The WASIA Awareness Program is an innovative and exciting concept that we are currently seeking to develop. It will consist of a series of progressive courses designed by a globally diverse and dedicated advisory panel of fifteen professionals consisting of psychologists, sociologists and early childhood education specialists, many from some of the top universities around the world. This program will be designed around the Ethic of Reciprocity to provide children with a more fundamentally solid foundation of secular moral and ethical standards by introducing and cultivating attributes such as:

• The importance of encouraging a mutual respect and reverence for life, for all sentient beings.

• The art of accepting differences, while recognizing and acknowledging commonalities in order to cultivate an awareness of unity.

• The significant distinction in forming opinions about others based not on what they are, but who they are.

• The value of decision making founded not on potential rewards or impending consequences, but rather from conscience of mind and sentiment of the heart.

• We should intrinsically want for others what we inherently want for ourselves, which is the desire for happiness and the avoidance of suffering.

Studies have shown where similar, short-term programs have had a tremendous, positive effect on how students interact and treat one another. One of the most notable effects were the distinct declines in disciplinary related incidents. The WASIA Awareness Program will be designed as a more extensive, in depth progressive program covering a minimum period of six years. Launched from a secular platform, this program will be introduced to educational institutions worldwide with the objective of being adopted as a standard component of their early childhood educational curriculum during the developmental and impressionable years of a child’s educational life.

The anticipated effectiveness of this program is based on the Critical Mass theory, as it used in a socio-dynamic context, where when an action or idea is adopted by a sufficient number within a social group, that action or idea then becomes self-sustaining and reciprocating, thus creating further growth and evolution of that action or idea. Wherever this program is applied, with every succeeding generation, such a program would, in due course, contribute towards a significant decrease in violence and degradation on many levels.

We do not necessarily live in a culture of violence, but we do, however, live in a culture of complacency where inaction is our approval and silence is our consent. The further removed we are from a situation or circumstance, the lesser the degree of our concern. And where there is limited concern, there is limited action. Therefore, what we allow is what will continue. With a successful application of this type of program, it can be expected that where compassion exists, it can be greater. And where compassion is absent, it can be found.

It cannot be denied that, in theory, this is a good idea. Ideas sprout from the seeds of possibilities; and, with the right nurturing, can blossom into realities. The power and success of this program will be in the numbers. With right action and enough support from the right individuals and organizations, this concept would, in time, gain the attention and consideration needed in order for it to become a comprehensive, credible and pragmatic component of early childhood education, worldwide.

Indeed, this is a bold and ambitious endeavor. And if this should ever become a collective consideration, the effects would be gradual and ongoing, and may not even happen within our lifetime. But imagine the possibilities. This could be an opportunity to build a stable platform as a starting point for a potentially groundbreaking movement in a world where the current state of affairs suggests that violence and degradation are the status quo, and some form of positive global impact that promotes a higher level of mutual respect, acceptance and compassion is greatly needed. It is our opinion that these values should be taught, not hoped for.

Children are the endpoints of the human evolution. They live what they learn. And when we teach a child, we touch the future. To act on something that could offer even a promise of positive change towards the future value of the human condition should be a conscientious sense of service on the part of each and every individual who possesses the capacity to support and influence such a change; a change that could ultimately guide our cultural and social development on a more positive and constructive path that would contribute to an evolution of consciousness centered on improving relationships with ourselves, each other, and our environment.

We live in a world where there exists an abundance of violence and degradation, where the masses are aware, a multitude are affected, many are concerned, but most are unwilling to act. The key to leaving a better planet with our children is to leave better children with our planet. Small acts, when multiplied by millions, can transform the world. Together we can help make a difference. We hope you will join us.