Esperanto in Schools and Citizen Assemblies:

We should teach Esperanto in schools as the global language for the human species. Firstly, for the obvious reasons of being an almost universally easy language to learn with only three tenses, changing only a vowel to change a tense.  Esperanto has an established culture of humanism, inclusivity and cooperation dating back more than 150 years.  It is a gentle, forward thinking notion of around two million people.  It did have a tiny renaissance over the last couple of years that seemed to be directly tied to the upturn in Veganism.  Esperanto becomes a useful tool not just as a solvent for disparate nationalities joining a common assembly (our own assemblies are reliant upon other people whose first language is not English being proficient in English) but also because of the phenomenon known as, "Second Language Clarity:"

Second language clarity is a phenomenon where when one is trying to express oneself in a second language, there is a tendency for one to take a more measured approach in forming a sentence in order not to be misinterpreted.  In that more calm state of mind, communication becomes more important than falling back on old reactions or exporting prejudices, therefore more clarity is achieved.  Old reactions and prejudices then, are a lazy luxury that are not useful in debate or trade if one is to survive, therefore bigotry is relegated to cozier environments.  Esperanto is pretty much everybody's second language, so we are all wearing boxing gloves when debating with it.

The disadvantage of Esperanto is that it is biased towards the Romantic and Germanic languages and is therefore maybe not so friendly to someone who is Asian. It is, however, an order of magnitude easier to learn than English - the current global language!  English, Mandarin and Spanish are not going away, nor do they have to, but for relative ease and true internationalism, where logic rises above unreason, it creates an equal playing field as most of us don't have Esperanto as a first language. Thus, Esperanto should be THE language of assembly.  

The other reason to teach Esperanto in schools is to prepare the brain for learning other languages in general. Just how learning the recorder in elementary school builds the architecture of the brain for learning more challenging instruments, this is true for Esperanto helping us learn other languages. In fact, studies have shown that when a student has the option of learning Esperanto for 1 year and then learning language "X" for 1 year versus learning language "X" for 2 years, the student becomes more proficient in language "X" when utilizing the first option.

The only significant problem with Esperanto that would have to be solved first is that Esperanto does not treat genders equally, using the masculine form as a default, with female form being derivative. Thus Esperanto would have to be reformed (with some efforts already being undertaken) before teaching Esperanto on a wide scale should be implemented.

Key search terms:
"constructed languages", "international language"