of Tetrasociology. Headquarters: Saint Petersburg.
- Association «Russian world». It is founded in 2003. Headquarters: Saint Petersburg. Covers Russian abroad. The co-chairman - coordinator of Association is Dr. Dmitry Ivashintsov: a member of the GHA (http://www.peacefromharmony.org/?cat=ru_c&key=23).
- Movement of young peacemakers. It has received the beginning in 1995ã. Covers tens schools of Russia and thousand learning high schools. Headquarters: Moscow. The head of movement is Ph.D. Valery Gergel - a member of the GHA (http://www.peacefromharmony.org/?cat=ru_c&key=337).
- Petersburg Club "Paradise". It is created in 1980. Unites hundreds representatives of creative intellectuals and is «the Petersburg island of Russia harmony». Headquarters: Petersburg. Chairman of this Club is the journalist Natalia Sidorova, a member of GHA Advisory Committee (http://www.peacefromharmony.org/?cat=ru_c&key=41).
- The international movement «Education for Life » and the international project «Planet 3000». Initiator Talgat Akbashev is a member of GHA, Ufa
- Noncommercial Partnership «Siberian Center of the Euroasian Projects». President Nina Goncharova is a member of GHA, Novosibirsk
10.2.Foreign organizations: - Universal Esperanto Association (http://www.uea.org/). It is created in 1908, has national associations in 62 countries of the world, and individual members in 113 countries. The number of members exceeds some millions. Headquarters: Rotterdam, Holland. The UEA President is Dr. Renato Corsetti. He is the GHA Chair of Honorary Advisory Committee (http://www.peacefromharmony.org/?cat=en_c&key=97).
- International Association of Educators for World Peace (IAEWP) (http://www.iaewp.org). It is founded in 1970. It has the branches in more than 80 countries of the world, uniting more than 50 thousand members. Headquarters: USA, Alabama, Huntsville. The IAEWP President is Dr. Charles Mercieca, he is a member of GHA Board (http://www.peacefromharmony.org/?cat=en_c&key=129). Note. IAEWP officially has joined Global Harmony Association in February 2008. The basic subject of cooperation is the World Harmony Academy (http://www.peacefromharmony.org/?cat=en_c&key=316)
- Intercultural Open University (IOU) (http://www.iouedu.com). It is founded in 1981ã. It has about 50 affiliated faculties and the connected institutes in 17 countries of the world in which it is trained about 10 thousand students. Headquarters: Opind, Holland. The IOU Founder and is Prof. dr. Jan. R. Hakemulder. H is a member of GHA (http://www.peacefromharmony.org/?cat=en_c&key=297).
- The international scientific seminars «Future of Religion» in Croatia, Dubrovnik University, since 1976 and «Religion and Civil Society» in Yalta, Crimea, Ukraine, since 1999 (http://www.rudolfjsiebert.org). These seminars cover some hundreds researchers of all world religions from many countries. The Founder and Head of the Seminars is Dr., Professor of Western Michigan University, Kalamazoo, Michigan, USA, Rudolf Siebert. He is the GHA member of Advisory Committee (http://www.peacefromharmony.org/?cat=en_c&key=51).
- The International organization «Globalization for the Common Good» (http://www.globalisationforthecommongood.info/). It is created in 2003. It covers thousand scientists and experts in the field of globalization. It carried out six international conferences on this theme worldwide. Headquarters: Oxford, England. The President is Dr. Kamran Mofid, he is the GHA member of Advisory Committee (http://www.peacefromharmony.org/?cat=en_c&key=300).
- Association of World Citizens (AWC) (http://www.worldcitizens.org/). It is created in 1975. It has the branches in 50 countries of the world. Headquarters: San Francisco, USA. The AWC President is Douglas Mattern. He isthe co-author of the site «Peace from Harmony» (http://www.peacefromharmony.org/?cat=en_c&key=284).
- Federation of World Peace and Love (FWPL) (http://fowpal.org). It is created in 2000, includes members from 73 countries. Headquarters: San Jose, California, USA. Dr. Hong Tao-Tze is the FWPL President. He is the co-author of the site «Peace from Harmony»
(http://www.peacefromharmony.org/?cat=en_c&key=298 ). Other international and national organizations also will take part in the WHA project. Association in GHA of listed and other organizations, their personnel, intellectual, information, organizational and other resources for creation of the first WHA will allow to realize successfully this enormous, the world importance project. 11. The lecture courses offered by the WHA project authors We invite the project authors to formulate the titles of your lecture courses in the WHA in accordance with its structure. The first and approximate themes of lecture courses are submitted below. 11.1.The lecture courses offered by the WHA project authors within the framework of 16-90 hours (since January, 10 2008) 1.Leo Semashko, Russia 1.Theory of social harmony and harmonization of social institutions 2.Theory of individual harmony and harmonization of the person 3.Harmonious education and harmonization of education (tetraeducation) 4.Harmonization of unity of four spheres, markets and classes by social resources and technologies. 5.Culture of harmonious peace and tolerance 6.Philosophy of harmony and harmonization 7.Dialectic modeling harmony and harmonization; harmony of dialectic modeling 8.Tetrasociology: the scientific theory and sociology of harmony of an information society 9.Tetrasociological researches 10.History and importance of the site «Peace from harmony» 11.«Magna Carta of Harmony»: contents and importance 12.«Harmonious Era Calendar»: contents, importance and development 13.Spherical statistics of harmonization (tetrastatistics) 14.Harmonizing information technologies for youth of 10-25 years 15.Harmonization of unity of four spheres, markets and classes by information resources and technologies 16.Theory of the harmonizing and harmonious organizations (tetraorganizations) 17.Harmonization of democracy (tetrademocracy) 18.Children's suffrage 19.Political harmonization (tetrapolitics and tetrapolitical science) 20.Governmental and parliamentary harmonization (tetragovernment, tetraparliament) 21.Management harmonization (tetramanagement) 22.Global Harmony Association: importance for social harmonization 23.Building of social - political “sobornost” (harmony) in Russia 24.Specificity of transition to social harmony of different groups of the countries 25.Harmonization of unity of four spheres, markets and classes by organizational resources and technologies. 26.Economic harmonization (tetraeconomics) 27.Marketing harmonization (tetramarketing) 28.Harmonization of unity of four spheres, markets and classes by economic resources and technologies.
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