Quotes of All Topics . Occasions . Authors
China had managed to reduce their fertility to a large extent because of basic expansion of women's education, not because of the one-child family.
You cant prevent undernourishment so easily, but famines you can stop with half an effort. Then the question was why dont the governments stop them?
It is important to reclaim for humanity the ground that has been taken from it by various arbitrarily narrow formulations of the demands of rationality
To say that the whole of the industrial experience of Europe and America just shows the rewards of exploiting the Third World is a gross simplification.
The curriculum of the school did not neglect India's cultural, analytical and scientific heritage, but was very involved also with the rest of the world.
The governments and the hard-headed military establishment and the general conservative part of America have never taken much interest in democracy, anyway.
It was incredible to me that members of one community could kill members of another not for anything personal that they did but simply based on their identity.
In all kinds of ways there are different freedoms that effect our lives and you can assess what our lives are like by looking at the various freedoms that we have.
One has to be realistic. Ones concern for equity and justice in the world must not carry one into the alien territory of unreasoned belief. Thats very important.
I'm generally in favor of economic globalization. Having said that, it doesnt always work and does not immediately work in the interest of all. There are sufferers.
Capability is just a concept of what is it we're looking at. Now how far we can go along that and what new capabilities become possible is something we have to judge.
I really do believe that education, despite this massive potential in transforming human lives, has not received the kind of attention that people should have given to it.
Economics, as it has emerged, can be made more productive by paying greater and more explicit attention to the ethical considerations that shape human behaviour and judgment.
The market economy succeeds not because some people's interests are suppressed and other people are kept out of the market, but because people gain individual advantage from it.
Ultimately, imperialism made even the British working classes suffer. This is a point which the British working classes found quite difficult to swallow, but they did, actually.
Its very easy to capture pictures of jubilant people in the street after the nuclear bomb. But there were no pictures of morose people sitting in their kitchens and living rooms.
I was told Indian women don't think like that about equality. But I would like to argue that if they don't think like that they should be given a real opportunity to think like that.
People's identities as Indians, as Asians, or as members of the human race, seemed to give way - quite suddenly - to sectarian identification with Hindu, Muslim, or Sikh communities.
Human life consists of doing certain things ... to take part in the life of the community; to be able to talk about subjects that interest me and there freedom of speech comes into it.
We live in a world where there is a need for pluralistic institutions and for recognizing different types of freedom, economic, social, cultural, and political, which are interrelated.
Thailand's economic development was driven by educational expansion. That has been a very dramatic factor, and South Asia had been pretty miserable in not learning from that experience.
Your voice is much more articulate and people listen to you if you've been to school. In family decisions, not surprisingly, the biggest impact in reducing fertility is girls' education.
If a theory of justice is to guide reasoned choice of policies, strategies or institutions, then the identification of fully just social arrangements is neither necessary nor sufficient.
Unceasing change turns the wheel of life, and so reality is shown in all it's many forms. Dwell peacefully as change itself liberates all suffering sentient beings and brings them great joy.
It is also very engaging - and a delight - to go back to Bangladesh as often as I can, which is not only my old home, but also where some of my closest friends and collaborators live and work.
I think the UN's role - especially since it's not an extremely rich fund, and that's to put it mildly - is mainly to act as a leading thinker of the world in terms of how to think about the future.
Belonging to humanity is a great thing for us, and I think the schools can do it. So I think we can look after the quality of education on the school even as we expand the availability of schooling.
Globalization is a complex issue, partly because economic globalization is only one part of it. Globalization is greater global closeness, and that is cultural, social, political, as well as economic.
The fact that schools can actually be a major factor in cementing the world is a factor that's worth considering, the fact that we all have a shared human identity in addition to many other identities.
When the government is trying to penny-pinch and, at the same time, trying to keep a defense expenditure and so forth, which are regarded as quote unquote essential, the education is regarded inessential.
The exchange between different cultures can not possibly be seen as a threat, when it is friendly. But I believe that the dissatisfaction with the overall architecture often depends on the quality of leadership.
One has to bring the multidimensional impact that schooling makes in the lives of people. There's nothing like it, and I think the importance of it has to be shaken into people's understanding and determination.
The themes that the anti-globalization protesters bring to the discussion are of extraordinary importance. However, the theses that they often bring to it, sometimes in the form of slogans, are often oversimple.
[The] USA has been immensely successful in making the determination to deal with terrorism [as] a factor in the global world and, similarly, if it took a similar interest in education, it could make a difference.
I guess some of the most delightful moments of my teenage years were when I was trying not just to educate myself but trying to educate others. And I could see how the lives of children could be transformed in that.
We might have reason to be driven! We live for a short stretch of time in a world we share with others. Virtually everything we do is dependent on others, from the arts and culture to farmers who grow the food we eat.
Education could be a great vehicle for gender equity. It allows people to see what your rights are by reading. Quite often women, for example, may have rights that they are not in the position to actually make use of.
Poverty is a big barrier if you are at the bottom layer of society, don't know where the next meal is coming from. It is not a big barrier of taking the rich with the poor in a big society to provide schooling for all.
I think gender inequality is a problem that goes back a long, long time. In human society, as a whole, women have tended to have a kind of inferior position - very often combined with playing up women as great role [models].
Education makes human beings more articulate. It transforms people. You can think differently about the world. It makes it possible for you to get jobs. It makes a dramatic difference. It generates a social equity that we need.
I think in those countries, including my own in India, where I think primary education has been badly neglected by successive governments, I blame the opposition as much. Why have they allowed the government to get away with it?
When the Nobel award came my way, it also gave me an opportunity to do something immediate and practical about my old obsessions, including literacy, basic health care and gender equity, aimed specifically at India and Bangladesh.
We live in a world community, and economic contact has partly contributed to that. Its also the case that economic opportunity opened up by economic contact has helped to a great extent to reduce poverty in many parts of the world.
The opportunities, income, schools facilities, the basic income support that the government provides or any of these things .. public transport arrangements we have.. all these are part of the way our lives and freedoms are effected.
There's absolutely no reason why at the level of basic schooling that there should be any inequity whatsoever. And [that's] the first direction to go, [but] that need not prevent you from doing all the other equalities that you want.
Development requires major source of unfreedom: poverty as well as tyranny, poor economic opportunities as well as systematic social deprivation, neglect of public facilities as well as intolerance or overactivity of repressive states.
Across the world, in Africa, Asia, Latin America, everywhere, there is a widespread recognition on the part of the parents, too, that the children's life will go much better by being educated. And that applies to girls as well as boys.
Hardly any famine affects more than 5 percent, almost never more than 10 percent, of the population. The largest proportion of a population affected was the Irish famine of the 1840s, which came close to 10 percent over a number of years.
Human development, as an approach, is concerned with what I take to be the basic development idea: namely, advancing the richness of human life, rather than the richness of the economy in which human beings live, which is only a part of it.
Japan became an imperialist country in many ways, but that was much later, after it had already made big progress. I dont think Japans wealth was based on exploiting China. Japans wealth was based on its expansion in international trade.