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We live in a world community, and economic contact has partly contributed to that. It’s 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.

Amartya Sen

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Amartya Sen
Age: 91
Born: 1933
Born: November 3
Economist
Philosopher
Sociologist
University Teacher
Writer
Shantiniketan
Amartya Kumar Sen
Professor Amartya Kumar Sen
World
Cases
Reduce
Economic
Opened
Community
Extent
Opportunity
Helped
Also
Contact
Live
Parts
Many
Case
Contributed
Great
Poverty
Partly

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But the idea that I should be a teacher and a researcher of some sort did not vary over the years.
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[To organize a school] looks much more difficult in theory than it does in practice.
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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.
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Education can really transform the insecurities in the world into a bigger vision of what we are as human beings.
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Opponents of globalisation may see it as a new folly, but it is neither particularly new, nor, in general, a folly.
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There is considerable evidence that women's education and literacy tend to reduce the mortality rates of children
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The anti-globalization movement is one of the biggest globalized events of the contemporary world, people coming from everywhere, —Australia, Indonesia, Britain, India, Poland, Germany, South Africa—to demonstrate in Seattle or Quebec. What could be more global than that?
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There's no reason why one need not look at the content of education just as one is expanding the availability of school, because it doesn't cost more money to get them [a] better education. It requires better textbooks, it requires a vision, it requires a determination, but it's not very expensive to do that anyway.
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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.
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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.
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The lack of economic freedom could be a very major reason for loss of liberty, liberty of life.
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But once we recognize that many ideas that are taken to be quintessentially Western have also flourished in other civilizations, we also see that these ideas are not as culture-specific as is sometimes claimed. We need not begin with pessimism, at least on this ground, about the prospects of reasoned humanism in the world.
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We need to ask the moral questions: Do I have a right to be rich? And do I have a right to be content living in a world with so much poverty and inequality? These questions motivate us to view the issue of inequality as central to human living.
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we must go on fighting for basic education for all, but also emphasize the importance of the content of education. We have to make sure that sectarian schooling does not convert education into a prison, rather than being a passport to the wide world.
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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.
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Human life depends not only on income but also on social opportunities, [for example] what the state does for educating.
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The best hope for peace in the world lies in the simple but far-reaching recognition that we all have many different associations and affiliations, and we need not see ourselves as being rigidly divided by a single categorization of hardened groups, which confront each other.
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Development cannot really be so centered only on those in power.
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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.
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No famine has ever taken place in the history of the world in a functioning democracy.
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