36.21.04-Family Learning Centers

FAMILY LEARNING CENTERS
FOR SUSTAINABLE NATIONS

By
Daniel Raphael, PhD
The skills of effective parenting

are not hereditary — they are learned
and must be refreshed with each new generation.
—
The skills of effective moral and ethical leadership
are not hereditary — they are modelled and taught
by parents to their children through their daily
interactions in their family.
Version 36.21.04
Books \36 – FAMILY_LEARNING_CENTERS | 2.26.2024 | 19:31 | Words: 16 994
Family Learning Centers for Sustainable Nations
Family Learning Centers For Sustainable Nations
Daniel Raphael, PhD
— opus unius hominis vitae —
No Broken Hearts is an imprint of

Daniel Raphael Publishing
~
Daniel Raphael Consulting
PO Box 2408, Evergreen, Colorado 80437 USA
2
Family Learning Centers

The skills of effective parenting are not hereditary — they are
learned and must be refreshed with each new generation.
The process of intentional culture change begins with understanding

the process of embedding the values of a culture in each succeeding
generation. It begins in the family. In order to bend the culture of a
nation or all of civilization we must begin by improving parenting
and child rearing skills, knowledges, and values of parents. The
gradual decay of the moral standards of a whole society reflects the
gradual moral standards that are taught and modelled by parents.
FAMILY LEARNING CENTERS FOR SUSTAINABLE NATIONS provide an
intentional organizational design for teaching pre-family
individuals, parents, children, and grandparents the best practices of
parenting and childrearing for each developmental era of an
individual’s life. The goal is to prepare each new generation of
parents with what, how, and when to teach their children to become
socially competent, capable, and responsible; and that those children
learn how to do the same for their own eventual children.
Because parenting and childrearing skills are learned and not
hereditary, those skills need to be consistently refreshed with each
new generation. A Family Learning Center in every school district of
every democratic nation would provide initial and refresher training
for parents, children, and grandparents. Parenting skills and
childrearing skills prepare children to become responsible parents of
their own families. When those skills also include training for using
ethical and moral decision-making, those children will be far better
prepared to enter into their society as socially competent, capable,
and responsible adult citizens.
The essence of this paper lies in Chapter 2, “The Formation of
Positive Selfhood and Best Parenting Practices.” (p. 15-24)

3
Contents
Introduction ........................................................................................................ 7
1 The Relationship of Families and Societies ............................................ 11
● Illustration
Priorities of Decision-Making in a Socially Sustainable Society .................... 11
2 The Formation of Positive Selfhood and Best Parenting Practices ...... 15

The Seven Universal Criteria for the Formation of Positive Selfhood.
Attributes of Positive Selfhood.
Seven Spheres of Innate Human Potential.
The Nine Universal Family Roles
The Whole Person — The Three Secondary Values as the Initiators of
Ethical and Moral Decision-Making
Moral and Ethical Decision-Making that Reflects the Fullness of Positive Selfhood
Foundations for Leadership Begin in the Family
Literary and Indigenous Research for the
Best Practices of Parenting and Childrearing
What is the “Human, Social Continuum”?
The Human, Social Learning Continuum Illustrated
The Human, Social Learning Continuum In Detail
Conclusions
3 Organizational Development of Learning Centers ............................... 31

Vision
Intention
Operating Philosophy
Mission
Pedagogy
Validated Research Materials
Social Science Literary and Indigenous Wisdom Research
4 Epigenetics ........................................................................................................... 39
Where Biologic Epigenetics Come into Play
Where Social Epigenetics Come into Play,
Transcending the History of all Failed Societies
Learning Centers for Sustainable Nations,
Epigenetics, and Social Transcendence.
5 Apartheid = S OCIAL T ERRORISM ........................................................... 43

Definition
Apartheid’s Legacy of Social Terrorism
The Lack of Strategic Thinking and Action
Faltering Democracies
Responsible and Humanitarian Leadership
4
6 Nation-Building, Family-Building, and

Community-Building — An Example ................................................ 49
Nation Building
Family Building
Community Building
7 Millennium Families Program ..................................................................... 53

Definition
ADDENDA .................................................................................................................. 55
● Seven Values that have Sustained Homo sapiens ............................................... 57

● Illustration.......................................................................................................... 57
Characteristics of the Seven Values
The Four Primary Values
The Three Secondary Values
● The Subsequent Morality and Ethics of the Seven Values ................................. 61

The Moral and Ethical Logic-Sequence of the Seven Values
A Brief Review
The Seven Values
BIO and Contact Information ................................................................................ 66
5
6
Introduction

To fulfill the possibility of democratic societies becoming stable, peaceful,

and eventually socially sustainable, a new social institution is needed to
enculturate each new generation with the best practices of parenting
skills. Though one generation may learn these skills and pass them on to
their children, there is no assurance that over succeeding generations
those best practices will be retained. Few people know what, when, and
how to train their children so that their children are capable of teaching
their own children to become socially competent, capable, and responsible
adults. Because these skills are learned and not hereditary, they need to
be consistently refreshed with each new generation, which requires a new
social institution — Family Learning Centers for Sustainable Nations— in
all of the school districts of every democratic nation.
 In the course of over 40 years of developing the concepts of my
writings I have not found any materials that similarly engage the holism
of human existence and then offer a holistic means that addresses the ills
of organized human social existence from the family level to the national
level and further onto the international level of democratic nations. Doing
so requires a new social institution that has not existed before, and
becomes as ubiquitous as physical schools of public education in all school
districts in all democratic nations. To fulfill that plan will create a
completely new industry in 13,588 public school districts with over
132,000 public and private schools just in the United States. 1
The fundamental justification and rationale for doing so is that the
existence of functional families is more basic to sustain the existence of
functional democratic societies than basic education. The necessity of
both is obvious! The social institutions of the family and education are
1
Source: nces.ed.gov National Center for Education Statistics. Number of schools and school
districts by locale code and state, 2009-10. (Table 98.)
7
fundamental to all thriving nations. The only contemporary difference is

that until now there has been no effort to educate individuals in the
fundamentals of establishing and maintaining sustainable families.
What is proposed will counter the increasing social dysfunction of
families and organizations, and is evolutionary in the most peaceful of
terms.
About the Book

● Parenting skills are not hereditary.
● Over several generations, parenting skills begin to degrade in societies
where social change is very rapid.
● At the same time, increased family abuse, drug use, juvenile
delinquency, and petty criminality begin to appear more frequently.
● In nations where this is occurring, there is a clear need to train parents,
children, and grandparents what to teach, learn, and when to teach those
skills to each new generation.
● Because so many generations have lost these vital skills, a new social
institution, Family Learning Centers for Sustainable Nations, is needed in
every community, just as there are public schools in every community.
● Learning Centers would provide instructional materials and skill
development to grandparents, parents, and children to become more
effective at teaching these skills to each new generation in their family.
● Our first necessity is to discover the best practices that already exist.
Somehow parents who have raised socially competent and
responsible children knew what and how to raise their children to
become socially competent and responsible adults. These are the
parents and adult children we will want to interview to gain
insights into their experiences to assess and then teach those best
practice skills.
● These materials will be developed into training media for Center staff,
participants in the Centers, and for the public. These materials can then
be developed in many forms: video games, home table games, online self-
learning programs, computer simulation programs, educational materials
for private and public schools, and other media of instruction and
training.
8
 Throughout all of human history, until now, there has never been
identified a timeless and universal set of values that could become the
standard for moral and ethical decision-making and behavior. What were
not identified are the values that are innate to the Homo sapiens species.
These values, being innate to humans, provide the values that underlie the
decision-making that sustained the survival of our species for over 200,000
years. (See pages 59-62.)
 From those same values emanate a proactive morality and ethic that can
be applied to guide the decisions and behaviors of any person and
organization, worldwide. Those values and subsequent morality and

ethic then become the foundation for developing self-sustaining personal
and organizational practices and decision-making that will result in our
transcendence of all failed organizations, dynasties, nations, empires, and
personalities in history. (See pages 59-62.)
Making Sense of Ethics — A Universally Applicable Theory Of

Proactive Ethics, Morality, and Values is available as a downloadable
PDF at
https://sites.google.com/view/danielraphael/free-downloads
This paper clarifies the relationship between decision-making, morality,

and ethics that are coupled to the values that are innate to our species.

9
The one who follows the crowd

will usually go no further than the crowd.
Those who walk alone are likely to find themselves in places no
one has ever been before.
Albert Einstein
The task of the leader is to get his people

from where they are to where they have not been.
The public does not fully understand
the world into which it is going.
Leaders must invoke an alchemy of great vision.
Henry Kissinger, 1976, Time Magazine
10
1
The Relationship of Families and Societies
One intention for this paper is to present and provide the means for
families and Family Learning Centers for Sustainable Nations to become
the primary influences for the social evolution of democratic societies.
The logic of that relationship will become apparent in the following
statements and in the illustration immediately below.
This illustration concerns relationships between the societal players.
Explanation. This illustrates two levels of existence, our species’ material

survival and the organizational social existence of our communities,
societies, and civilization.
We know what our species is. It is us. The individual/family sustains our
species’ existence and produces members for organizations. The family is
the key element for sustaining our species and our organizations.
Organizations within the three “pillars” of social existence (social-societal,

political-governmental, economic-financial) provide the processes for
supporting the existence of communities, societies, and civilization. The
social-societal: Social refers to the social context of all human interaction
in and outside of organizations. Societal refers to the interactions of
11
organizations within and outside of that society. The political-

governmental pillar is a much more familiar concept and more quickly
understood. The financial-economic pillar involves financial
institutions (organizations) of all types and economic organizations, both
of which support the financial and economic functioning of communities,
societies, and civilization.
Location: You can look around you and point to specimen of our species,
including yourself. You and everyone else is an individual who came
from a “family” of origin of some sort. You can also point to
organizations by name, address, and GPS location where you work, play,
and associate. But you cannot point to a community, society, or
civilization by location, address, or GPS coordinates. Community, society,
and civilization are the tenuous identifiers of what we say we belong.
—
Radical Reductionist Conclusions
● Families are the foundation of all societies and civilizations. As the
family goes, so goes society. Yet, we also know that as society goes, so
goes the family. In the language of social sustainability, there is a
symbiotic relationship between families and societies. The functionality of
that symbiotic relationship is best facilitated by an evolving and humane
democratic process. It should never be forgotten that families are the
fundamental social institution of all evolutionary stages of democracy.
● Families can exist quite well without societies, nations, or civilizations.

They existed long before the first villages came into existence where
nomadic people settled.
● Societies and nations cannot continue to exist without the presence of

families as the source of future generations of leaders, innovators, and
decision-makers.
● Values underlie all decision-making.
● An integrated, holistic set of values already exists that underlies the

decision-making that has sustained our species’ biologic survival.
● Those same values offer organizations the same capability of also

becoming sustainable — socially sustainable.
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● For societies and nations to achieve that stage of sustainability,

organizations within each of the three organizational pillars must actively
implement policies that support the family to produce the leaders,
innovators, and decision-makers who have the competence to support the
transcendent interests of their communities, societies, civilization, and
nations.
● The skills of successful parenting are known that enculturate and

socialize children to become socially responsible and competent adults.
Teaching these skills and knowledge is as necessary for the development of social
stability and peace as language and mathematic skills are necessary for the
development of commercial, governmental, and economic progress and growth.
● Effective parenting skills are eventually lost over generations without a

conscious and intentional effort to sustain and improve those skills. The
Center’s permanent presence is necessary so that parenting skills are
reinforced and improved with each new generation of children, who
eventually become parents.
● The continuing presence of a Learning Center in each and every school

district in every democratic nation would give democratic nations and
societies the capability to transcend the limitations of all prior societies.
These are the criteria that will define the holism of sustainable social
existence; and, these are built upon the four primary values that have
sustained the survival of our species for over 8,000 generations. Yet, it is
the three secondary values that offer the possibility that the organizational
structures of communities and society can become self-sustaining. (See
illustration, page 14.) But, in order for families, cities, states, and nations
to become socially sustainable, the subsequent morality and ethics that
emanate from these seven values must be applied in all decision-making
at all levels of human existence. Only then can our nations become
socially sustainable and transcend 20,000 years of failed organizations.

13
Four primary values have sustained the thriving survival of our species –
Life, Equality, Growth, and Quality of life.
Three secondary value-emotions, Empathy, Compassion, and a Love for

Humanity, give humanity its capability to sustain the organizational
social existence of societies.
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2
The Formation of
Positive Selfhood and Best Parenting Practices

In the last century many parenting guides have been published, but none
was validated by the seven innate values of our species that have proven
to be effective in sustaining the survival of our species for over 200,000
years. Never before have parents had the solid assurance that the values
and ethics 2 they teach their children would support the sustained survival
of the organizational social existence of their communities, societies, and
nations into the millennia ahead.
The formation of positive selfhood begins in the family with parents

who want their children to grow through their childhood into adulthood
with a positive self-image, self-identity, and self-worth — a life that has
the potential in which the child can discover positive purposes and
meaning for their life. The seven criteria below provide parents with the
universal and timeless standards for measuring parenting skills that
support the child’s life in wonderful and unexpected ways.
The historic problem for parents has always been NOT KNOWING
when, what, and how to teach their children that would give them that
capability. Ironically, almost all parents do know that those are the
attributes they want their children to have, but rarely know what
parenting and childrearing practices would generate those outcomes.
Only recently have we begun to identify the best universal practices of
parenting that will generate those attributes.
2
Raphael, Daniel 2020. Making Sense of Ethics — A Universally Applicable Theory Of Proactive
Ethics, Morality, and Values Downloadable PDF copies are available at the author’s Google
website: https://sites.google.com/view/danielraphael/free-downloads
15
Seven Universal Criteria for the

Formation of Positive Selfhood
The following list of seven essential attitudes and behaviors by parents
are fundamental to generate the formation of a child’s positive selfhood;
● Acceptance
● Appreciation
● Recognition
● Validation
● Worthiness
● Deservingness
● And Celebration for their positive accomplishments.
  QUESTION: What are the best parenting practices that parents

can use to instill in their children that they are accepted,
appreciated, recognized, validated, and celebrated as being worthy
and deserving? This is the pivotal question that must be answered by
literary and indigenous field research to produce 1) universal parenting
guides for each developmental stage of the child’s life; and 2) culturally-
specific parenting guides for each developmental stage of the child’s life.
These then will become the training and teaching modules in various
media training formats for Family Learning Centers for Sustainable
Nations.
Attributes of Positive Selfhood

When parents receive training for those Seven Universal Criteria, and the
child consistently receives those positive influences, the results are
remarkable and include:
● Positive self-identity,
● Positive self-worth and
● Positive self-image that
● Empower the child with self-confidence to discover
● A positive purpose for their life and meaning for their existence.
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Seven Spheres of Innate Human Potential

The above twelve factors provide the self-confidence that is essential for a
child to explore their innate potential. They support the child’s interest in
the world around them and a positive intra-personal relationship to
support their curiosity to explore their potential in the seven spheres of
human development.
● Physical
● Mental
● Emotional
● Intellectual
● Social
● Cultural
● And, Spiritual
That quality of the child’s budding intra-personal relationship is evident
in their inner monologue, self-talk, those words they use to describe
themselves as capable or incapable to investigate those seven spheres.
Best Practices. Though the Seven Universal Criteria for the Formation of
Positive Selfhood are universal in nature in some form and available to all
parents, some cultures have their own cultural “best practices” for
developing these criteria in their children. Understanding those cultural
differences is an essential focus of effective Family Learning Centers for
Sustainable Nations.
The Nine Universal Family Roles

Once we have identified the universal best practices of parenting that
produce the attributes of positive selfhood, then the best practices of the
nine family roles that children need to learn comes next. Understanding
the nine roles and their functions and their relationships is one of the keys
for developing functional families generation after generation. Those nine
roles include:
Mother Father Child
Wife Husband Sibling
Woman Man Girl/Boy
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To grasp the depth of the work of Learning Centers, the following

questions are offered as suggestions for inquiry in Center learning
situations and within families.
Mother (a positive role model, as an example).
● What is a mother?
● What do mother’s do?
● What is the role of a mother toward her children, to each child?
● What attitudes and beliefs do good mothers maintain.
● What are healthy perspectives of mothers, as contributors to all
future generations?
● What are the healthy working-philosophies of a mother in
relationship to her children?
A similar line of questions will apply to each of the other eight roles. The
answers to these questions then become the substance of a major portion
of the instructional materials of Learning Centers. The answers, then,
include the elements of the Seven Universal Criteria for the Formation of
Positive Selfhood, and the Attributes of Positive Selfhood, in order to
fully prepare children, sexually capable or active adolescents, and young
adults for the eventuality of becoming fathers and mothers.
Ironically, simply using these criteria and practices is not enough in

themselves to teach and train children to become socially capable,
competent, and responsible citizens in their family, community, society,
and all other facets of social interaction. What makes positive selfhood
highly effective, and the foundation of a leadership pool of historic
proportions, lies in the acquirement of self-confidence and trust in one’s
self, coupled with the ethics and morality to follow through with
appropriate action.
An example of a best practice. Such self-confidence is particularly

needed later when the parent urges the child, even at an early age, to
think about the parent’s question, “What would you like to be when you
grow up?” And then as the child answers, the parent would motivate the
child to think about and imagine what it would be like to be that person
when they grow up.
This motivation is an early step that hopefully will lead the child to become
inspired by the possibilities of becoming that person and then to actually
aspire to that role or job, or position of leadership. The key element for
18
these little minds that eventually grow up is that they see themselves as
becoming something and someone who is important in their adult roles for
their own children and capable of making meaningful contributions to
future generations. The existential reality of such a child moves from
simply a topic of philosophical discussion to the pragmatics of teaching
and training children and young adults the fundamentals of becoming a
whole person, with a purpose in life, and a meaningful life.
For myself, I was urged to think about those things even before I entered
the third grade. And after going to the local movie theater to see Jules
Verne’s 20,000 Leagues Under The Sea, I said I wanted to be a nuclear
scientist. And, yes, it took many years into my adulthood before I found a
niche that suited me. So, it takes patience on the part of the parent to LET
their child discover their fit with their imagined adult career. And, it is
the moral duty of the parent to motivate the child to do so.
When we view this best practice of motivating our children to become, to
make something of their lives, they will surely need all of the self-
confidence possible to fulfill their dreams. It is remarkable that yet more
is required of the child to become fully human. The child will eventually
need to have the fortitude to make courageous decisions with the
confidence to bravely act on those decisions in times when not acting
would be unethical or immoral.
The Whole Person —

The Three Secondary Values as the Initiators of
Ethical and Moral Decision-Making
EQUALITY  Empathy, Compassion, and “Love”
EQUALITY is the defining innate value of proactive morality and ethics.
The primary value “Equality” is the source for the three secondary
value-emotions values, (see illustration, page 14). We know when
equality is out of balance because of the secondary value-emotion of
empathy – to “feel” or put our self in the place of another person and
sense what that is like, whether that is in anguish or in joy. When we feel
empathy for others, we want to act in compassion, to reach out to the
other person and assist them in their situation. When empathy and
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compassion are combined and we feel that equally for everyone, then we
say that we have a “Love” for all humanity — the capacity to equally care
for another person or all of humanity, as we would for ourself.
Empathy, compassion, and “Love” support the development of a higher
quality of life for ourself and for others by providing the motivating
energy to grow into a more complete, mature, and functional individual
within our Self and within our social environment. They allow us to see
the common good as societal rather than selfishly personal. Their
expression demonstrates the highest ennobling qualities of human nature
at its best. With these three value-emotions, we have the direction and
motivation from which to develop highly positive family dynamics — and
a loving, compassionate, and empathic means of validating holistic
growth in individuals, families and societies.
 One of the responsibilities of Learning Centers is to teach parents how to
teach their children to become more fully human by being more fully
ethical and moral. Remarkably, the process begins with teaching children
how to become more in touch and responsive to their three secondary values
— empathy, compassion, and a generalized love for humanity that are
innate to each child.
The three secondary values are what define us as being human.
When we are fully human, we are fully in touch with our empathy,
compassion, and generalized love for humanity. Because these values
operate in us at the conscious level of our awareness, children and adults
can be taught how to become more sensitive to situations where empathy
and compassion are natural responses. Understanding the processes that
occur before making ethical and moral responses is essential to being fully
human.
To be sensitive to a situation of inequality the observer must first have had
some type of training to feel EMPATHY toward the observed person or
group of people who are involved in the situation of inequality. While
some people seem to be naturally empathic toward victims of inequality,
others need training. The training would include teaching the student-
observer to make a comparison of what is humanely expected in that
situation.
The steps are not so obvious. First, the observation of a situation that may
or may not involve inequality; second, the empathy-response (actually
this is a comparison in the mind of the observer of what is ethical and
20
moral in this situation and what is not); third, the moral/ethical

discernment that it is a situation of inequality; and, fourth, the decision to
act on the impulse of empathy in compassion by extending aid or assistance
to the victim in distress or some type of difficulty.
When the connection of the primary value, equality, is made to empathy
and compassion it becomes far easier to accurately assess the level of
humanitarianism of an individual, group, or a whole culture. The more
empathy and compassion that are in expression toward others, the more
humane that individual or group of individuals. Oppositely, we could
reasonably assess that an individual who has no empathy and
compassion, and acts out their impulse of anti-social behavior as being
non-human, i.e., not-human.
We could further argue that when someone or some nation acts out their
anti-social impulses that such individuals, cultures, or nations are
inhumane — a dangerous subgroup of the Homo sapiens species.
“The only thing necessary for the

triumph of evil is for good men to do nothing.”
Attributed to Edmund Burke,
including John F Kennedy in a speech in 1961.
Moral and Ethical Decision-Making that Reflect the

Fullness of Positive Selfhood Begins in the Family
The evidence of successful parenting will become apparent as the child-
becoming-adult more frequently makes accurate decisions on their own.
It should be accomplished with teaching children how to make good
decisions that are accompanied with appropriate motivation, inspiration,
appraisal, and praise by parents. These motivations will help the child
understand what they discerned correctly to make that decision, or what
was in error. That appraisal is not about the child being “good or bad,”
“right or wrong,” but for the child to see “what works,” or “doesn’t
work,” for that situation. 3 Understanding the necessity of ethical and
moral action is an added attribute that fully complements positive
selfhood. Morality is essential to sustain the lives of others, while ethics is
3
Wright, Kurt 1998. Breaking The Rules, Removing Obstacles to Effortless High Performance.
CPM Publishing, Boise, ID ISBN: 0-9614383-3-9
21
essential to sustain all relationships, including their own intra-personal

relationship. 4 Being able to discern the outcomes of moral and ethical
decisions, versus immoral and unethical decisions, and then to act
appropriately is the acme of the socialized person with a positive
selfhood.
Foundations for Strategic Leadership Begin in the Family

The primary missing element to initiate culture change in democratic
nations and societies are leaders who are moral, ethical, and
humanitarian. Pre-parent individuals, parents, grandparents, and
children who appreciate the work of Family Learning Centers for
Sustainable Nations can anticipate that those who are raised using the
1) The Seven Universal Criteria for the Formation of Positive

Selfhood;
2) Attributes of Positive Selfhood;
3) Seven Spheres of Innate Human Potential;
4) The Nine Universal Family Roles;
5) Becoming a Whole Person;
6) Moral and Ethical Decision-Making that Reflects the Fullness of
Positive Selfhood; and,
7) Foundations for Leadership
will have all of the necessary personal and inherent supports to become
effective leaders or contributors in one form or another.
When “leadership skills” are framed with this background of preparation,

natural leaders will come forward as and when they are needed by their
family and community, organizations, government, politics, and
financial/economic venues and circumstances.
Historically, positions of leadership were filled by individuals who:

aspired to the highest positions in fields of their interest; chose to emulate
the leadership of family members; accepted military leadership training;
or were enflamed with humanitarian and other concerns, for example.
The assumption that has been made in this paper is that when parents
demonstrate acceptance, appreciation, recognition, validation, worthiness,
4
ibid, Raphael, Daniel 2019. Making Sense of Ethics, ….
22
and deservingness, and are applied consistently over time, the result in
the child will be in the form of positive self-identity, positive self-worth,
and positive self-image. These three factors of positive selfhood, plus the
acceptance of moral and ethical decision-making provide the child/adult,
as a potential leader, with the self-confidence to move forward in their life.
Obviously, discipline is a necessary instrument to reinforce those positive
processes so that the child internalizes that discipline to become self-
disciplined to consciously guide their behavior productively through the
future of their life. Great cultural leaders have also had the humble skills
of self-observation and self-discernment. There are no substitutes for self-
confidence in those who trust themselves to honestly self-appraise
themselves using the morality and ethics that are the subsequent
derivatives of the seven innate values of our species. The challenge for
such a leader is to ask others to discern and validate, or not, whether the
leader’s self-appraisal is accurate. That takes humility!
Formal leadership training for individuals has usually started with older
children, young adults, and then early adults. The weakest link in the
historical culture of such leadership training is that it has almost always
had to accept the social preparation, or lack thereof, of new recruits.
Families, the source of all leaders, vary from being highly moral, ethical,
functional, and socially responsible, to those that are barely functional.
The end results we have witnessed throughout the 20,000 years of failed
organizations, nations, cultures, and civilizations is that too often the
errors of leadership are as evident today as they were then. The errors of
leadership that lead to errant decision-making usually takes the same
trajectory as the failures of those who are not leaders.
The potential of powerful, ethical, moral, and socially responsible
leadership is best begun early in a child’s life by the modelling provided
by parents who had the benefit of being trained in their family of origin
with programs similar to those of Family Learning Centers of Sustainable
Nations. Safely said, “The whole child-becoming-adult provides the best
resume’ for eventual, socially responsible, humanitarian leadership.”
Literary and Indigenous Research for the Best Practices of
Parenting and Childrearing
Among every generation of children around the world who have become
adults, there are many who are well adjusted, functionally social and
responsible, reasonably contented, and curious from having been raised
by caring and loving parents who somehow knew how to raise their
children that way. I truly believe the wisdom of sound parenting
23
practices already exists but simply needs to be discovered, collected,

organized, collated, and made assertively available in every local
community where Family Learning Centers for Sustainable Nations exist.
The integrity of the child-becoming-adult’s personality begins its
formation even before conception simply because the parent’s epigenetic
imprinting is shared with their eventual children. The social/emotional
environment of the parents during pregnancy begins the direct epigenetic
imprinting on the child in utero. This epigenetic imprinting continues
throughout the child’s life by their physical and social environment that
will have an effect on his or her own eventual children.
Immediately, though, the parenting and childrearing practices modelled
by the parents will begin to directly affect how well the child-becoming-
adult will develop as a socially capable, competent, and responsible
person — or not. Literary and Indigenous research of the “best practices”
of parenting and childrearing then becomes of great importance to
develop the best potential that lies within the child, and all children of the
world.
The first objective of these two research activities:
a) a thorough review of social science research literature of the last two
centuries for the “best practices” of child rearing, parenting, and family
dynamics that are capable of instilling the attributes of positive selfhood:
● Positive self-identity,
● Positive self-worth and
● Positive self-image that
● Empower the child with self-confidence to discover
● A positive purpose for their life; and meaning for their existence.
b) begin field research of Indigenous cultures for the best practices with
the same goals.
—
What is the “Human, Social Learning Continuum”?
The human, social continuum is created by the overlapping of generations
from conception, childhood, adulthood, parenthood, and grandparenting
by each new generation. This continuum is composed of numerous eras
of human development. Because human development is capable at any
time during a person’s life, and in all seven areas of human development
(physical, mental, emotional, intellectual, cultural, social, and spiritual),
human existence becomes a rich experience when these seven areas are
24
explored and nurtured. While this may sound like an ideal situation, it is
wholly possible to experience when parents understand their role as the
most influential to develop the organic potential their child brought with
them at birth.
With each passing generation, the older generation (4 grandparents) will

come into the play of sharing best practices of parenting and child rearing
with the infant/child and the new parents. Each generation that has been
trained, socialized, and educated in these practices will become a resource
for grandchildren of their own older children, thus reinforcing best
practices for organized social existence in these three generations.
A child’s innate potential has a far greater possibility of being more fully
developed when the “best practices” of parenting and child rearing are
used by the parents and grandparents. When we take into account the
“layering” effect that grandparents can provide to the application of best
practices to their children and grandchildren, each new generation has a
far greater possibility of enjoying their potential as adults.
When multiple generations of great grandparents, grandparents, parents,

and children are involved in the multi-generational use of best practices,
we can anticipate a transgenerational influence that will have a powerful
positive effect on society and eventually “bend the culture” toward social-
societal stability and peace.
—
The Human, Social Learning Continuum
Parents - - - - - - -- - - - - - - - - - - - - - - - - - - - finis
Child - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - finis
Grandchild - - - - - - - - - - - - - - - - - - - - - - - - - - - -finis
Described below are my own descriptions of the various eras of human
development from a time before birth to death. Undoubtedly,
developmental psychologists and others can provide alternative eras with
explanations.
The Human, Social Learning Continuum, In Detail

Pre-verbal
Infants in utero
25
Newborns
Days-old
Infants
Pre-toddler
Toddlers
Children who are not yet verbal
Verbal Children and young adults
{Here we will need to discover the various major developmental
eras of children from verbal to Pre-adolescence.}
Pre-adolescent
Adolescent
Pre-adult
Young adult
Adult before leaving home
Pre-couple adults
Couple adults
---------------------------------------
Pre-verbal
Infants in utero
Newborns
Days-old
Infants
Pre-toddler
Toddlers
Children who are not yet verbal
Verbal Children and young adults
{Here we will need to discover the various major developmental
eras of children from verbal to Pre-adolescence.}
Pre-adolescent
Adolescent
Pre-adult
Young adult
Adult before leaving home
26
When we begin to develop the results of literary and Indigenous research

for the best practices of parenting and childrearing, we would ask this
example question, which would also apply to other desired attributes in
children, “What are the best parenting and childrearing practices for
developing self-confidence in newborns, infants, pre-toddler children,
toddlers, children who are not yet verbal, and so on?” The question
applies to each of the developmental stages given in the Human, Social
Learning Continuum In Detail, above.
In the beginning of developing self-confidence at the earliest

developmental stages, the parent is the “confidence provider and builder”
who shares his or her confidence with the child so that the child can
accomplish the task at hand. When the child becomes verbal and
understands the rudiments of language, the urging of confidence begins
to be transferred to the child, i.e., the child begins to develop self-
confidence.
As the child ages, the parent must also grow in the capacity needed to
guide the child in the continuing evolution of self-confidence, and at times
helping the child to understand the hazards of being over-confident in
situations that may cause injuries of one type or another. Guidance as this
requires the parent to teach the child how to discern of the broader aspects
of the situation he or she is challenging. This process continues even after
the child leaves home, and calls or visits to discuss a situation the child
who has become an adult is challenged to overcome. Then the
relationship has changed from parenting the child to mentoring the child
in the final stages of becoming a socially competent, capable, and
responsible adult.
Conclusions
From the perspective of Directed Social Change, 5 if we are to create
positive culture change in western civilization, then we must do so with a
conscious intention for the outcomes we desire. We now have the ability
5
Raphael, Daniel 2022 Democracy – Planning for Recovery before the Coming Collapse – A
Book of Hope
27
to create the future that will sustain our nations into the future and
transcend the failed history of organized social existence.
If we are to create a culture change that provides for the safe social
evolution of democratic societies, it must humbly begin within families
and the socialization of each new generation. Discovering and then
applying the best practices of child rearing and parenthood would go far to
help produce children who grow to become moral, ethical, socially
responsible, and socially competent citizens, innovators, decision-makers,
and leaders.
 Raising children who are peaceful, socially responsible, and reasonably
contented with life is not a miracle but the result of conscientiously
socializing the child using the best practices of their culture to achieve the
formation of positive selfhood.
Universal Parenting Guide. Discovering and validating the best practices
of parenting using the criteria we have discussed would result in a
universal parenting guide that would be applicable to all people of all races,
ethnic groups, cultures, religions, and political preferences, without
inherent bias and self-interest. A universal and timeless multi-cultural
guide of best practices would help new parents in all nations raise their
children without guessing or assuming they already knew.
The best place to reverse generational social disintegration and moral
degeneration is in families that are prepared to raise children with
positive selfhood. Children as these will provide the leadership needed so
that larger numbers of people become significant contributors to society.
Those are the children who will very likely have the capability to see the
humanitarian value of supporting social, political, and economic efforts
that will bring about social justice, social equity, the common good, and
“what is fair” without governmental intervention or governmental
programs.

The ultimate test of a moral society
28
is the kind of world it leaves

to its children.
Dietrich Bonhoeffer
29
...the security of civilization itself still rests on the

growing willingness of one generation to invest
in the welfare of the next and future generations.
And any attempt to shift parental responsibility
to state or church will prove suicidal to the
welfare and advancement of civilization.
The Urantia Book, (84:7.27)
30
3
Organizational Development of Learning Centers
A network of Learning Centers will need to be created using the best

organizational designs to sustain family, child rearing, and parenting
practices on a long-term basis. Doing so will create a community-wide
culture of social stability.
Vision
That all children grow up knowing how to raise and teach their own
children to become socially capable, competent, and responsible members
of society; and that those children also know how to raise and teach their
own children to become socially capable, competent, and responsible
members of society.
Because of the universal nature of “best practices” and the seven values of
social sustainability, Learning Centers can replicate the core teaching,
training, and enculturation program while incorporating cultural
differences that fulfill the vision of Learning Centers for Sustainable
Nations. Training in the Centers involves actual hands-on work with
participants as the Training Facilitator helps them apply that to their own
personal family and child rearing habits. The emphasis is on training
participants to enculturate these new practices so that they become second
nature when they return to their homes, or to childcare or other
educational settings.
31
Intention
The intention of these Learning Centers is to teach each new generation the
best practices of parenting using the seven values as the criteria of social
sustainability decision-making to raise contented, curious, capable, and
socially responsible children until the time they separate from their family
of origin. By doing so, they will know how to raise their eventual children
with same or similar capabilities. The intention is to create culture-change
primarily in democratic nations. Change begins from within.
Operating Philosophy
Socially self-sustaining societies and nations are best developed in safe,
caring, and capable families. The peace of nations is best assured when
each new generation is enculturated with the values of social
sustainability and is fully aware of their social, moral, and ethical
responsibilities to future generations.
Mission
To provide remedial training and education to individuals and families,
generation after generation that increase the socially sustainable
functioning of families from one generation to the next. Such training and
education provide parenting skills for each era of the child’s eventual life
from the era of pre-conception through the age of separation from his or
her family and then through the continuum of life as adults, parents, and
grandparents.
Pedagogy
The second objective is the development of instructional and training
materials and outlines that address the parenting needs of parents-to-be,
parents, grandparents, children, and in educational settings from diaper
daycare through secondary education. As I am not a pedagogue, what
follows may appear very naïve.
32
Pedagogy. The techniques and methods of teaching, training, and

instruction of these best practices will vary with the audience. As
the audiences of Learning Centers will include all ages and phases
of human growth and development from pre-conception through
birth, infancy, childhood, young adulthood, adulthood, parenting,
and grandparenting, the techniques and methods of delivery will
change accordingly.
A desirable multi-generational outcome would be an ongoing

reinforcement of parenting best practices in all stages of the human
continuum. Eventually these learned practices will become
epigenetically embedded in each generation while also being
reinforced by the local community Learning Center for Sustainable
Nations.
The levels of pedagogical delivery will include the

individual/family in their local Learning Center, the
individual/family at home, in their travels, all child-care and
educational situations, and academia. When considering the
varying capability of individuals to learn, these materials will be
developed for educational/instructional/training staff and their
students from pre-school children through all levels of public and
private education, and eventually include collegiate curricula.
Validated Research Materials

Immediate Objectives.
1. The first objective contains two research activities: 1) to review

social science research findings of the last two centuries for the “best
practices” of child rearing, parenting, and family dynamics that produce
contented, curious, competent, and socially responsible children who are
ready to leave home and enter society on their own; 2) begin field
research of present-time Indigenous Wisdom of best practices with the
same goals.
2. The second objective is to develop training materials for each and

every phase and era of human development from pre-conception through
age 20 for use by parents-to-be, parents, grandparents, children, and on
educational settings from diaper daycare through secondary education.
These materials will be at their best when they apply the wisdom of the
33
social sciences and Indigenous Wisdom in pragmatic, practical ways that

can be understood by those who are literate and by those who learn by
example.
3. Validated research materials will be received by the Research

Projects Section of the Library of Sustaining Human Wisdom, Institute for
Human Sustainability, 6 where it will be organized, catalogued, and made
available online to the public, staff, clients, and Local Community Design
and Validation Teams 7 for the projects they are working on. The Library
then becomes the source for validated materials: societal-social, political-
governmental, financial-economic, and other genres of materials that have
been validated before submission to the Library.
Delayed and Coincident Objectives, #1.
As the two research programs begin development, validated best practices

will be shared with teaching/training lesson-writers who will begin
developing teaching and training materials in different media.
4. Materials will be copyrighted and published by the Institute for
Human Sustainability and made available to parents, the pubic,
educational institutions, and others.
5. These materials will be developed in various media formats
including video games, home board games, children’s story books, etc.
6. The topic matter of these publications will include all areas of
interest for growing up and becoming a parent for raising socially
competent and responsible children.
7. It will be interesting to follow the Indigenous research to see how it
agrees or differs with the social science research of dozens of cultures for
raising children to become effective and socially responsible adults.
Delayed and Coincident Objectives, #2.
The first people to be trained using these new training materials will be
the staff who will open the first Learning Center for Sustainable Nations.
They will become the local community center trainers, counselors,
mentors, and advisors who will then begin working with local community
human resource agencies and informing them of our presence and the
work that we do in the center.
6
Designed and planned but not existent, yet.
7
Ibid
34
8. Locate and secure sites for the first Learning Center.

9. Hire staff for the first Center.
10. Open for business.
Social Science Literary and Indigenous Wisdom Research

Social Science Literary Research. Social Science Literary Research has
two functions: First, to search the literature for the most accurate
descriptions of human developmental eras from pre-conception through
the approximate age of 25 when the brain has fully matured. Second, to
search the literature for the best practices for each of those developmental
eras.
Indigenous Wisdom Research Team. The function of Indigenous
Wisdom Research is to interview individuals of all ages in all the cultures
of the geographic study area to discover the “best Indigenous practices” of
parenting for the significant eras of child development. Perhaps the best
individuals to interview would be individuals who have demonstrated or
have experienced those practices in their lives and who have become
socially capable, competent, and responsible.
Research Findings. Social science literature and Indigenous research
findings will be sent to Research Projects Section of the Library of
Sustaining Human Wisdom for organization, cataloguing, storage, and
retrieval that will be available for the development of Center Programs.
Instruction Manuals for All Eras of Human Development. Because
these materials are based on the values that are universal and innate to all
people of every race, culture, ethnicity, nationality, and gender, the core
training materials will be applicable to all settings where human social
enculturation, education, and training occur. Instructional materials will
be developed for each era of human development from pre-conception
through age 25, beginning with couples who are preparing for their first
child, pregnancy, newborn, first week, first month, etc., to age 25. It is my
belief that the eras of late pregnancy, newborns, the first month, and the
following two years of life should be oriented toward all efforts to have
the infant feel safe physically, emotionally, and socially in their new
environment. Feeling safe underlies the development of trust that is
necessary to support the innate secondary values of empathy, compassion,
and Love.
35
For the newborn everything around him or her has the potential to be
interpreted as life threatening. Trust is the vital and essential value/state
that eventually leads to trust in intra- and inter-personal relationships all
through life. Intimacy and love are not possible without trust and feeling
safe.
Public and Private Educational Settings. These materials will also be
developed for suitable application in private and public educational
settings from diaper-daycare through primary, secondary, and higher
education venues. Further, consideration will be given to the
development of university level academic degree programs for social
sustainability in the areas of the social-societal, political-governmental,
financial-economic, (page 11), and ethics and morality.
Ethics Criteria for Validating the

Best Practices of Parenting
The morality and ethics that emanate from the seven values 8 provide the
criteria for validating the best practices of parenting, family dynamics,
and community interaction. The ethics that emanate from the seven
values set the stage for socializing and enculturating our children who
will become the moral, ethical, cultural, social, political, and
financial/economic leaders of present and future generations.
Implicit and Explicit Outcomes

For Best Practices and Ethics Training
IMPLICITLY. Intra-personally, the child growing up will develop a “good”
inner dialogue; “good” self-image; “good” self-worth; and develop a positive
world view where he or she has a “good” quality of life, and sees themself as
equally capable of growing into their innate potential as well as anyone else
could. For an infant, a good quality of life is provided when they are fed
when hungry, sleep when tired, cuddled when unsettled, have diapers
changed when they are dirty or wet, and are spoken and sung to when they
are with you, and so on. The desired result is that the infant/child feels safe.
Parenting that assures that the child feels safe is a necessary prerequisite for
the development of trust, intimacy, and love, which are some of the most
8
ibid. Making Sense of Ethics …
36
evolved Expressed Ethics, (See Addendum, pages 55-63), of human behavior.

When we are loved, our quality of life improves greatly. These developments
arise as parents and grandparents are in touch with their empathy for the
infant’s situation. In compassion they come to the child’s aid in whatever way
that is needed. When we feel safe as a young adult, we are able to explore
our self in new environments doing new things that lead us to grow into our
potential.
EXPLICITLY. Adults who have grown up in such families will have the
confidence and social competence to explore the world around them in all of
its parameters. They will be ready to become “good” employees, friends,
schoolmates, lovers, wives, husbands, parents, and grandparents. They will
understand and know how and why a family becomes a whole and integral
social environment of its own, and how that family is an integral and
contributing unit in a community of similar families.
Opposite and just as explicit, when positive and constructive parenting
practices are not ingrained in a family and are not passed on to the children,
negative personal and social outcomes frequently occur and then reoccur in
next generations. 9
When the inner dialogue is filled with a damaged self-image and low or no
self-worth, the child’s reactions will almost always be reflected in how they
live their lives, and then pass that on to their own children. When children
are told they are worthless, they will feel that they have no worth to anyone
and usually will engage in self-destructive or self-demeaning behavior, often
to the detriment of their lives and the lives of others.
Children who are exposed to low skill levels of parenting will usually in
some way reflect that in their adult lives. The exception is when a young
adult experiences some opportunity in which they can excel and learns how
to counter the negation, abuse, or the neglect of their childhood; and gain a
much more positive and constructive self-image and sense of self-worth.
Adults have a moral responsibility to inform children, even young children,
that they can become whatever they think they can become no matter what
socio-economic circumstances they come from. Collectively, in communities
and societies that predominantly have low or negative parenting skills, the
result over time is the increase in abuse of others, self-abuse, violence, and
escapism via drug use. In groups, it can be as explicit as racial, social, and
economic violence.
9
Pearson, Helen The Life Project 2016. Soft Skull Press/COUNTERPOINT, Berkeley, CA
ISBN: 978-1-59376-645-0
37
Learning Center Programs

The development of Learning Center Program designs will include the
application of values, ethics and morality, and decision-making as factors
of sustainable living, and as a means for making conscious contributions
to a functional family unit.
The second consideration is to replicate how and when children learn the
culture of their family and about their own roles. Role playing in
Learning Centers will become an important means of working the range
of instructional materials that are provided by the Center. Those who
participate in the programs of the Centers, whether adult parents or
children, will be exposed to a gradual process of socialization and
enculturation by actually participating in the functions and roles of a
family.
Variations of programs may also include students who are given free
tuition in exchange for their work-service at the center in a number of
capacities. It is important that the student, whether a child or adult,
recognize that they are valued, their time is valued, and their service is
valued. Students who are about to graduate from the program could be
offered the opportunity to compete for a paid teacher-assistant position.
 There is no intention to create new, fantastic teaching and instructional

techniques for the materials and processes for supporting the work of the
Learning Centers. All of the technologies of pedagogy will be used from
hands-on to all other means of teaching, instruction, and training. Learn
by doing. Test by doing. Review by doing. Then repeating the process
for those gaps in learning.

38
4
Epigenetics
Where Biologic Epigenetics Come into Play

Biologic epigenetics is no longer a theory but a well documented
explanation of external influences upon a child before birth, after birth,
and that continue after the child’s early developmental era of growth
which are “written” into the child’s DNA. 10 These influences affect the
child unconsciously so that he or she behaves in ways throughout the
remainder of their life that are consistent with those early influences.
Some influences are positive to help the child in his or her adult life, and
some are not.
Because of epigenetics, a transgenerational dividend will be paid when

generations of children have had the benefit of being raised with the best
practices of parenting. That payment will become apparent in the results
of those children’s lives and careers as they carry those best practices and
values with them into their places of employment, groups where they
volunteer, their professional careers, as they become parents, and as they
become the planners and decision-makers of the organizations that
support their community and society.
Biologic epigenetics of the best parenting practices and the values of our
species for decision-making will unconsciously support the development
of rational and logical plans, option-development, choice-making,
decision-making, and implementation-actions of the decision-makers of
the future. When those who have been raised with those values and
practices become the decision-makers in the three most significant social
structures of functional societies, (social-societal, political-governmental,
and economic-financial), their decisions will result in a democratic
nation’s social evolution. Such a development would provide the best
outcome for our human (humane) existence expressed in the form of
10
For a very advanced understanding of epigenetics as it applies to child rearing, parenting, and
the development of social stability and social sustainability see:
https://www.youtube.com/watch?v=xI8lLpYtQ6M
39
social stability, social equity, social justice, “what is fair,” and the common
good.
Children raised with the best practices of child rearing will be well
prepared to understand how their decision-making preserves the strategic
best interests of their communities and societies. By doing so, their
societies and their organizations will become sustainable into a far distant
future.
Where Social Epigenetics Come into Play,

Transcending the History of all Failed Societies
Readers may find it very odd to discuss Learning Center programs in the
context of “transcending the failed history of all societies.” Yet, when
these are considered together, a very lucid and insightful thought
becomes apparent that would aid the social evolution of every democratic
society while simultaneously aiding the social stability of families and
communities and preventing the obvious and eventual failure of those
same democratic societies.
As mentioned in previous articles, the social history of all humankind, of

every culture and civilization, is littered with failure after failure. 11 None
have survived functionally intact, though evidence of their past glory
remains. In the great arc of organized social existence, they seem to have
risen out of nowhere, bloomed, crested, declined, collapsed, and
disappeared into the archeological strata.
 Asking the question, “Why did they fail?” would give us quite a long
list of factors that contributed to their failure, but the most insightful
revelation is not what they did to fail, but what they did not do to assure
their continued longevity: None devised a vision, intention, operating
philosophy, mission(s), or an organizational learning system to become adaptable
and self-sustaining into a long and distant future. They simply came into
existence, then assumed their existence was enough proof to assure them
that continuing to do the same would guarantee their existence into the
future.
11
Diamond, Jared 1997 Guns, Germs and Steel — The Fate of Human Societies.
W.W. Norton Co., NY
Diamond, Jared, 2005 Collapse — How Societies Choose to Fail or Succeed.
Viking Penguin Group, NY
40
Becoming more powerful, with bigger armies, dominating evermore

cultures, and enjoying the prosperity of those times were sufficient
evidence to consider anything else as absurd. Yet, our nations today are
in the very same situation. The error of all past and present societies and
civilizations is that they assume their existence is permanent, rather than
planning for the possibility of their transcendence and seeing ways to
assure that they become self-sustaining. It is not enough for individuals
or nations to accept what is, but to aspire to what they can become.
Because only in the present can the past be transcended, individuals and
nations must devise an intention of what they aspire to and plan in order
to transcend the present. Only with an intention, an operating
philosophy, and a mission that are based on the seven innate values and
their subsequent morality and ethics can that occur.
The parallel between biologic epigenetics and social epigenetics has not
yet been explored and will be of immense and historic importance to
developed societies.
In biologic epigenetics, influences early in life imprint the DNA of the

child to unconsciously affect his or her behavior throughout their life until
the child consciously makes a decision concerning his or her behavior. If
not, then the imprint will continue in succeeding generations, though
fading out with each new generation unless those influences are presented
again.
Social epigenetics operates very similarly, but with the social and cultural
“DNA” of the whole culture and society. We have seen this with the
introduction of electronic technologies since the mid-1980s with personal
computers, fax machines, GPS, smart phones, the Internet, WIFI,
Bluetooth, social media, and many more. They have had an incredible
influence that has created social change of exponential dimensions for our
cultures and societies.
Imprinting our culture with the influence of electronic technologies has

been so subtle that people take the presence of electronics in their lives for
granted and make decisions accordingly. We have taken for granted this
change in our culture without objection, protest, or obstruction to the
point where these technologies are assumed as necessary in almost all
aspects of our lives. The influence of these technologies has imprinted
itself so completely in our “cultural DNA” that we cannot separate our
lives from it.
41
In this example the influence of computer and Internet technologies came

into existence unconsciously and unintentionally and particularly without
any awareness of the consequences they would have upon all societies
and cultures globally.
 In the case of social epigenetics and Family Learning Centers for

Sustainable Nations, we can consciously and intentionally bring positive
and constructive influences to bear upon consecutive generations, fully
aware that the consequences will be the powerful and constructive
transgenerational and transformational culture changes for all future
generations.
Learning Centers for Sustainable Nations,

Epigenetics, and Social Transcendence
If we view the work of Jared Diamond as being applicable to our
contemporary cultures, societies, and nations, then we are witnessing their
social, political, economic, ethical, and moral decline. We are witnessing
firsthand the repeat of history, except that this time we are witnessing
OUR societies in decline.
Though we are very aware of the problems of our cities, societies, politics,
and governments, those problems are actually observable symptoms of
societal decline. We are also witnessing the distancing of the
organizations and their executives from those problems and their
resolution, and that too, is a symptom of social, moral, and ethical decline
that will bring about the eventual collapse of our nations and societies.
The existing social-societal, political-governmental, and financial-
economic structures are broken and are incapable of healing themselves,
let alone creating a self-sustaining system of those structures.

42
5
Apartheid = Social Terrorism
This chapter may appear to take readers far afield from the main theme of
this paper. Yet, it is directly connected to the context of parenting that
will produce the leaders of this generation, and all next generations. A
sustainable future for all democratic nations truly requires the presence of
Learning Centers to teach and train parents, children, young adults, and
grandparents the fundamentals of raising children to become socially
competent, capable, socially, and morally responsible adults and leaders.
Two nations provide examples for these explanations, South Africa and
the United States. They may seem exceptionally dissimilar, but in the
daylight of moral reality they are very much alike.
Definition. Social terrorism is any intentional or unintentional action

or attitude that works toward the destruction of the social infrastructure
of a nation, society, community, family, or the wellbeing of individuals.
Most people of the 21st century think of terrorism in the most obvious of
terms as physical terrorism where buildings or other structures are
blown up that kills people in or nearby. The much more subtle and
dangerous form of terrorism are actions that have the intention to destroy
the social structures of societies, communities, families, ethnic, religious,
and/or political groups of people.
Examples in a democratic nation: a) this may be as subtle as using the

Internet to interfere with the conduct of political campaigns, election
processes and results, and others; b) any explicit effort of public officials
to abuse the privileges that accrue to their office in a democratic nation;
acts of re-programming, as occurred for example to Patty Hurst by the
Symbionese Liberation Army; and acts committed by an individual, as
bullying for example.
c) Examples in democratic and non-democratic nations would include

policies and actions, as explicit as those of Apartheid policies, to subjugate
an identifiable population to the status of cattle, which may include small
or large efforts of ethnic cleansing and genocide; and those that bend the
political process in favor of a group of people or organizations as in the
43
case of lobbying for preferential tax laws, special interest legislation, and
voting restrictions. In these examples, the proactive morality and ethics
that emanate from the seven innate values are violated. Equality becomes
out of balance from bigotry and/or biased actions.
Apartheid’s Legacy of Social Terrorism

Perhaps the greatest crimes against humanity are those that intentionally
portray specific groups of people as being subhuman. Racial, gender,
cultural, ethnic, religious, political, economic, or social reasons for doing
so are irrelevant. These reasons for intolerance seem irrelevant. Examples
abound in the world with no need to point them out.
Relating to the victims of apartheid in South Africa, those people have lost
their culture, and worst of all they have lost the generational social
organization of their families. The terrorism of apartheid was complete.
Integral family organization, roles, responsibilities, skills, loyalties, and
moral obligations of those roles were destroyed, leaving a Black nation in
social disintegration and unable to reconstruct the elemental necessities of
a whole nation. What is left is much the same now for South Africa as it
was under apartheid: an extremely small intelligentsia and a small but
expanding educated population, and the disintegration of family
structures from the loss of healthy role modelling. (Ref. p. 17-19)
The dismantling of apartheid was grandly visible in

the actions and events that eventually resulted in
Nelson Mandela’s election as the first Black head of
state and the first elected in a fully representative
democratic election, serving as president from May
1994 to June 1999. During his term his actions
dismantled the policies of apartheid. [Wikipedia]
44
His Deputy, Thabo Mbeki, became the second

democratically elected president of South Africa, serving
from June 1999 to September 2008. During his tenure, the
South African economy grew by 4.5%; the Black middle
class was significantly expanded while the numbers of
professionals also grew. His work extended beyond
South Africa as he was instrumental for assisting other
nations. [Wikipedia]
I was extremely fortunate to visit with

President Mbeki and his wife, Zanele
Dlamini Mbeki in their home in February
2015, and with our young, mutual friend,
Alexander. 12 Zanele is a world-class South
African humanitarian, and founder of WDB
Trust. She says of herself, “I have never
founded programmes alone. It is always
with the sisterhood. I am always a
participant in collective thinking and
doing.” She remains intensely active in the empowerment of women,
having also founded South African Women In Dialogue, (SAWID) in 2003,
and African Women in Dialogue (AfWID) in 2018. AfWID united 1,000
women from 55 African countries for a 5-day dialogue on “Women’s
Voice and Power as Agents of Change,” in Johannesburg in November
2019. My presence in South Africa was to deliver a paper entitled, “Where
does Peace Begin?”
The legacy of apartheid is still very evident even though Nelson
Mandela’s new democratic government overturned the policies of
apartheid. Continuing efforts by the women of SAWID and other
women’s organizations have made great strides organizing programs that
aid women and families. Yes, significant problems abound.
One of the most egregious is the disconnect between those who are elected
and their electorate. The results have generally been that those who are
elected, usually men, then use their office for personal gain in one form or
another, or even to forget the people who elected them. National policies
12
Private pictures of President Mbeki and his wife, Zanele, used with their permission.
Thank you.
45
have not fulfilled the hope that got Nelson Mandela elected in the first
place. Apartheid has been outlawed, but its legacy lives on.
The Lack of Strategic Thinking and Action

The lack of proactive strategic thinking is not solely a problem for South
Africa, but for almost all mature, democratic nations.
Proactive strategic thinking that prevents the social disintegration of the

most fundamental social institutions as family, education, health care,
justice, and the democratic process is strategic thinking, planning, and
action that sustain the social fabric of those societies — and not just for
this generation but for all future generations. Failing to do so is another
example that applies to politics in the United States as well as in South
Africa and many dozens of other nations.
Without the perspective of a planetary manager, who sees the whole

planetary social and material existence of humanity as one social
organism, the future of our children’s children is not assured to be even
remotely similar in texture, quality of life, and opportunities as exists
today. That is the significant difference between the early immigrants of
new nations and those who exist now in their snug homes with little to
strive for or for their children. Assuming, taking for granted, that the
quality of life for those who are above poverty level will be as good for
their children and particularly for their grandchildren is an asinine
assumption.
Faltering Democracies
The reference I will use to discuss faltering democracies is covered in
detail in Foundations for an Evolving Civilization, particularly in chapter 6,
“Stage 2 Democracies — The Feral State.” In the case of South Africa it is
simultaneously an emerging democracy and a Feral Stage 2 Democracy.
The U.S. is simply a Feral 2 Stage Democracy. 13 South Africa never
became a developed Stage 2 Democracy but remained in a feral state
because its early beginning was compromised by the lack of efforts for its
fledgling democracy to evolve and become a functioning democracy.
13
Raphael, Daniel 2019 Foundations for an Evolving Civilization available from the author’s
Google website.
46
In the case of the US, until 60 years ago, it was a reasonably functional
democracy, but has entered the Feral State of Democracy by failing to
evolve. There has been NO proactive strategic vision to motivate it to
evolve to a Stage 3 Democracy. Thus, it is faltering in the early stages of
social disintegration and now it is in an advanced stage of dysfunction of
its democratic process. Without some cause cèlébre to bring the motivation
to bear to produce efforts of social evolution, both nations will continue to
become more and more dysfunctional. The lack of honorable, moral,
ethical, and humanitarian leadership in both nations is of immediate
concern. For the United States, one UNintentional social terrorist
development has been the ignominious and immoral widening of the
wealth-gap. That gap is a globally recognized social problem that public
executives have ignored. By ignoring this economic crisis, they have
inherently become complicit economic social terrorists.
Responsible and Humanitarian Leadership

It is obviously apparent, at least to me, that male leadership is lacking in
both nations. Who will pick up the swagger stick of leadership to execute
the social evolution that will bring both nations into a socially sustainable
future?
No longer are men able to conquer frontiers and clear millions of acres of
forests that became farmland. And, it no longer seems that men are able
to curb their penchant for aggressive competition, dominance, control,
and war. The cost is simply too great at the expense of vast numbers of
people who have become impoverished in their competition, subjugated
to their dominance, and victims of their control for citizens of democratic
nations to tolerate the shenanigans of socially incompetent and
irresponsible leaders.
As always in the birth of democracy, the people will always and ever be
the ultimate, final authority and resource for developing and nurturing
democracies. With a couple of outstanding exceptions, as men have
shown their colors so clearly, it must be women this time who “step up”
to the challenge of leading their nations.
It is not that men do not have the capability to bring this into existence, it
is simply that men would be more pleased to go hunting, fishing, and go
to war than sitting down to the patient work of knitting a sweater. What
47
democratic nations need now is the steady application of patience to build

socially self-sustaining democratic nations, and to appreciate those small
efforts that in the end will empower democratic nations to transcend the
20,000-year history of consistent failure of all previous nations, regimes,
governments, societies, and cultures. It is work for which the feminine is
most capable at a time when it is most needed.
What women have in common is motherhood, home, family-building,

sisterhood, and community. For women, sisterhood does not cease with
the raising children but continues with the perennial roles women have
always had since the earliest eras of human social existence. These are
perfect roles for feminine, humanitarian leadership.

48
6
Nation-Building, Family-Building, and
Community-Building — An Example
Social Evolution with Conscious Intention
Nation Building
The last chapter ended with the uncomfortable similarity of South Africa
and the United States involving democratic leaders who fail to take the
moral high ground concerning policies and laws that address the welfare
and improvement of the common good of their citizens. Given that those
elected and appointed executives, male and female, will not voluntarily
change their attitudes and agendas while in office, then it becomes a
matter for the public to take action at the individual, family, and
community levels to set a new course for the democratic process.
You may feel that the last chapter and this chapter have gone astray from
the main theme of this book. However, if public officials have only their
myopic view of self-interest while in office, then the public must take the
farsighted “together-interest” that sees that the long arc of democratic
history must stretch into the centuries ahead to sustain both families and
their democratic nations.
Under the current political circumstances in both nations, and others, that
historic course correction can only begin in and with the family to create
the inertia of conscious social evolution with the conscious intention to
sustain an improving quality of life for everyone. That course correction
begins with the acceptance that social change 14 will occur, but now it will
occur with an intention to create sustaining democratic nations.
Family Building
14
Raphael, Daniel 2019 Sustainable Civilizations, A General Critical Theory Based on the Innate
Values of Homo sapiens — An Introduction to Planetary Management p 27-37
49
The similarities between South Africa and the United States emanate from
deep within both societies — from societal and familial dysfunction. In
South Africa one of the intentions of apartheid was to destroy the function of
families — removing the capability of the next generation to pass on and
instruct children to give them the capability of establishing functional
families, the enculturation of family and community culture, socialization,
loyalty, and the pride of family and their ethnic origins. This destruction
occurred rather rapidly during the era before and during apartheid policies.
In the United States, it has occurred slowly as a process of devolution caused
by rapid social change, industrialization, increased self-interest, and later the
emphasis of materialism as a measurement of “success.”
 Given this dismal situation for both nations, the options that are needed do
not exist in fact but rather as designs for better, more robust, thriving, and
more functional families, communities, and societies, as this paper suggests.
This paper provides an integral holism of design that include the seven
innate values, ethics and morality, priorities of option-development, choice-
making, decision-making, action-implementation, and more.
THE BAD NEWS: There are no quick-fix solutions to these common problems
of democratic societies, their governance, and the transformation of family
dynamics. There are no existent social programs, private, governmental, or
corporate to resolve this situation. And, failing to take remedial action will
only exacerbate the current decline of both nations, with only the prospect
that social, political, and economic devolution will continue.
THE GOOD NEWS: The good news is that the designs for the transformation
of the fundamental social institutions of a democratic society can take place
by using the same values-ethics-priorities-of-decision-making that have
sustained our species for over 200,000 years.
In the course of over 40 years of developing the concepts of my writings I

have not found any materials that simultaneously engage the holism of
human existence and then offer a holistic means that address the ills of
organized human social existence from the family level to the national level
and further onto the international level of democratic nations. Doing so
requires a new social institution that has not existed before, and must become
as ubiquitous as physical schools of public education in all school districts in
all democratic nations. To fulfill that plan will create a completely new
industry in 18,000 public school districts with over 98,000 public schools,
and that is just in the United States.
50
The fundamental justification and rationale for doing so is that the existence
of functional families is more basic to sustain the existence of functional
democratic societies than basic education. The necessity of both is obvious!
The social institutions of the family and education are fundamental to all
thriving nations. The only contemporary difference is that until now there
has been no effort to educate individuals in the fundamentals of establishing
and maintaining sustainable families.
Community Building
The missing element for creating functional, operational, and ongoing
communities is the existence of Local Community Design and Validation
Teams. 15 These Teams act as facilitators between the needs and wisdom of
families and communities, and their state or national democratic processes
and political processes.
These Teams provide a logical and rational means for local citizens to
address local and national social problems/issues/topics and to produce
validated designs for those problems. The Team Process provides a level-
headed means to resolve differences, and to discover and use alignments of
thought, attitudes, and perspectives to create reasonable solutions.
The benefits are immense for families, communities, and democratic nations.
Such a process is the next development in the evolution of the democratic
process to effectively connect the public (the ultimate authority for the
establishment and conduct of their government) with their representation in
that process. That development would be (r)evolutionary in the most
peaceful definition. It would move mature democratic nations from Stage 2
Democracies to Stage 3 Democracies as evolved expressions of the freedoms
of speech and the press. 16
This simple development would give democratic nations the probability of

transcending the 20,000-year failed history of governments, and of creating a
community of democratic nations in which their citizens can share their
suggestions with those in other democratic nations.
15
Raphael, Daniel 2019 The Design Team Process.
16
Raphael, Daniel 2019 Foundations for an Evolving Civilization. Esp. “The Fourth
Foundation,” beginning on page 35.
51

52
7
Millennium Families Program
mil∙len∙ni∙um fam∙il∙y n., pl. -lies all people of the lineage of

one family who for 40 generations participate in Family
Learning Centers for Sustainable Nations and apply the “best
practices” of parenting to each new generation.
The Millennium Families Program is a dedicated multi-generational

program that is managed by Learning Centers for Sustainable Nations.
The intention of both programs is to create a growing core of socially
mature, capable, competent, and responsible families in democratic
nations who will train, educate, socialize, and enculturate their own
children in this and future generations. Millennium Families accept the
responsibility of becoming the essential kernel for the next 1,000 years to
teach and train future generations of their families. Doing so, Millennium
Families will produce the social, political, and economic leaders who were
raised with the best practices of parenting.
The Millennium Families Program is not an elitist or utopian scheme to

create the perfect community or society, but rather an attempt to apply
what we know about the sustainability of our species to the family as the
primary social institution of all societies. 17 For this program, the two brief
articles in the Addenda, pages 55 and 63, provide the criteria for enlisting
lineages of committed families to aid current and future generations in
every democratic society.
Millennium Families will become an identifiable core in their communities

who are committed to train, educate, socialize, and enculturate future
generations of the societies where they live. Doing so, they will provide
an example of their commitment to future generations of their own family,
and aid the motivation of others to improve their own equality, growth,
and quality of life for themselves and their children.
17
Pearson 2016.
53
Out of their empathy and compassion for others, Millennium Families

also become committed to empowering the original causes of social
stability and peace for future generations beginning in their own family.
Only in this way will democratic societies and nations become socially,
politically, and economically stable and prepared to live in peace with
other nations.
A social dividend will be paid when the children of Millennium Families

become adults and consciously carry the seven values of our species and
the best practices of parenting into every venue of where they live and
work. They will have the knowledge and skills for validating existing
social policies and designing new social policies that complement these
values. They will eventually carry these values and best practices into
education, the next vital social institution. What is essential is to
incorporate a pedagogy for raising children with the deliberate intention
for them to become socially, emotionally, and mentally well balanced and
responsible.


—
The skills of effective moral and ethical leadership
are not hereditary — they are modelled and taught
by parents to their children through their daily
interactions with each other in their family.
54
Addenda
Seven Values Have Sustained Our Species’ Survival .................................. 57

● Illustration ....................................................................................................57
The Three Secondary Values
The Subsequent Morality and Ethics of the Seven Values .......................... 61
55
56
The illustration above shows the seven values that are embedded in our
the human genome as primal “triggers” that when activated by external
and/or internal stimuli, initiate genetic instructions of motivation, i.e., the
urge to do something in response to the instructions. In most situations
that response is precognitive to the individual and followed by an
unconscious decision and action. In other situations the response may
provide conscious consideration, and then a decision to take action or not.
They act as urge/impulse-motivation-values.
It also shows their relationship to each other. They are integral to human
our being and give us the capability to make decisions to become
complete as a person and offer us the means to have a positive and
constructive social existence. They exist in every person of every race,
culture, ethnicity, nation, and gender. The combination of the seven values
and their characteristics provides the foundation for the development of a
logically integrated proactive morality and ethic. 18
Timeless, meaning that these values, as exhibited by decisions and
behaviors, existed in humans 200,000 years ago, in us today, and in
our progeny for the next umpteen generations. Archeological
evidence should be present that identify those values from the
behaviors of prior civilizations, cultures, and nations;
18
Raphael, Daniel 2022 The Completion of Maslow’s Theory of Human Motivation
Raphael, Daniel 2022 Organic Human Motivation, A General Critical Theory for the Social
Sciences.
Raphael, Daniel 2022 Peace and the Human Holism
57
Universal, meaning that they exist in all humans of every race,

gender, ethic group, culture, nationality, and in every person who
ever lived, is alive now, and those who will be born in millennia to
come. Archeological and present evidence should show that these
values would be expressed in cultures and civilizations worldwide
in any and all eras of human existence;
Irreducible and Immutable, meaning that when we put a name on
the values underlying our decision-making, as evidenced by our
behaviors, that we will come to the awareness that there are no
other values that underlie these values and behaviors. In other
words, these values would not be interpretations of other more
basic values, but that these values would be proven to be the only
basic values that are common to all humans;
Self-evident, meaning that these values and subsequent behaviors
would be so obvious that they have been overlooked, ignored, and
not recognized for themselves. They would be so intrinsic to our
own personal being that we would not have identified them except
in extreme situations, as those that resulted in the United States
Declaration of Independence, “We hold these truths (values) to be
self-evident, that all [people] are created equal, that they are
endowed by their Creator with certain unalienable Rights, that
among these are Life, Liberty and the pursuit of Happiness.”

The four primary values are remarkable because they constitute an innate
“code of decision-making” that will produce consistent results regardless
of the culture in which they are used. These values urge us, motivate us,
to improve the quality of our lives.
LIFE is the ultimate value.
LIFE, the three primary values, and the three secondary values
create an integral system of values.
Decisions made about LIFE are qualified by the other six values as
the criteria for human decision-making.
Equality
58
Equality is inherent in the value of life — everyone’s life is

valuable. We give equal value to each individual, and we would
seek to provide more equitable opportunity to every individual to
develop their innate potential, as we would our own. This is the
value that empowers us to work together to improve our world.
A Caveat for the primary value “Equality.” The moral and ethical person is
not naïve to assume that everyone else is moral and ethical. But until
proven otherwise, be authentic, genuine, ethical, and do practice and use
the Expressed Ethics, page 55-63. It is unfortunate that we live in a hostile
social environment where we seem to be constantly confronted with
those who have chosen to be NON-human. NON-Humanness can vary
from short-changing us at the cash register to the extreme of kidnapping,
rape, and death of a victim. Do not tempt those who are NON-Human to
express their inhumanity to you!
Growth
Growth is essential for improving our quality of life. To be human
is to strive to grow into our innate potential. Only a proactive
morality and ethic has the capability to support the growth of
others.
This value ensures that the inherent potential of individuals,

societies, and a civilization becomes expressed and fulfilled, which
encourages an improving quality of life for everyone. Without
growth, there would be no possibility of social evolution and social
sustainability.
Quality of Life
While life is fundamental to survival and continued existence, it is
the quality of life that makes life worth living and gives life meaning.
In a democracy, access to the quality of life is provided when a person
not only has an equal right to life, but that person also has an equal
right to growth as anyone else. This is what makes immigrants so
excited to move to a democracy — they seek freedom to experience
the quality of life that makes life worth living — to control their
own destiny and to explore their innate potential with the
opportunities that a democratic nation provides.
The Three Secondary Value-Emotions
59
EQUALITY  Empathy, Compassion, and Love

The primary value Equality is the source for the three secondary value-
emotions, (see illustration, page 57). We know when equality is out of
balance because of the secondary value-emotion of empathy – to “feel” or
put our self in the place of another person and sense what that is like,
whether that is in anguish or in joy. When we feel empathy for others, we
are then urged by the value-emotion compassion to reach out to the other
person and assist them in their situation. When empathy and compassion
are combined and we feel that equally for everyone, then we say that we
have a Love for all humanity — the capacity to care for another person or
all of humanity, as we would for our Self.
Empathy, Compassion, and Love support the development of a higher

quality of life for our Self and with others by providing the motivating
energy to grow into a more complete, mature, and functional individual
within our Self and within our social environment. They allow us to see
the common good as societal rather than selfishly personal. Their
expression demonstrates the highest ennobling qualities of human nature
at its best. With these three value-emotions, we have the direction and
motivation from which to develop highly positive family dynamics and a
loving, compassionate, and empathic means of validating holistic growth
in individuals, families, and societies.
When we consciously internalize the primary values and secondary value-

emotions, we realize that the collective power of individuals affects
individuals everywhere as much as the individual affects the collective
whole.

60
The Subsequent Morality and Ethics

Of the Seven Values
The Moral and Ethical Logic-Sequence of the Seven Values
Seven Values  Moral Definitions  Ethics Statements

 Expressed Ethics  The Graces of Expressed Ethics
A Brief Review 19
Life is the Ultimate Value.
Equality, Growth, and Quality of

Life are the values that sustain the
survival of our species.
Empathy, Compassion, and the Love for humanity are the values that
make it possible to sustain the organizational social matrix of societies.
The “rules” that are required to sustain the organized social existence of a
society are the morality and ethics that develop out of the logic sequence
of the seven values and their mutual characteristics that are innate to our
species.
● Values underlie the decisions responsible for the survival of our species;
● Moral Definitions provide the rules that guide human decisions and
actions to prevent destructive life-altering behavior of human interaction;
● Ethics Statements tell us HOW TO fulfill Moral Definitions;
● Expressed Ethics tell us WHAT TO DO to fulfill Ethics Statements.

Expressed Ethics are synonymous with Ethical Principles.
● The Graces of Expressed Ethics are the states of being that smooth
social interaction. The refinement of these Graces exist in social etiquette.
19
ibid. Making Sense of Ethics — Chpt 5, p 41.
61
The Seven Values

Life
Proactive Moral Definition: Assign value in all of your decisions
to protect and value life.
Ethics Statement: Protect and give value to all life. Take the life of
other species only for your meals. Do not to take the life of species
for sport, or to sell protected species.
Expressed Ethics: Acceptance, validation, patience, tolerance,
forgiveness, and vulnerability, for example, are necessary to
support the social existence of families, communities, and societies.
NOTE: The Graces of Expressed Ethics (TGoEE) apply to all
values and are closely associated with Expressed Ethics. They take
the form of being kind, considerate, caring, confident, generous,
meek, mild, modest, strong but humble, thoughtful, patient,
tolerant, positive, and friendly are only a very few of many possible
examples. These are not necessary to be moral or ethical, but
provide a “grace” to ethical living.
Equality
EQUALITY is the defining innate value of proactive morality and ethics.
Proactive Moral Definition: Make decisions and take action for
improving the quality of life and unleashing the potential of others
as you do for yourself.
Ethics Statement: Treat others as you do yourself means that you
do not treat others less than yourself; and it also means that you do
not treat yourself less than you would treat others. The value of
others is equal to that of yourself, and your value is equal to that of
others – act accordingly. The importance of this value is that others
are not excluded from consideration, and from opportunities to
grow and to improve their quality of life; and neither are you.
Expressed Ethics: To appreciate Equality as one of the roots of our
humanity that emanate from our DNA, Expressed Ethics tell us
“what to do” at the most basic level to fulfill “Equality.” When we
see the expression of fairness, integrity, transparency, acceptance,
appreciation, validation, worthiness, deservingness, honesty,
authenticity, faithfulness, discretion, patience, tolerance,
forgiveness, nurturance, and vulnerability, we are seeing the
62
expression of our humanness at its very best that supports the

equality of others, and ourself.
Growth
Proactive Moral Definition: Make decisions and take action that
create opportunities for you to develop your innate potential; and,
whenever possible develop opportunities for others, and assist
them to grow into their innate potential to improve their quality of
life as you do for your self.
Ethics Statement: Assist others to grow into their innate potential
just as you do for your self. Show others, as you are able, to
recognize the opportunities that may be of assistance to them to
grow and improve their quality of life.
Expressed Ethics: Fairness, integrity, transparency, acceptance,
appreciation, validation, worthiness, deservingness, patience,
tolerance, forgiveness, nurturance, and vulnerability are a few that
support the growth of others.
Quality of Life
Proactive Moral Definition: Make decisions for yourself and
others that improve the quality of your lives.
Ethics Statement: See others as an equal of your own life to know
how to support your efforts to develop their innate potential to
grow to improve their quality of life as you would for yourself.
When making decisions or writing policies and laws put yourself
on the receiving end to see how you would react, and adjust the
parameters of your decisions according to the seven values.
Expressed Ethics: Fairness, integrity, transparency, acceptance,
appreciation, validation, worthiness, deservingness, honesty,
authenticity, faithfulness, discretion, patience, tolerance,
forgiveness, and vulnerability support the quality of life of others,
and our self.
* Empathy (* = Secondary Value)
Proactive Moral Definition: Extend your awareness past your
own life to that of others.
Proactive Ethics Statement: Extend your awareness past your
own life to that of others to sense their situation in the seven
63
spheres of human existence: physical, mental, emotional,

intellectual, social, cultural, and spiritual.
Expressed Ethics: Extend your awareness past your own life to
that of others to sense their situation in the seven spheres of human
existence: physical, mental, emotional, intellectual, social, cultural,
and spiritual. Reflect on what you sense and compare that to your
own awareness(es) of your own seven spheres of human existence.
Expressed Ethics demonstrate “together-interest” contrasted to self-interest
that we see all too often. The great spiritual teachers, masters, and avatars
always taught their students together-interest Expressed Ethics. They are
evidence of personal mastery over the self-interest of personal
preservation at any cost and the driven need for authority, power, and
control.
“Together-interest” Expressed Ethics are typical of the secondary value-
emotions. Self-interest is much more typical of primary values. We see
the prevalence of this in the US culture with its great “me-ism” of self-
centered arrogance manifested as authority, power, and control. Yes,
primary values do have Expressed Ethics attached to them, but as we have
seen, it is always a matter of personal choice to express self-interest,
together-interest, or other-interest. Neither is “good” or “bad.”
“Together-interest” works toward social sustainability while self-interest
works predominately against it, at least at the local, tactical scale of social
existence.
* Compassion
Proactive Moral Definition: Based on our developed sense of
empathy we choose to support the improvement of other’s quality
of life and to grow into their innate potential, as we do for our self.
Proactive Ethics Statement: Based on your developed sense of
empathy, take action to come to the aid of others, to support the
improvement of their quality of life, and to grow into their innate
potential equally as you do for yourself.
Expressed Ethics apply equally to the three Secondary Value-
emotions because the Secondary Values act together. All Expressed
Ethics demonstrate other-interest and together-interest contrasted
to self-interest that we see all too often.
* Love
64
Proactive Moral Definition: Love (noun) in the context of

proactive morality is defined as the combined energies of empathy
and compassion toward others, as you have for yourself. This is
truly the most developed definition of equality — to see and value
others as you do for yourself.
Proactive Ethics Statement: Love (verb), in the context of
proactive morality, is defined as projecting the combined energies
of empathy and compassion toward others. This is
truly the most evolved definition of equality — to
see and value others as you do for yourself, and
choose to act accordingly.
Expressed Ethics apply equally to the three
Secondary Value-emotions because the Secondary
Values act together. All Expressed Ethics
demonstrate other-interest and together-interest
contrasted to self-interest that we see all too often.
The Graces of Expressed Ethics
The Graces of Expressed Ethics apply equally to all Expressed Ethics
because they are the natural outgrowth of Expressed Ethics as their
name indicates. They are not necessary to be moral or ethical, but
provide a “grace” to Expressed Ethics.
For example, Growth is a primary value. Proactive Moral
Definitions tell us to make decisions and take action for improving
the quality of life and unleashing the potential of others as you
would for yourself. The Ethics Statement tell us how to “Assist
others to grow into their innate potential just as you would for
yourself.” The Expressed Ethics tell us what to do: Be fair, have
integrity, acceptance, and appreciation for that person. The Graces
of Expressed Ethics add a qualitative “texture” to our personal
interaction with others. The Graces suggest that being kind,
considerate, caring, confident, generous, meek, mild, modest,
strong but humble, thoughtful, patient, tolerant, positive, and
friendly will go a long way to make that person feel comfortable
with the challenges that growth always provides.

BIO: Daniel Raphael, PhD
Daniel Raphael is an independent, original thinker, and futurist. He is a Vietnam veteran with 18-years
of experience working in adult felony criminal corrections; father of three and grandfather of four
65
children; former volunteer fireman, small business owner, inventor, and manufacturer of a household
sewing machine product; self-taught theologian, ethicist, and holistic life coach; principal of Daniel
Raphael Consulting since 2003; and a remarkably unsuccessful self-published author of numerous books,
papers, and articles. Daniel enjoys public speaking and has taught numerous classes and workshops
nationally and internationally.
Education
Bachelor of Science, With Distinction, (Sociology).
Arizona State University, Tempe, Arizona.
Master of Science in Education
(Educationally and Culturally Disadvantaged),
Western Oregon University, Monmouth, Oregon.
Doctor of Philosophy (Spiritual Metaphysics),
University of Metaphysics, Sedona, Arizona.
Masters Dissertation: A Loving-God Theology
Doctoral Dissertation: A Pre-Creation Theology
Achievements
* Creator of The EMANATION Process, the core process of Stage 3 Democracies.
* Creator of The Design Team Process, which incorporates the seven values and subsequent ethics and
morality, the Raphael Design and Validation Schematic, and specific Design Team member roles.
* Discoverer of the seven innate values of the Homo sapiens species
* Creator of the Raphael Unified Theory of Human Motivation
* Creator of the Raphael Unified Theory of Social Change
* Originator of A Universal Theory of Ethics, Morality, and Values
* Creator of Learning Centers for Sustainable Nations
* Discoverer of the Four Foundations for Sustainable Civilizations
* Creator of the Raphael Premise and Hypothesis for the Existence of Dark Matter and the Increasing
Rate of Expansion of the Universe
Writer, Author, Publisher

(1992) The Development of Public Policy and the Next Step of Democracy for the 21st
Century, NBHCo.
(1992) Developing A Personal, Loving-God Theology, NBHCo
(1999) Sacred Relationships, A Guide to Authentic Loving, Origin Press . (O.O.P.)
(2000) I AM WHO I AM, I AM LOVE [Unpublished]
(2002) What Was God Thinking?!, Infinity Press ISBN 0-9712663-0-1 or from the author.
(2007) Global Sustainability and Planetary Management
(2014) Healing a Broken World, Origin Press
(2014, 2019) The Design Team Process
(2015) Social Sustainability HANDBOOK for Community-Builders, Infinity Press. (O.O.P.)
(2016, 2019) The Progressive’s Handbook for Reframing Democratic Values
(2011-2016) Organic Morality: Answering the Critically Important Moral Questions of the 3rd Millennium
(2017) Designing Socially Sustainable Democratic Societies
(2017) A Theology for New Thought Spirituality
(2017) God For All Religions — Re-Inventing Christianity and the Christian Church
Creating Socially Sustainable Systems of Belief and Organization
(2017) God For All Children, and Grandchildren
(2017-2022) Family Learning Centers for Sustainable Nations
(2018) The Values God Gave Us
(2018) UNDERSTANDING Social Sustainability
(2017) Pour Comprendre la Viabilité Sociale
(2017) Entendiendo La Sostenibilidad Social
(2018) Making Sense of Ethics — A Universally Applicable Theory Of Proactive Ethics, Morality, and Values
66
(2018) Answering the Moral and Ethical Confusion of Uninvited Immigrants

(2018) Restoring the Greatness of Democratic Nations — A Radically Conservative and Liberal Approach
(2018) Artificial Intelligence, A Protocol for Setting Moral and Ethical Operational Standards
(2019) Sustainable Civilizations, A General Critical Theory Based on the Innate Values of Homo Sapiens
(2019) Seven Innate Human Values — The Basis for Consistent Ethical Decision-Making
(2019) Foundations for an Evolving Civilization
(2019) Thought Adjuster and the Conscious Mind
(2019) The Raphael Premise and Hypothesis for the Existence of Dark Matter and the
Increasing Rate of Expansion of the Universe
(2020) Quantum Spiritual Metaphysics
(2020) A Feminine Theology for Islam and Catholicism
(2020) PEACE and the Underlying Logic of Innate Human Goodness
(2020) Stage 3 Democracies
(2020) Societal Morality
(2021) The Logic of Values-Based Inquiry for Decision-Making
(2021) Progressive Politics, Democracy, and Human Motivation
(2021) Feminine Leadership for Stage 3 Democracies
(2021) Reinvention of the Social Sciences
(2022) Democracy – Planning for Recovery BEFORE the Coming Collapse – A Book of Hope
(2022) Manifesto for Designing Self-Sustaining Democratic Societies
(2022) Organic Philosophy
(2022) ABORTION — The Perfect Moral Storm
(2022) Democracy ALERT!
(2022) The Evolving Roles of Democratic Government
(2022) Consciousness of the New Era
(2022) Organic Human Motivation
(2022) The Human Holism
(2022) The Completion of Maslow’s Theory of Human Motivation
(2022) Peace and The Human Holism
(2023) 3 Stages of Democracy
(2023) Consciousness Values Mind
(2023) Three Epochs of Civilization
(2023) FACILITATORS
(2023) Strategic Planning for Artificial Intelligence
(2023) The Logic of Truth in Artificial Intelligence
(2023) Artificial Intelligence — Transcendence
(2023) The Quantum Bridge of Consciousness
(2023) Strategic Social Leadership
Contact Information:
Daniel Raphael, PhD
Cultural Leadership ● Training and Consulting
[email protected] ● + 1 303 641 1115
PO Box 2408, Evergreen, Colorado 80437 USA
67
NOTE
All referenced books by the author can be found at
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FAMILY LEARNING CENTERS

FOR SUSTAINABLE NATIONS

Daniel Raphael, PhD

The skills of effective parenting

Family Learning Centers For Sustainable Nations

Daniel Raphael, PhD

— opus unius hominis vitae —

No Broken Hearts is an imprint of

Family Learning Centers

The process of intentional culture change begins with understanding

2 The Formation of Positive Selfhood and Best Parenting Practices ...... 15

3 Organizational Development of Learning Centers ............................... 31

5 Apartheid = S OCIAL T ERRORISM ........................................................... 43

6 Nation-Building, Family-Building, and

7 Millennium Families Program ..................................................................... 53

● Seven Values that have Sustained Homo sapiens ............................................... 57

● The Subsequent Morality and Ethics of the Seven Values ................................. 61

BIO and Contact Information ................................................................................ 66

The skills of effective parenting

To fulfill the possibility of democratic societies becoming stable, peaceful,

fundamental to all thriving nations. The only contemporary difference is

About the Book

organization, worldwide. Those values and subsequent morality and

Making Sense of Ethics — A Universally Applicable Theory Of

This paper clarifies the relationship between decision-making, morality,

The one who follows the crowd

The task of the leader is to get his people

This illustration concerns relationships between the societal players.

Explanation. This illustrates two levels of existence, our species’ material

Organizations within the three “pillars” of social existence (social-societal,

organizations within and outside of that society. The political-

● Families can exist quite well without societies, nations, or civilizations.

● Societies and nations cannot continue to exist without the presence of

● Values underlie all decision-making.

● An integrated, holistic set of values already exists that underlies the

● Those same values offer organizations the same capability of also

● For societies and nations to achieve that stage of sustainability,

● The skills of successful parenting are known that enculturate and

● Effective parenting skills are eventually lost over generations without a

● The continuing presence of a Learning Center in each and every school

Three secondary value-emotions, Empathy, Compassion, and a Love for

The skills of effective parenting

The formation of positive selfhood begins in the family with parents

Seven Universal Criteria for the

  QUESTION: What are the best parenting practices that parents

Attributes of Positive Selfhood

Seven Spheres of Innate Human Potential

The Nine Universal Family Roles

To grasp the depth of the work of Learning Centers, the following

Ironically, simply using these criteria and practices is not enough in

An example of a best practice. Such self-confidence is particularly

The Whole Person —

EQUALITY is the defining innate value of proactive morality and ethics.

moral in this situation and what is not); third, the moral/ethical

“The only thing necessary for the

Moral and Ethical Decision-Making that Reflect the

essential to sustain all relationships, including their own intra-personal

Foundations for Strategic Leadership Begin in the Family

1) The Seven Universal Criteria for the Formation of Positive