The Position

Wake Up World Education (WUWE) presents the position that there is a global wellness revolution taking place, the tools to solve all of today’s personal and global problems exist, and a global community thriving in wellness is rapidly being created.

This site encourages you to develop critical thinking skills by evaluating this position for yourself from the following two perspectives: Problem and Solution.

Right now we are experiencing the biggest global upheaval in modern human history, and it is scary, but it is also exciting because we are also experiencing a rapid evolution in human criticality.

We are witnessing the conscious evolution of humanity. The world is no longer accepting the problem-ridden narrative of today, and creating a positive solutions-focused world instead. People are embracing a new way of thinking.

How to Use This Site

Wake Up World Education (WUWE) provides free educational resources for personal and classroom use to develop critical thinking skills and increase wellness on a personal and global scale.


Choose Problem as your focus to practise The Art of Critical Thinking, which challenges our reality, raises our awareness, and enables us to form more objective opinions and make more informed decisions about our future.


Choose Solution as your focus to explore the opposite of the mainstream narrative – the exciting solutions-focused world that increases personal and global wellness and is available to us all.


Choose Blog as your focus to find out how WUWE founder Robito Chatwin is progressing on his personal mission to optimise his own wellness, and to take Criticality for Wellness around the world.


Come back as often as you wish, choose your focus, search by topic or resource type, and join me to receive every new exciting post right in your inbox ✨


A Global Movement

There is an academic, scientific and social/spiritual movement taking place worldwide right now that is moving away from the mainstream narrative of problems and illness towards a solutions-focused future of personal and global wellness.

Examples of existing solutions-focused schools, colleges and universities that are committed to personal and global wellness include Schumacher CollegeSwaraj University, Peace Boat, DSI, Earth University, Paititi Institute, Una Escuela SustentableXploration Centre, EC Education and the United Nation’s own University for Peace.

At the fore of the academic movement, the Greater Good Science Center (GGSC) at UC Berkley study “the psychology, sociology, and neuroscience of well-being to teach skills that foster a thriving, resilient, and compassionate society” and publish the Greater Good Magazine which turns scientific research into “science-based insights for a meaningful life.”

A global surge in solutions journalism is supported by university academics and journalists worldwide and is influencing the mainstream. Further examples include Positive News, Good News Network, yes! Magazine, Permaculture Magazine, Colibris Magazine, Ouishare Magazine, Transition Network, Pachamama Alliance, Low Impact, Drawdown, Solution Library, SolutionsU, Global Regeneration, and de Correspondent.

Barbara Fredrickson, award-winning social psychologist and Director of the Positive Emotions and Psychophysiology Laboratory at The University of Carolina at Chapel Hill published articles as far back as 1998 on how positive emotions “undo the aftereffects of negative emotions” as they seem to broaden an individual’s thought–action repertoire, which in turn has the effect of building that individual’s physical, intellectual and social resources, including broadening one’s scope of cognition, attention and action. In other words, wellness creates more criticality for wellness.

Extensive research in neuroplasticity over the last few decades confirms that our brain formation is not fixed but rather plastic (changeable), and recent research shows that repeated positive environmental and emotional stimulation does enhance cognitive function while “simultaneously enhancing vigorous longevity, health, happiness, and wellness.”

Examples of wellness-focused e-learning courses that stimulate positive cognitive function include Intro to Permaculture, Permaculture Circle, l’université ColibrisCompassion CourseCenter for Solutionary Change, Ubiquity University, Gaia Education, Guardian Alliance Academy, Wim Hof MethodPalouse Mindfulness, Wizard Activist School, Udemy, and edX including the u.lab courses on personal and global transformation by the Massachusetts Institute of Technology (MIT).

WUWE is part of this academic, scientific and social/spiritual movement that is actively promoting this new narrative.

This movement is:


The University of Nottingham prepares international students with the academic skills to be able to study a degree by tutoring how to “write an academic paper on a controversial issue”. Students learn how to write a controversy paper based on a heated debate within their own discipline in order to develop a deep level of criticality, or critical thinking.

In 2013, Oxford University and Victoria University of Wellington produced a film with classroom resources to tackle the controversial issue of climate change skepticism. On their partner website, it states “classroom teachers have the opportunity to support students at all levels to think about issues that are large and complex and affect us all” because “wicked problems are problems that are incredibly complicated and difficult to solve” and “involve environmental, economic or political issues”.

In 2016, the Organization of American Historians (OAH) published a collective statement signed by 1796 academics (as of January 5th, 2017) stating that in the USA, “Alarmingly, justifications for a Muslim registry have cited Japanese American imprisonment during World War II as a credible precedent” and “It is not just that we are at the cusp of what may be a massive rollback of civil rights and liberties, but our culture is also mired in confusion about facts vs. misinformation and a rebellion against knowledge and critical thinking”.

In the same year, Professor of contemporary Islamic studies at Oxford University, Tariq Ramadan, spoke about the Iraq war and ongoing ISIS attacks stating “what happened there and what is happening now is connected to policies that were decided in Washington and decided in London, which had nothing to do with human rights, had nothing to do with freedom and democracy; it was all about interests and geostrategic interests”.

A 2014 study by professors at Princeton and Northwestern universities found that “economic elites and organized groups representing business interests have substantial independent impacts on U.S. government policy, while average citizens and mass-based interest groups have little or no independent influence”, concluding:

[we] need to learn more about exactly which economic elites (the “merely affluent”? the top 1 percent? the top one-tenth of 1 percent?) have how much impact upon public policy, and to what ends they wield their influence. Similar questions arise about the precise extent of influence of particular sets of organized interest groups. … We hope that our work will encourage further exploration of these issues.

In April 2018, Professor Jeffrey Sachs of Columbia University took the opportunity during a televised debate on MSNBC about the 2018 missile strikes against the Syrian government to state: “I think we have to understand how this happened. This happened because of us. … We started a war to overthrow a regime. It was covert. It was Timber Sycamore. People can look it up”.

According to the mainstream narrative, for example, the war in Syria began because people armed themselves and formed groups to defend themselves against Assad’s regime; yet, with a little more investigation, we discover that the CIA was secretly arming rebels and, according to a 2017 report published by the Organized Crime and Corruption Reporting Program (OCCRP), member of the Global Investigative Journalism Network, the Pentagon did not stop.

In collaboration with the Spencer Foundation which measures “the quality of civic and political engagement”, Stanford History Education Group have designed paper and digital tasks for classroom use to help students critically evaluate “the information that bombards them online” so that they are not “duped by false claims and misleading arguments”, stating in their 2016 executive report on civic online reasoning, “At present, we worry that democracy is threatened by the ease at which disinformation about civic issues is allowed to spread and flourish”.


Project Censored list academically Validated Independent News stories (VINs), select the top 25 stories for their annual book on news not reported in the mainstream, and provide resources to take VINs, critical thinking and media literacy into the classroom.

Lecturer at the University of Massachusetts Amherst, Allison Butler, is on the team of Mass Media Literacy (MML) and board member of Action Coalition for Media Education (ACME). MML are educators who provide resources “to ensure that all Massachusetts students are taught the critical thinking skills needed to engage with media as active and informed participants” while ACME, founded in 2002 by more than forty media literacy educators from around North America, offers resources both old and new.

The Global Critical Media Literacy Project (GCMLP) is a collaborative initiative launched in 2015 by Project Censored, ACME and the Media Literacy and Digital Culture course at Sacred Heart University which analyses the “unprecedented amount of media content and digital technology that targets students”, and provides a free resource guide for educators.

Project Censored’s Director, Mickey Huff, is professor of social science and history at Diablo Valley College and lecturer in communications at California State University, as well as critical media literacy advisor for Credder, an online platform that allows users to rate news articles and sources for credibility using critical media literacy skills.

The Media Education Foundation produces documentary films that inspire critical thinking about the social, political, and cultural impact of mass media, and The Representation Project uses their documentaries on media to provide two separate eight-week courses for schools that help students “identify, critique, and analyze media messages and images that are targeted towards them” and “utilize their Social Emotional Learning skills” to communicate issues related to stereotypes.

Ultimate Civics have developed Activating My Democracy, a free American Civics unit for middle school and high school students after founder Dr. Riki Ott, while teaching at Occupy camps in 2011, realised people lacked the skills to actively engage in creating a functioning democracy.


According to Stanford University’s, an integrated training curriculum does not fully address the fact that the high school model “was designed over 100 years ago to create and manage a skilled workforce for the Industrial Revolution” and “is stuck in time – as segregated, myopic and inflexible as ever”.

Over the past few years, they have prototyped two new school designs based on self-directed (student driven) learning: an up-and-running public Design Tech High School which focuses on students solving real-world problems using design thinking, and up-and-coming Design School X, which is a “deep equity consciousness and design thinking” model designed on “belonging and becoming” for all students.

NEXT school in India agrees that our traditional system of education is in need of a much needed upgrade. NEXT is India’s first Big Picture school. Big Picture Learning was established in the USA in 1995 with the sole mission of putting students directly at the centre of their own learning. Today, there are over 65 Big Picture network schools in the USA and many more around the world.

Founded in 2002, Shikshanter is another school in India that focuses on learner-centred approaches to education, including social-emotional learning, co-existence with nature, and democratic participation.

The Alliance for Self-Directed Education (ASDE) explain that “this movement, away from coercive schooling and toward Self-Directed Education, has been inching along for decades. It has not yet taken flight because most people still don’t know about Self-Directed Education and the success of those who have taken this route”.

The University of Michigan Sustainable Food Systems Initiative engages “students, faculty and communities at local and global levels”; for example, in 2017, Frances Moore Lappé of Small Planet Institute, which seeks “to identify core, often unspoken, assumptions” because “human beings see the world through culturally defined filters” or “mental maps” that take our planet “in directions that none of us individually would ever choose”, delivered a talk about the solutions to the crisis of world hunger to students, faculty and the community.

Zoe Weil, founder of the Institute for Humane Education (IHE), explains in her 2011 Tedx talk how “there is actually just one system that we just need to tweak a little bit, and if we do that, we can solve every problem in the world; and that key system is schooling”.

Today, IHE are attempting to bridge the gap between an integrated training curriculum, new schools and the growing popularity of self-directed online learning. Teachers can learn online how to integrate IHE’s Solutionary Program into their classrooms, and IHE also provide accredited graduate programmes in affiliation with Valparaiso and Saybrook universities that accelerate and deepen people’s critical thinking, humane education and change-making skills.

A 2013 report by the European Commission about “the mainstreaming of ICT-enabled innovation for learning in Europe and beyond”, concludes that there is “increasing frustration and puzzlement as to why education has not really changed in any significant way despite the rapid advances in technology” and calls for an ecological approach to education.


In 2017, 147 schools across 15 countries started piloting Think Equal, a new international social-emotional learning curriculum that develops not only critical thinking skills, but also empathy, appreciation and celebration of diversity with a vision to ending discrimination and violence, while Teaching Tolerance provide educators with resources that emphasise anti-discrimination, anti-bias and help schools educate children to be active participants in a diverse democracy.

In collaboration with Stanford University’s, Project Wayfinder encourages students to explore world-awareness, self-awareness, and focus on purposeful action through their toolkit for educators, and The Future Project turns schools into “vibrant, engaging places” where every student can learn how to “imagine and build a future of their choosing” with skills that “bring their dreams for self, school, and society to life”.

The QUESTion Project, a semester-long elective designed to give adolescents space to wrestle big questions about who they are, where they are headed and what matters most on their journey through life, is offered in schools that value “a holistic approach to education”, while the Fostering Purpose Project, developed by researchers at Claremont Graduate University, also provides toolkits designed to help young people discover their purpose in life.

In conjunction with the Greater Good Science Center at UC Berkeley, The Adolescent Moral Development Lab, directed by Associate Professor of Psychology at Claremont Graduate University, Kendall Cotton Bronk, are currently investigating the relationship between purpose and gratitude – with an aim to develop tools for schools.

The Center for Wellness and Health Promotion at Harvard University offers workshops on such tools as mindfulness, meditation, yoga, sleep, stress-reduction and sexual health. Mindfulness-Based Stress Reduction (MBSR) by the Center for Mindfulness at the University of Massachusetts Medical School (offered online free) has been scientifically shown to improve a wide variety of medical and psychological conditions, including depression, sleep disturbances, asthma, diabetes, cancer, heart disease and fibromyalgia.

MITRA is a Vipassana meditation programme promoting mental well-being widely used in state schools in India which can be applied to schools anywhere, and The Center for Healthy Minds at the University of Wisconsin-Madison are also building on initial research on emotion regulation to create their own mindfulness-based integrated training curriculum.

A 2016 report by Western Sydney University and Plymouth University’s Outdoor and Experiential Learning Research Network (OelResNet) explains “Over the past ten years there have been five significant reviews conducted around the focus of children learning in natural environments in the UK and further abroad” which show “outdoor learning can, and has made, a significant impact on improving children’s quality of life” in relation to health, well-being, and “character capabilities” such as empathy, creativity, innovation, and “their capacity to be successful learners and active contributing members for a sustainable society”.

As such, while schools such as Earth School operate separately from mainstream schools and Forest Schools offer nature-based learning to schools, Nature Schools are one example of mainstream schools adapting to the latest scientific research by taking their classrooms outdoors.


Secure Internet:

Tor Browser

Encrypted Email:

Private Search Engines:

Private Cloud:

Community-Driven Maps:

Secure Messaging:

Secure Video Hosting:

Secure Mobile:
Yalp Store
The Peoples Operator (UK)
The Peoples Operator (USA)

Decentralised Social Media:
Red Matrix
Hubzilla (text)
GNU Social
Free Network
Open Social Web

Positive News:

Greater Good Magazine
Positive News
Yes! Magazine
Good News Network
Pachamama Alliance
Transition Network
Great Transition Stories
Educate Inspire Change
Citizens For Global Solutions
Solution Library
Modern Farmer
Permaculture Magazine
Colibris Magazine
Ouishare Magazine
Low Impact
Integral Life


Blessed Unrest
World Summit
United Earth
Conscious Media Coalition
Coeō Geosocial Network
Global Regeneration (video)
We Our Children
Solution Revolution
Earth Day
7 Days Of Rest
Prepare For Change
Full Circle Project
One Billion Rising
Climate Revolution (video)


Vipassana Meditation
WOOF International
Warm Showers
Trusted Housesitters
House Carers
Paititi Institute
Earth Guardians
Plant For The Planet
Peace Boat
Permaculture Institute Asia
Sea Shepherd


Global Ecovillage Network
Trust Roots
Ubuntu Planet
The Zeitgeist Movement
The Gift Economy Network
The Global Regeneration Network
Fellowship for Intentional Community
Freedom Cells
Global Opportunity Explorer
Good Market


Noca Clean Energy
World Harmony Projects
Ocean Clean Up
Coral Vita
Sono Motors
SpaceX Hyperloop
Hyperloop One
Ten Fold Engineering
Earthship Biotechture
MOTE (video)

New Systems Design:

Incredible Edible Todmorden
Talking Trees
Ubuntu Liberation Movement
Free World Charter
Global Declaration of Interdependence
Gross National Happiness
Barefoot Economics
Positive Money
Movement For a Healthy Country
One Community Global
De Huizen
Cooperativa Integral Catalana
The Venus Project
P2P Foundation
Democracy Earth
Liquid Democracy
The Internet of Ownership
Equitable Internet Initiative (video)
Solution Library

The Arts:

We The Future (video)
Visionary Art
5 Rhythms
Ecstatic Dance
Love Song To The Earth
Mike Love
Beans On Toast
Alex Grey & Allyson Grey


Cine-Meditation Heartfulness
A Quest For Meaning
Generation Revolution
Our New Economy
In Transition 2.0
Mainstream Media – The Movie
The Representation Project
The Mask You Live
True Cost
A Plastic Ocean
The Great Turning
The Power Of Community
Within Reach
Films For Action
The 10 Documentary Challenge
The Internet’s Own Boy

Investigative Media:

The Black Vault
Truth In Media
Project Censored News
Last Week Tonight
Project Censored Top Stories
Collective Evolution
Conscious Media Coalition
The Intercept
The Rachel Maddow Show
Mother Jones

Wellness Education:

The Nutrition Source
Center For Healthy Minds
Action For Happiness
Anthony Seldon
Project Happiness
Open Future Institute
Project Wayfinder
Think Equal
The Future Project
Institute For Humane Education
Global Indigenous Wisdom Library
Neuroscience of Yoga and Meditation
UMass Medical School
Natural Start Alliance
Nature Explore
Discovery Child Care
Nature Based Learning

Schools & Colleges:

Design for Social Innovation
Next School (video)
The Earth Charter Education Center
University For Peace
Institute For Humane Studies
Schumacher College
Swaraj University
Shikshantar School
Xploration Centre
Nature Schools
Forest Schools Education
Shared Earth Learning
Earth School
Earth University
Una Escuela Sustentable

Online Courses:

Intro to Permaculture
Open Permaculture
Permaculture Circle
Compassion Course
Ubiquity University
Gaia Education
Guardian Alliance Academy
l’université Colibris
Films For Action University
Wizard Activist School
The Crash Course
Khan Academy
Wim Hof Method
Center For Mindfulness
Solutionary Program

Educational Resources:

Civic Online Reasoning
Mass Media Literacy
Ultimate Civics
The Action Coalition for Media Education
The Global Critical Media Literacy Project
George Lucas Educational Foundation
The Animal Studies Repository
Animals & Society Institute
The Alert Project
The Swaraj Foundation
Shikshantar Research Institute
Shikshantar Research Center
Free Rice
Center for Ecoliteracy
Alternative Education Resource Organization
Alliance for Self-Directed Education

Criticality for Wellness


Wellness in academic terms originates from the work on High Level Wellness by Dr. Halbert L. Dunn (M.D.) who first published on the topic in the American Journal of Public Health back in 1959.

Wellness is not a trip to the spa, nor is it another word for physical and mental health.

Wellness is the actively pursued goal to achieve a higher level of functioning, plus a stable and generalised intention to make a meaningful difference in the broader world beyond the self.

It is achieved through a balanced mind/body/spirit connection and the value of purpose. It is when people become aware of, and make active choices towards, a more evolved existence.

However, we also need to know how to make the right choices in order to effectively increase health, happiness and purpose for ourselves and the world around us. We need criticality for wellness.

Criticality is the practice of critical thinking, or the ability to be able to explore and analyse with objectivity and open-minded evaluation, so that we are able to make the most informed and effective decisions in life.

Robito Chatwin presents the position that there is a global wellness revolution taking place, the tools to solve all of today’s personal and global problems exist, and a global community thriving in wellness is rapidly being created.

This site encourages you to develop critical thinking skills by evaluating this position for yourself from the following two perspectives: Problem and Solution.

Right now we are experiencing the biggest global upheaval in modern human history, and it is scary, but it is also exciting because we are also experiencing a rapid evolution in human criticality.

We are witnessing the conscious evolution of humanity. The world is no longer accepting the problem-ridden narrative of today, and creating a positive solutions-focused world instead. People are embracing a new way of thinking.

Alberta Ministry of Education, Stanford University, Western University, Institute for Wellness Education, Middlebury College, University of Portland, Emerson College, University of Guelph, American College of Education, Lehman College – that is just the first page of a Google search on Wellness Education today.



Subscribe for the latest updates, mind-blowing science and inspiring posts right in your inbox ✨

About Me

Teaching at Nottingham University, Summer 2020

Leave a Comment

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s