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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.

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
Point
Classes
Actually
Ultimately
Difficult
Suffer
Found
British
Even
Quite
Made
Class
Working
Imperialism
Suffering
Swallow

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The governments and the hard-headed military establishment and the general conservative part of America have never taken much interest in democracy, anyway.
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One has to be realistic. One’s concern for equity and justice in the world must not carry one into the alien territory of unreasoned belief. That’s very important.
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The success of a society is to be evaluated primarily by the freedoms that members of the society enjoy.
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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.
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I think the whole progress over the last two or three millennia has been entirely dependent on ideas and techniques and commodities and people moving from one part of the world to another. It seems difficult to take an anti-globalization view if one takes globalization properly in its full sense.
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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
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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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Human life depends not only on income but also on social opportunities, [for example] what the state does for educating.
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Education makes us the human beings we are. It has major impacts on economic development, on social equity, gender equity. In all kinds of ways, our lives are transformed by education and security. Even if it had not one iota of effect [on] security, it would still remain in my judgment the biggest priority in the world.
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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.
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While I am interested both in economics and in philosophy, the union of my interests in the two fields far exceeds their intersection.
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In absolutely every way, our lives are transformed by education and basic education in particular. So I would have thought that in any kind of system, to say that the priorities don't include education is a mistake, whether it's [at the] domestic level or at the global level.
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You can’t prevent undernourishment so easily, but famines you can stop with half an effort. Then the question was why don’t the governments stop them?
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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.
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I left Delhi, in 1971, shortly after Collective Choice and Social Welfare was published in 1970.
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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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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.
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[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.
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Even in areas like the most depressed region of India in terms of female education, namely Rajasthan, which has [one of] the lowest female literacy [rates] in India. Even there, 80 to 90 percent of the parents would like their girls to go to school. And indeed, about 80 percent would like them to be made compulsory.
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Poverty is not really as much of an obstacle to educational expansion as it's sometimes made out to be.
Amartya Sen