4a. Familial. Family is the foundation of civilizations. Teaching young adults and adults how to enculturate themselves and their children with the fundamentals of a socially sustainable family is key to the development of a integrated global family of billions. These materials must be developed in a way that individuals anywhere can have empathy, compassion, and “Love” of family situations wherever they travel in the world.

Intention. The intention of the Familial Section of Education is to develop the means and materials to train and educate individuals and families as being the primary agencies of multi-generational social sustainability enculturation. Secondly, this section is responsible to develop training materials to teach parents and children of all ages how to enculturate children.

4a1. Social Sustainability Family Enculturation Training. This section must answer the primary question, “What is needed so that families become able to train and educate their children as capable of enculturating their own eventual children with the fundamental tenets and behaviors of socially sustainable enculturation?” The second question this section must answer, “What means/mechanisms and materials ‘work’ to fulfill the first question?”

• This section would provide a continuum of developmentallyrelated training and education materials from an era before conception for pre-procreative couples through conception, pregnancy, newborn, infancy, early childhood, and so on through the elder years until death. A partial list would include the 8 roles of family enculturation, species and family population management, relationship responsibilities, interrelationship dynamics, and self-discipline for starters.
• This section is responsible for developing curricular materials, instruction manuals, self-help guides, training exercises, and other materials to answer the primary questions and consistent with the six core values of social sustainability. The audiences include pre-procreational couples, parents of non-reading children and early reading children, pre-pubescent children, pubescent children, children who have become sexually capable of reproduction, and post-family of origin.

4a2. Population Management. Population management is given distinctive importance by I4HS in terms of the “universality” of population practices so that it could be taught to any race, ethnicity, culture, nation, or gender. Over-population in any society and nation is a very real threat that eventually will be felt by nations around the world. Political, military, and economic tragedies point this out very clearly, as we are now seeing with the exodus of refugees and migrants from Africa and the Middle East.

4a4. Family Curriculum Development will use online computer training simulations, online materials and exercises, and hardcopy materials to provide an outreach to the 11 major language groups around the world.

4a5. Online Sustainability Store

4b. Cultural. The intention of the Cultural Section of Education is to develop educational and training materials to guide the cultures of democratic societies to become stable and eventually socially sustainable cultures. The over-arching goal is to develop materials to educate the broad organizational public about the necessary realities of initiating, maintaining, and sustaining a stable, peaceful society; and, its rewards.

4b1. Social Sustainability Enculturation. What would a socially sustainable social, democratic, and economic culture look like? What would be its subordinate values, expectations, beliefs, and most importantly what would its assumptions²⁹ be? How would these be indoctrinated, and by whom?

4b2. Cultural Curricula Development. [This will probably become a part of the Academia list of work to fulfill for universities, colleges, 2-year programs, and secondary education.]

4c. Academia. The intention of the Academia Section of Education is to propose potential university departmental structures that would support the development of primary, secondary, 2-year academic, bachelor, masters, and doctoral degree, and research curricula; and to design those programs and the necessary curricula.

²⁹ - Bohm, David 2004.On Dialogue.