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.

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.

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.

The Arab world is also the world that produced some of the greatest improvements in mathematics and in science. Even today, when a Princeton mathematician does an algorithm, he may not remember that "algorithm" derived from the name al-Khwarizmi, who is a ninth-century Arab mathematician.

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.

When I was giving a lecture in India, the capabilities that I have to be concerned with there, namely the ability of people to go to a school, to be literate, to be able to have a basic health care everywhere, to be able to seek some kind of medical response to one's ailment; these become central issues in the Indian context which they're not in the UK, because you're well beyond that.

While I am interested both in economics and in philosophy, the union of my interests in the two fields far exceeds their intersection.