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" "People's priorities and actions are influenced by many different affiliations and associations, not just by their religion. For example, the separation of Bangladesh from Pakistan was connected with loyalty to Bengali language and literature, along with political - including secular - priorities, not with religion, which both wings of undivided Pakistan shared. Muslim Bangladeshis - in Britain or anywhere else - may indeed be proud of their Islamic faith, but that does not obliterate their other affiliations and capacious dignity.
Multiculturalism with an emphasis on freedom and reasoning has to be distinguished from "plural monoculturalism" with single-focus priorities and a rigid cementing of divisions. Multicultural education is certainly important, but it should not be about bundling children into preordained faith schools. Awareness of world civilisation and history is necessary. Religious madrasas may take little interest in the fact that when a modern mathematician invokes an "algorithm" to solve a difficult computational problem, she helps to commemorate the secular contributions of Al-Khwarizmi, the great ninth-century Muslim mathematician, from whose name the term algorithm is derived ("algebra" comes from his book, Al Jabr wa-al-Muqabilah). There is no reason at all why old Brits as well as new Brits should not celebrate those grand connections. The world is not a federation of religious ethnicities. Nor, one hopes, is Britain.
Amartya Kumar Sen (born 3 November 1933) is an Indian economist and the winner of the 1998 Nobel Prize for economics.
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I personally have great skepticism about the theories extolling the wonders of "Asian values." They are often based on badly researched generalizations and frequently uttered by governmental spokesmen countering accusations of authoritarianism and violations of human rights (as happened spectacularly at the in Vienna in 1993).
We investigated the working of a number of elementary schools from three districts of West Bengal… The problem is, in some ways, compounded by the fact that school teachers are now comparatively well paid – no longer the recipients of miserably exploitative wages... The salary of teachers in regular schools has gone up dramatically over recent years. This is an obvious cause for celebration at one level (indeed, I remember being personally involved, as a student at Presidency College fifty years ago, in agitations to raise the desperately low prevailing salaries of school teachers). But the situation is now very different. The big salary increases in recent years have not only made school education vastly more expensive (making it much harder to offer regular school education to those who are still excluded from it), but have also tended to draw school teachers as a group further away from the families of children, especially those from disadvantaged backgrounds. There is considerable evidence that the class barrier that deeply impairs the delivery of school education to the worst-off members of society is now further reinforced by the increase in economic and between the teachers and the poorer (and less privileged) children
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