Uplifting Human Education

Part Three of a Three part series

The Three Most Important Changes to Uplift Humanity by Michael Krajovic

          In the first two parts of this series of articles, the critical importance of uplifting human consciousness was discussed followed by the need to update the world’s monetary and economic systems.  A change in consciousness is of utmost importance because it creates both the awareness and willingness within humanity that it is time to move the world in a new positive direction.  Secondly, the monetary system must change because it currently forces division and conflict within society preventing resources from being directed at more beneficial endeavors.  But in a self propagating cycle, one of the primary reasons why consciousness, the monetary system and other social operating systems need to be updated is because of a flawed education system.  Humans have done a poor job educating their children if they want to raise their consciousness and fulfill their highest intentions of creating better life experiences for themselves, their children and for future generations.  Educating children how to think, not just what to think, is very important to be able to identify and correct large scale problems needed for society to progress.

            When I mention that human society must do a better job educating their children, I am not referring to current issues and efforts to improve the education system, and there are many of them.  Initiatives to improve educational programming vary between states and countries.  Those that are recognized as the best focus on such things as continuous teacher training, smaller class sizes, strong early childhood programs, special student tutoring support, student engagement and motivation, new classroom technology integration and rigorous and relevant curriculum.  All of these worthwhile initiatives and many other wonderful efforts are made to provide the best education for children; however, they do not address the underlying flaws in the system.  They go unaddressed because the intended purpose of education is focused on the wrong goal.

         The world’s educational programs are basically trying to fulfill the function of preparing children to enter society, but if society does not have clear intentions on what type of society it is trying to create, then  society’s education systems will not be clear on what they are preparing children for.   If society is focused on the wrong goal, then so will its education system. And as a result, society will continue to struggle trying to find solutions to core problems threatening humanity.

         For far too long, human beings have been repeating the same mistakes, some for hundreds and even thousands of years.  There are countless examples throughout history and though the participants and circumstances may have changed over time, the core underlying causes are very similar.  Whether it is going to war over money, conflict due to differences in religious beliefs, over consuming resources to the point they can no longer sustain civilization, public corruption, inability to adapt, greed, lack of vision, jealousy, wasting resources for destructive endeavors, cheating others, failure to understand core issues, reacting emotionally rather than rationally, failure to communicate, unwilling to listen, failure to act, refusal to detect and address obvious challenges, unwillingness to admit mistakes, self righteousness, thirst for individual power, or whatever the problem is, humans have a very difficult time learning from their mistakes.  The reason why the same mistakes are repeated is because most people who are engaged in these behaviors are not aware that they are a problem which makes it even more difficult for those who come after to learn from them.  It is difficult to learn from mistakes if they are not acknowledged as mistakes, taught to future generations as learning opportunities, or if core causes of mistakes are ignored, denied or simply overlooked.  And this has to do with education.  Fundamentally, the problems with all other social systems can be traced at some level to originate from failures in the education system. 

         For example, parents or previous generations do not want to admit to their children that they made mistakes.  Those that record the social history of important human events rarely write, talk or teach about their mistakes, but usually end up justifying their actions.  As an American, I cannot recall a time reading about or learning from the mistakes America made throughout its history in school.  What I do remember was being required to memorize a lot of events, dates and information presented as facts. But at least I was able to receive an education which most people throughout history were not.

          At one time, only the wealthy were educated.  With the American experiment in democratic government, it became important to educate the people so they could make intelligent decisions about how to run their communities.  An informed electorate was important to elect competent people to public office in order for a democracy to work.  The focus was on the communication skills of reading, writing and arithmetic or what was referred to as the “3 R’s.”  Gradually history, culture, the arts and other subjects were added to provide a well rounded education.  Those families, who could afford it, sent their children to college to further their education in order to become a well rounded and respected member of society.  Liberal Arts education was a primary focus to provide a complete education for becoming a well rounded citizen or even perhaps an adult gentleman or lady of high society.  As available information increased and the sciences expanded, more degrees were added to focus on special areas. A rapid acceleration in technology breakthroughs especially within the last 150 years of human civilization, further expanded these special areas.  Electrical engineers hardly existed 100 years ago, then came aeronautical engineers, nuclear engineers, computer engineers, biomedical engineers, etc.  New innovations meant new breakthroughs and business opportunities for new products.  The economy grew.  Soon people were able to purchase household items that were unimaginable in their childhood.  Many people now living today in their 80’s and 90’s grew up as children without modern plumbing, a telephone, or refrigerator.  They remember seeing horse drawn deliveries of fresh milk and icemen selling ice to keep food cold in an ice box.  My father is one of them.  The changes he has seen in his lifetime are unprecedented in human history.

         The consumer demand for more modern conveniences and the opportunities for economic growth and wealth creation slowly shifted the focus of education.   For example, the American Dream changed from simply owning a home and being able to freely raise a family, to the maximum pursuit of profit in order to acquire more stuff.  The global desire for western style economic progress accelerated the educational shift to an economic focus worldwide.  This increased economic competition and in a spiraling effect, this increased the need for more of an economic focus of education.  The thought of receiving a well rounded liberal arts education to become a well rounded citizen faded.  As explained in Part Two from using the current economic and monetary systems, it was inevitable that the purpose of society had to become increasingly focused around the goal of improving economic competitiveness especially as globalization took hold. The purpose of the education system followed society; preparing children to compete in a global economy became its priority.  This can be read in articles or heard in just about any current discussion on improving the education system anywhere in the world.

         And so today, as explained through this very abbreviated history, the goal of nearly every child educational program is to improve economic competitiveness.  Children are under great pressure to get an education in order to become more productive workers.  In established countries, children are expected to cram in not just what their predecessors had to learn fifty years ago, but all of the additional information that was generated in the last fifty years.  And this is quite a lot. This includes recent history, new scientific theories, new technologies and understanding the massive amount of global information that students now have access to in the digital age.  They must do this and learn a skill or technology if they are to stay ahead of the workers in undeveloped countries who are willing to work for much less.  While most human societies try to teach children about the need to be able to get along with others many of whom are from different countries, with different languages, they graduate them into a world that requires cold, competitive decisions to be successful.  It is confusing to a child.  Society tells them to play nice, compete with sportsmanship and get along with everyone, but the underlying theme in society is that it is a dog eat dog world of a very competitive global economy where there is no second place honor role in the adult real world.  Losers who cannot compete are left behind and in some cases are left to literally starve to death as can be witnessed in poorer nations.  Everyday somewhere in the world, a national or regional leader can be heard saying that they must take action in order to compete in the global economy. 

         Basic human labor has become a global commodity as multi-national corporations shift jobs between countries seeking the cheapest labor costs.   This means that in order to move up the economic and social ladder, a technical skill or education is needed to be successful in the competitive global market economy.  Millions of young people can no longer just rely upon their physical labor with minimal reading and writing skills to compete economically, especially in developed countries where labor costs are too high as compared to developing countries with tens of millions of people living in severe poverty.  They are under intense competitive pressures to win and be successful.  Unfortunately many students are not able keep up with the demands either through lack of mental aptitude, lack of resources to allow more classroom time for learning or lack of desire.  For some students, their passion for contributing to society might lie in some other area that is unfortunately not in alignment with society’s current economic needs.   Millions of college graduates are unemployed throughout the world, and many that are employed, are employed working in the low paying service sector outside of their desired occupation.  Motivation is low with little hope of finding a good paying job that they are passionate about.  It is very common to hear corporations around the world speak about the lack of skilled labor or the lack of productivity of many young people.  Improving economic competitiveness through increased productivity of children by becoming more effective laborers through applied technologies is the world’s primary goal, and so it is education’s goal.  Educating children to enter society as adults is about preparing them to be productive citizens from an economic point of view, not a social point of view.  No wonder why the world is facing so many social problems.

        Most would argue today what is wrong with this?  It appears self evident that economic competitiveness must be the purpose of education given how the world is operated today, not even entertaining the thought that the world could be operated differently.  They are not able to recognize problems that have become embedded in human society despite obvious signs of distress.  This includes increasing economic distress and a life with continuous economic stress.  Fearful thoughts of not having enough, losing a job, finding a job, not being able to compete, not being able to pay bills, not working hard enough are constantly in minds of billions of people.  No one seems to asking what happens if one country is successful at another country’s expense?  What happens to the millions of people who lose in the economic competition?  Other problems facing humanity such as over consumption of the world’s resources, growing populations, increasing pollutants, more conflicts, global epidemic of financial corruption, food and water scarcity, diminishing fisheries, etc. go unaddressed.  It is mathematically self evident that the world is using operating systems that not only cannot solve current social problems, but are actually contributing to them.

         All human operating systems overlap, some more than others.  Not only do they overlap functionally, but in many ways geo-politically.  Through relatively recent technological improvements in the telecommunications industry such as the internet and cell phones and improvements in travel technologies that made modern globalization possible, the world has become much smaller.  Events whether economic or natural in one part of the world had little impact on the rest of the world.  Today a natural disaster in one country could affect the entire world like the tsunami in Japan that impacted the world’s automotive industry.   A debt default or just the threat of a default by one country impacts the financial markets in the rest of the world such as can be witnessed in European countries like Spain, Greece, Italy, Ireland and Portugal.  As explained in Part Two the world’s economic and monetary system must change and therefore will eventually change in order for the world to survive, which it will.  The change is already underway as millions of people are beginning to realize that there are problems with the world’s economic system.   Recognizing that there is a problem is the first step to fixing it.  This economic shift will result in a shift in the purpose of education.  It will shift from an economic competitive purpose to a cooperative social purpose to first solve the world’s pressing problems, and then to improve the quality of life.

          Technological pursuits will shift from a focus on improving profitability to serving humanity.  And rather than competing against people around the world, people will be cooperating to overcome challenges and constructively advance human evolution.    Those that serve humanity by improving the human experience will profit the most.  Serving humanity will expand in understanding from short term profit driven goals and temporary conveniences to lasting long term solutions that are sustainable and do not harm others or the planet’s life support systems.  But will the shift in economic focus happen fast enough to lead to changes in the education system which seems to be so culturally embedded and resistant to change?

          The solution to this challenge can be found in Part One of this article, “The Three Most Important Things to Uplift Humanity.”  Part One of this series of articles, emphasized the importance of human intention to change the direction of the world.  In order for this to happen, there must be an uplifting of human consciousness.  Consciousness is another name for awareness.  Consciousness affects thoughts, and proper education should be about teaching children how to think.  Consciousness and education are related.  Thoughts lead to actions. Human conscious is evolving as more people become aware of the current unsustainable and futile direction of the world and begin shifting their attention to new intentions.  This will create a desire to change the current social systems that were designed decades or even hundreds of years ago, including education.  So as millions of people begin to awaken with new inspirations from a shift in consciousness, now is the time to begin looking at what that new education system will look like.

         The new education system will be designed to support the achievement of a new goal for humanity to improve human life experiences everywhere on the planet.  This includes ensuring that life will continue on the planet through new life sustaining principles, increasing individual freedoms and the attainment of personal happiness, not just the pursuit of it.

          To accomplish this new purpose, education will be centered on three core concepts – Awareness, Honesty and Responsibility.  These three core concepts were briefly discussed by Neale Walsch in Book Two of his “Conversation with God” series.  This shift in education is already occurring though it is just in the beginning stages.  We will begin examining these three core concepts with awareness. 


         As briefly mentioned above, the economic focus is beginning to shift.  To improve economic competitiveness, companies have been forced to become more efficient.  They can no longer afford to pay workers to just do repetitive tasks as directed by close supervision.  Employees need to be accountable and accept ownership for their work.  They are trained to be self empowered to require little direct supervision.  In order to accomplish this, companies are looking for employees that have critical thinking skills.  They desperately want schools to not just teach children what to think, but how to think.  With the exponential growth of information and technological advancements, students or soon to be workers, cannot keep up to date memorizing all of the available information.  But they need to know how to ask the right questions to acquire the right information when needed to solve real problems. 

         So the education system is changing from memorizing information to being able to access and analyze information.  The ability to analyze information can be evaluated from different levels.  Most businesses want workers who can make correct technical decisions.  The worker or student must think before acting.  If they press this button or turn that valve, something will happen.  Consideration of consequences technically is just the first level of thinking.  If the employee thinks economically how it might impact costs or profits, they may be recruited for a management position.  But business impacts are now beginning to be evaluated not just from a technical or financial perspective, but also an environmental and social perspective as consciousness begins to advance.  More and more companies are following a triple bottom line philosophy where they are not just focused on bottom line profits, but feel they also have an environmental and social responsibility to society.  Being concerned about the total impact on a community from their operations, requires a greater awareness. 

          Large multinational corporations with operations in many countries are having difficulty finding capable managers.  These new managers must be multi-cultural being able to relate to different management situations and operational techniques unique to each national culture.  The most advanced and successful companies have already realized that one management style will not work everywhere around the world.  With the globalization of economies, even smaller companies are able to engage in international markets, making the need for a new social awareness an important component of education.

         Consumers and investors are also becoming more conscious of where they spend and invest their money.  In many ways they are driving the change in the business sector, no longer willing to support companies that do not demonstrate socially or environmentally responsible behaviors.  Socially responsible investing or SRI is a rapidly growing field of investment.  These investors want their dollars to go to companies that are socially responsible in all parts of the world that they operate in.  As investment dollars shift, companies must adapt or lose opportunities.  Some contemporary entrepreneurs are forming companies with social and environmental purposes as part of their core mission, challenging the status quo.  New legal forms of business formation reflecting a triple bottom line approach – economic, social and environmental benefits – are being approved by government legislators.  Colleges and universities are beginning to teach courses on this growing area of sustainability including in business schools.

         As business and economic behaviors begin to shift so will education.  Children need to be taught much more about how to think critically, with less emphasis on memorizing facts and other information.  They need to learn how to reflect before and after taking action to both prevent and correct mistakes.  Mistakes end up not being repeated, but become some of the best learning experiences.  Everyone makes mistakes, but it is what people do in response to them that make the lasting difference.  To do this, children need to be able to discern the quality of their thinking through logic and the quality of information and assumptions they are using in making decisions.  They also need to move beyond parochial thinking and the cultural bias it generates to consider consequences on others beyond local impacts.  This would create a greater social awareness which will also begin to create an awareness at an individual level.  Being aware of the impacts on and the feelings of others will naturally lead to self-awareness.  Children will be taught to evaluate how they feel about their decisions.  If society is to move beyond the pursuit of human happiness and advance to the attainment of human happiness, people must be able to become more aware of the connection between their actions and their feelings.  Happiness is something that is felt as a result of an internal state of being-ness.  It is something humans experience and can create with greater frequency if children are taught to be aware of their feelings and thoughts about their actions.  As explained in the human creation process on the Uplifting Humanity website, thoughts, feelings and awareness are all interrelated.  Becoming aware of how thoughts affect feelings is a big step towards achieving a happier life through improving the process of making better decisions. 

         The cumulative effect of all of this is that society would be teaching children about consciousness.  Another way of saying this is that they would be increasing their awareness of the impacts of their actions to make better decisions and how to use information and technology wisely.  They will begin to think in broader terms of community and oneness and the interconnectedness of all things.  Some call this communion.  The world desperately needs leaders who have this larger perspective, who can see through the limitations of current social systems and the destructive behaviors and unsustainable outcomes they create.  These leaders will emerge from within society after being nurtured through an education system that will make the current one look primitive.  While many will argue to the contrary pointing out that the world has many universities that teach advanced technologies, teaching advanced technologies does not make education socially advanced, which should be the fundamental purpose of technology.  The world is embarrassingly weak in teaching its children how to use current technologies responsibly.  Humanity is good at educating technical research specialists, but very poor at educating them how to assess the comprehensive impacts of their work, especially the long term consequences.  This represents one of the most serious threats to human survival.

                All of this can be addressed by increasing awareness.  This includes thoughts, feelings, emotions, actions and reactions.  The lack of this in the world and the problems it creates can be witnessed every day.  Businesses pollute the air and water, creating health problems, and deny that they are.  People compromise their integrity to win financial contracts to defeat the competition and deny that they are.  Children watch violence and murder after murder on television and society denies that it has any impact on their behaviors.  Poorly designed social programs create ongoing dependency and society denies it is happening.  Corporations put chemicals in food and deny that they cause harm while disease rates rise.  Universities tailor research to conform to the bias of corporate funders and deny that they are.  Communities and governments cut funding for children programs and deny that they are causing harm.  Big money self interests influence political decisions and elections at the cost of common interests and society denies that it does. 

            All of these problems are fixable, but to fix them, society must first recognize and then acknowledge that they are problems.  This requires an increase in awareness and honest assessment of observable truths.   It also requires an awareness and willingness to acknowledge trends, not just quick current assessments of current conditions.  Too often problems are dismissed because they appear tolerable today, with little or no regard to what will occur over the long term if the current situation continues.   Awareness is not only important for solving existing problems, but for avoiding future ones.  As mentioned above, human society is dangerously close to developing biological, nuclear, military technologies that have the capabilities to destroy the entire planet, if it does not do it sooner by destroying the planet’s life support systems such as water, soil, air and other life sustaining eco-systems.

                Raising awareness by teaching children how to be more cognizant of observable facts is essential for the survival of the human species.  They need to learn how to be discerning and logical in their analysis in order to use information wisely.  From there, children will be able to mature into responsible citizens capable of managing a world with greater peace, prosperity and freedom for all people.


        Another trait society is looking for in its citizens, is the ability to act responsibly.  Every parent knows the concern of having to trust their children with greater responsibility as they mature.  Whether it is staying at home alone for the first time, going off to school or going on a first date, parents hope that their children behave responsibly.  Businesses are looking for the same quality in their workers.  Employees are trusted with money, equipment and often the safety of other people.

         Civil society itself is based on most people behaving responsibly.  Communities would collapse overnight if the majority of people no longer acted responsibly.  If people started to drive their cars straight through intersections without stopping just imagine the number of accidents that would occur.  What if people stopped turning off electrical and mechanical devices and equipment when not using them?  What would happen if the older people stopped taking care of younger children or began to disregard laws like not polluting or paying taxes.  There would not be enough policemen and enforcement agencies to control the impact.  Society is absolutely dependent upon people acting responsibly. 

         But it seems almost shockingly obvious that education systems do not make responsibility a core component of educating children.  One of the reasons for this is that taking responsibility for decisions starts with having an awareness of the consequences before the decision is made.  This brings us back to the importance of awareness.  It is unreasonable to expect people to take responsibility for their actions if they are not even aware of their impacts.  This is a core reason for the failure to amend, modify, improve or redesign dysfunctional social systems.  Most people are not conscious that they are faulty.  They don’t see how their pollution negatively impacts the health of others.  They don’t see how over harvesting of fish can permanently destroy an entire fishery.  They don’t see how their actions to economically compete can destroy the livelihood of others.  They simply are unaware of their consequences, or if they are, they truly do not understand them.

         Ultimately society does not depend upon people who take responsibility for their actions, but upon people who act responsibly.  Society wants people who will make responsible decisions, not just accept responsibility for their decisions.  The best way to achieve this is to learn from mistakes by becoming keenly aware of consequences through enhanced powers of observation.

         As explained earlier, it is critical for children to be taught how to become aware of their surroundings and the effects of their actions as well as the actions of others.  This includes effects – not just personally, but economically, socially, globally and environmentally.  They will be able to think and act responsibly because they have been taught to critically analyze the total impacts of their decisions on others and the world before taking action.   

        Teaching children about responsibility is actually teaching them a value important to operating a civil society.  The lack of values and guiding principles is one of the core problems with the world today.  While values may vary between communities, countries and cultures, responsibility is one value that will be found to be commonly desired among all societies.  And there is one more value that is just as important.  It is honesty.


         In order for students to be taught how to objectively analyze situations to choose the best course of action, they must be honest about their assumptions, analyses and conclusions.  Children need to be taught to be able to share their true thoughts about situations if they are to increase their awareness of potential impacts.  Unfortunately within today’s education system, children as young as four and five years old are already being conditioned to be afraid of expressing their thoughts and feelings because of fear from peer pressure.  Their desire to be accepted and liked by others can override their desire to be honest and true to themselves as well as others.  I have heard from parents and teachers who have witnessed children in pre-school succumbing to conform to their peers on issues that are not related to proper behavior, but that relate to freedom of expression of their own uniqueness.  This carries over into adulthood where most people are afraid to honestly express their feelings to others, yet become upset when others act in ways that offend them.  Honesty is not just about speaking truthfully when asked a question, but being able to speak truthfully when discussing issues and expressing opinions about situations including how one feels about them.  People will not able to learn from mistakes if people are not willing to be honest about what happened.  How many of us are living quiet lives of desperation, afraid to share our true thoughts to our partners, our work associates or to the general public?  Honesty is a quality lacking in our political leadership, not just in its extreme form of corruption, but in being able to stand up for what one believes is right deep in their own heart.

       Honesty is also a fundamental value that would also be found to be common among all societies.  It is a desired value needed to operate a civil society.  While teaching values to children is a controversial subject to some members of society, very few can disagree with teaching children responsibility and honesty.  If some parents would object to these two fundamental values being taught, I would recommend to simply dismiss their irrational arguments.  Society cannot function properly without its citizenry acting responsibly and honestly.  Both are desperately needed to be accepted as common social values throughout the world.  Anyone opposed to these principles is actually opposing the most fundamental basics of civil society and should not be coddled.  

        Honesty is the core value of nearly every other value.  A person cannot be responsible if they are not honest.  A person cannot be trustworthy, dependable or develop self esteem if they are not honest.  A person cannot be loyal, respected and have integrity or honor if they are not honest.  Honesty is an essential building block for advanced civil society to function.   Other values such as courage, conviction, graciousness, empathy, etc. are all related to a person being either honest with themselves or others.

         With the massive problems facing societies all over the world, the line must be drawn somewhere to establish common values needed to move society in a better direction.  It is the lack of values which rests at the core of many challenges facing humanity.  To me it is an obvious sign of how primitive human society is when the average person on the street could not answer what the main social values are of their community.  The world can no longer afford to rely upon its once advanced, but now outdated, system of Rule of Law.  Governments keep passing laws trying to compensate for the lack of living values that are needed to tie society together with a common cultural thread.  More laws mean more government, more enforcement and more costs.   There are currently more laws on record than there are agencies to enforce them even though imprisoned populations continue to rise.   This reactionary response process of:  law – enforcement – judgment – punishment, to try to control human behavior, though complicated and complex, is primitive as compared to an advanced society that requires few laws because people naturally do what is naturally right as having been taught from their earliest years.


These three core principles of Honesty, Responsibility and Awareness are the foundational building blocks around which humanity can educate their children to create a more peaceful, happier and sustainable world.  Around these three core principles, educators could develop the curriculum for every subject.   Reading, writing and mathematics would be taught as part of the process of education, not as the objective.   Children will be taught how to speak clearly expressing their thoughts without fear.  These are the communication and computation tools that society uses to build a better world and improve the human experience.  They are not and never should have been the final objective of education.  Rather than just reading in first grade about Jack and Jill going up the hill, children might read about Jill helping Jack up the hill and when it is appropriate to help and when it is not.  Reading, writing and mathematics would no longer be taught as the core subjects, but as tools to teach and implement the core principles which will lead productive and rewarding lives along with greater personal freedom.    People would have greater freedom to consider their actions from an increased awareness of the consequences of their actions.  Crime and abuse in all forms will be drastically reduced because the population would be educated on what it means to be a responsible citizen.  This would increase personal freedom through the reduction of fear and stress that greatly limits free expression today.  People would consider it absurd to consider doing something that would do harm to others, their community or the planet that supports all physical life.

          Curriculums for advanced subjects would also be designed around these three core principles to align with each child’s passion.  Subjects will be taught engaging all of senses such as kinesthetically, experientially and even intuitively.  Students who are passionate about the arts would have their math and science centered around an arts curriculum such as the physics of sound or the importance of understanding accounting to run a theatre.   More students will be turned on to subjects like math and science through improved teaching methods such as true inquiry and design.  Science and math students will fine tune their reading and writing skills within their math and science curriculum.  But all of this will revolve around teaching the three core principles as the underlying theme through all grades, all levels and all subjects.  The world’s current industrial model of education where children are forced to conform will also one day be viewed as primitive.  Children will be free to pursue their personal interests while learning not only how to read, write, think and live by social values, but without the limitations of system that is constrained by a shortage of monetary resources as explained in Part 2 of this three part article. When children are aligned with their passion, they are at their most ready point to learn.

            Forcing children to learn according to conformity is highly inefficient.  Businesses know this very well.  Simply training employees to do a job that they do not want to do ultimately results in decreased productivity.  Matching employees with their interests is the best way to maximize effectiveness and reduce costly absenteeism and turnover.  Children are no different.

           Businesses also want employees who can solve problems, think on their feet, and be creative.  Creativity and innovation are especially important in today’s world.  Though most creativity is currently misdirected to address economic competitiveness due to the failed monetary system as also explained in Part 2, it is perhaps the most sought after trait in the workforce.  Just imagine the advancements that could be achieved by humanity if every child was encouraged from a young age to develop their creativity combined with the shift in resources that would focus on solving critical challenges facing the human species rather than directed at ways to out compete one another.   The world would drastically improve within a single generation with noticeable signs within a few short years.


         In summary, this three part article began with the title “The Three Most Important Changes to Uplift Humanity.”  There are other changes that must occur to uplift humanity as well, but in my opinion these are the three most important because they will lead to changes in all other areas.  The other changes will not be possible or extremely limited without changing these three first.  Society has organized its governments by function and though most are operated as silos as different departments, they are very much interrelated.  Actions in one area impacts another area or most often multiple areas at the same time.  Just as explained in the above article, monetary policy impacts just about every social function as does education.  Though not as easily seen or understood, transportation policy impacts housing which impacts education and agriculture.  At Uplifting humanity, the shifts within each of these social systems that need to occur to move humanity to a higher level of existence will be examined.  But as a very important adjunct to this statement, none of them are as important as raising human consciousness.  Increasing consciousness and awareness through improved education whether from new thought leaders, spirituality or returning to the core essence of the world’s great religions, is absolutely without equal among these initiatives. Humanity is stuck with antiquated thought systems that must be uplifted to higher understandings of universal love, divinity and of the process of human creation.  All must begin to work together to raise human consciousness so we can create our ‘heaven on earth’ and improve the quality of life for all of life on our very special planet earth as we travel together through space on a journey of a lifetime.

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