Showing results for "philosophy" in Poverty & Homelessness

From poverty and policing, homelessness and overrun prisons to Grenfell and hostile environments, Britain has long been failing those who need our help the most. There is arguably one unifying theme that links all these afflictions: proximity. Proximity is how close we are to the action and how that affects how we assess, relate to and address whatever that action happens to be. Almost every job requires a level of experience and training with the notable exception of the most powerful people in the country—our political class.

In our interconnected world, self-interest and social-interest are rapidly becoming indistinguishable. If current negative trajectories remain, including growing climate destabilization, biodiversity loss, and economic inequality, an impending future of ecological collapse and societal destabilization will make "personal success" virtually meaningless. Yet our broken social system incentivizes behavior that will only make our problems worse. If true human rights progress is to be achieved today, it is time we dig deeper—rethinking the very foundation of our social system.

Poverty costs our country more than a trillion dollars a year for myriad complex reasons. Ending it would result in joy that is hard to quantify. Yet for all the complexities involved, the “how” of it all–the way to escape national suffering and decline and start off toward a future of organic, resilient national growth–is simple.

Named after Mahatma Gandhi's phrase for the schools of pre-colonial India, The Beautiful Tree recounts Tooley's journey from the largest shanty town in Africa to the hinterlands of Gansu, China. It introduces listeners to the families and teachers who taught him that the poor are not waiting for educational handouts. They are building their own schools and educating themselves.

Can money buy high-quality education? Studies find only a weak relationship between public school funding and educational outcomes. In The Money Myth, W. Norton Grubb proposes a powerful paradigm shift in the way we think about why some schools thrive and others fail. The greatest inequalities in America's schools lie in factors other than fiscal support. Fundamental differences in resources other than money explain the deepening divide in the success of our nation's schoolchildren.