From the mid-1970s, I also started work on the causation and prevention of famines.

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.

A defeated argument that refuses to be obliterated can remain very alive.

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.

[To organize a school] looks much more difficult in theory than it does in practice.

Education makes human beings more articulate. It transforms people. You can think differently about the world. It makes it possible for you to get jobs. It makes a dramatic difference. It generates a social equity that we need.

To conclude this discussion, assessment of justice demands engagement with the 'eyes of mankind',first, because we may variously identify with the others elsewhere and not just with our local community;second, because our choices and actions may affect the lives of others far as well as near;and third,because what they see from their respective perspective of history and geography may help us to overcome our own parochialism.