A combination of policy changes and wider socio-economic trends led to a dramatic increase in child poverty in New Zealand during the late 1980s and early 1990s. Higher rates of child poverty have now become embedded in the system and show little sign of resolving themselves. For a country which once took pride in being comparatively egalitarian and, more particularly, a great place to bring up children, the tolerance of much greater child poverty is (...) surprising. It is also concerning. Child poverty imposes many costs. This is especially the case, according to the available evidence, when poverty occurs during early childhood and when it is severe and/or persistent. These costs afflict not only the children directly exposed to poverty, but also the whole society. This article briefly explores the available evidence concerning the nature, magnitude, causes and consequences of child poverty in New Zealand and considers why substantial rates of child poverty have been tolerated for an extended period. Drawing on the lessons of anti-poverty approaches in other OECD countries, it then outlines a strategy for securing substantial and durable reductions in child poverty rates in New Zealand. Finally, it considers the prospects of such a strategy being implemented and suggests ways of enhancing the focus of the political system on child-related social issues. (shrink)

This book offers a broad and diverse reflection of the ways in which child poverty could be conceptualised, and the ways in which it is intertwined with childhood as a specific social condition. Furthermore, the responsibilities towards children and the possible mechanisms required for dealing with this condition will be analysed and clarified. -/- This is the first volume on philosophy and child poverty. Despite the increasing number of publications on poverty, the particular phenomenon of (...) poverty during childhood has not received much philosophical attention. This is surprising, given the severity and depth of child poverty around the globe. -/- This volume brings together various philosophical approaches and how they understand and tackle child poverty. This is an important addition to the philosophical literature, which is also of wider interest to scholars working in the social sciences and with an interest in child poverty. (shrink)

A child poverty rate of ten percent could mean that every tenth child is always poor, or that all children are in poverty for one month in every ten. Knowing where reality lies between these extremes is vital to understanding the problem facing many countries of poverty among the young. This unique study goes beyond the standard analysis of child poverty based on poverty rates at one point in time and documents how (...) much movement into and out of poverty by children there actually is, covering a range of industrialised countries - the USA, UK, Germany, Ireland, Spain, Hungary and Russia. Five main topics are addressed: conceptual and measurement issues associated with a dynamic view of child poverty; cross-national comparisons of child poverty rates and trends; cross-national comparisons of children's movements into and out of poverty; country-specific studies of child poverty dynamics; and the policy implications of taking a dynamic perspective. (shrink)

Child poverty is one of the biggest challenges of today, harming millions of children. In this book, it is investigated from a philosophical social justice perspective, primarily in the context of modern welfare states. Based on both normative theory (particularly the capability approach) and empirical evidence, the authors identify the injustices of child poverty, showing how it negatively affects the well-being of children as well as their whole life course. But child poverty is not (...) 'given by nature'. It is avoidable and there is certainly the moral duty to alleviate it. Therefore, Graf and Schweiger develop a normative theory of responsibilities, which clarifies the moral role of different agents in the poor child's environment: the family, the state and many others, that have so far been neglected in philosophical theories. They conclude their book by sketching how their theory can be extended to global child poverty and what it means to show equal respect and concern for every child - no matter where and in which context they were born. (shrink)

Abstractabstract:In research, in policy, and in the media, there is a clear focus on alleviating child poverty. Child poverty is cast as an urgent societal problem, in part reflecting recognition of the impact of early life circumstances on health across the life course. However, focusing on child poverty can have unintended consequences. First, calls to alleviate child poverty position children as a worthy investment in future population health, while adult poverty is (...) represented as a misallocation of scarce resources. Second, children are positioned as blameless in talk about child poverty, whereas adults are viewed as potentially blameworthy for living in poverty. This ignores the ways early poverty shapes opportunities throughout the life course. These accounts are inconsistent: if a childhood of poverty shapes long-term outcomes, then poverty in adulthood cannot be an individual failing. Building arguments for poverty alleviation on social investment and personal responsibility ultimately supports rather than undermines the social structural arrangements that entrench inequalities. Recognizing the interconnectedness of families and communities and the destructiveness of poverty at every point in the life course has the potential to improve health in a way that can never be achieved by focusing solely on child poverty. (shrink)

In this chapter I discuss the particular situation of being at the intersection of disability and child poverty. I then give a thick description that shows what it is like to be a nondisabled white girl living in poverty with two parents with disabilities—I give my own story. Then I offer some empirical facts to demonstrate the problems distilled from the thick description: custody challenges, child as carer, unemployment, charity, and lack of choice. I then discuss (...) stigma from a theoretical point of view. I put forward a view of ontological vulnerability that is more expansive than Martha Fineman’s or Catriona Mackenzie’s using Judith Butler’s and Jackie Leach Scully’s work on vulnerability. After that I offer some ways to combat stigma of children in poverty and disability. It is upon this that I construct an alternative political vision that would value human need and be responsive to vulnerabilities without erasing or assimilating difference. (shrink)

The harmful effects of Covid 19 on children living in poverty have refocused attention on the complex nature of child poverty and the vexed question of its relationship to education. The paper examines a tension at the heart of much discussion of child poverty and education. On the one hand, education is often regarded as essential for children’s flourishing and a means by which children can “escape” poverty; yet on the other hand, education systems, (...) institutions, and practices, often reflect and entrench the disadvantages associated with poverty. Narratives concerning education as an escape from poverty tend not to deal in any depth with the injustices associated with poverty, stressing instead the transformative potential of education. By contrast, largely sociological analyses of the ways in which schooling reproduces inequalities tend to stop short of developing a normative account of how education can contribute to transforming the structural injustices related to poverty and its effects on children’s lives. In working to move beyond this analytic impasse, the paper shows how the cluster of concepts, which Robeyns (2018) locates as central to the capability approach, give insights which help to address these two different lacunae. The notion of conversion factors highlights the significance of taking account of existing relationships in education, while the distinction between capabilities and functionings helps guide practices regarding the education of children living in poverty. Drawing on literature on the heightened inequalities associated with poor children’s experience of lack of schooling during the COVID pandemic, the paper sketches some of the ways in which sociological analysis and normative evaluation can be linked in taking forward an “ethically engaged political philosophy” (Wolff, 2018) to discuss child poverty and education in real schools. (shrink)

As a matter of justice children have several claims and are entitled to a range of goods. In this paper I will argue that one of these goods is positive self-relations. Since poverty during childhood distorts the proper development and experience of these three self-relations it violates children’s claims to justice. I will defend this argument in three steps: I will introduce and examine three types of positive self-relations and argue that children are entitled to all of these; I (...) will move on to examine the concept of humiliation and argue that acts of humiliating are unjust even if the victims do not experience them as humiliating; finally, I will provide six arguments as to why it is humiliating for children to live in poverty. The six arguments presented in the last section are: poverty is connected to other forms of injustice; poverty is undeserved and represents an arbitrary feature of affected children for which they cannot be held responsible; poverty is widespread among children; poverty is imposed on children because they are part of a larger social group; poverty is an enduring humiliation and not just an occasional incident; the humiliation caused by poverty targets the particular vulnerability of children as developing beings. Based on the humiliating nature of poverty, which violates children’s claims to the aforementioned types of positive self-relations, I can conclude that it is unjust for children to live in poverty. (shrink)

Child poverty leads to various negative consequences, including low self-esteem, which is a risk factor for mental illness, suicide, or poor academic achievement. However, little is known about why child poverty leads to low self-esteem. We aimed to elucidate the association of child poverty and low self-esteem based on the ecological model, which includes family-level, school-level, and community-level factors. Data were obtained from the Adachi Child Health Impact of Living Difficulty (A-CHILD) study (...) in 2016, and participants included 1,652 children in fourth grade (534 pairs), sixth grade (530 pairs), and eighth grade (588 pairs) living in Adachi City, Tokyo. A questionnaire survey was implemented to assess child poverty, parental mental health, parental involvement with children, parental social capital by caregivers, and self-esteem and school social capital by children. The structural equation model was applied to elucidate the association between child poverty and low self-esteem, using family-level (parental mental health and parental involvement with children), school-level (school social capital), and community-level (parental social capital) factors. Child poverty was associated with low self-esteem. Child poverty leads to poor parental involvement, which can be indirectly associated with poor parental mental health and poor parental social capital, and poor parental involvement was directly or indirectly associated with low self-esteem through poor school social capital. To mitigate the impact of child poverty on low self-esteem, comprehensive health policies targeting family-level (parental mental health and parental involvement with children), school-level (school social capital), and community-level (parental social capital) factors may be effective. (shrink)

This chapter presents a portrait of American children as situationally vulnerable and introduces the public emotion of civic tenderness as a response to the indifference that is routinely directed toward this vulnerability. Discussions of pro-social empathic emotions typically prioritize emotions like sympathy and compassion. While they are important in their own right, these pro-social emotions are responses to situations of current need. Civic tenderness is a response to situations of vulnerability. Insofar as a person or group is now in a (...) situation of need, they had to have first been vulnerable to experiencing that need. Since vulnerability is conceptually prior to need, civic tenderness is prior to these other pro-social emotions. Through the process that I call tenderization, I explain how tenderness for poor and impoverished children’s vulnerability can be expanded to a society’s members, institutions, and systems. (shrink)

Under models of moral and global citizenship education, compassion and caring are emphasized as a counterpoint to pervasive, heartless, neo-liberal globalization. According to such views, these and related emotions such as empathy, sympathy, and pity, can cause people to act righteously to aid others who are disadvantaged through no fault of their own. When applied to the contemporary issue of alleviating child poverty, it seems such emotions are both appropriate and easily developed through education. However, emotional appeals increasing (...) a sense of urgency regarding such a dire issue should not necessarily be prioritized in the face of competing possibilities. Emotions can be difficult to develop, regulate, and sustain. Their appropriate expression and application in global contexts can be problematic, as people’s valuation and understanding of feelings varies across societies. Additionally, there are tensions between discourses of emotional care and compassion and rational duty to social justice. This article examines competing views on education for understanding and responding to child poverty, and defends post-humanitarian imaginaries and the possibility of non-relational care ethics. Care, compassion, empathy, and emotion may be involved in learning about child poverty, but an a priori rational orientation is also essential in such grave matters of social injustice. (shrink)

Child poverty reduction is one of the most important and urgent tasks that requires attention in most regions of the world, nations and Anambra state specifically. The population of impoverished children is progressively increasing in Nigeria because of economic recession and poor security situations that lead to displacement and death of their parents. Although children constitute half of the entire population, commensurate attention is not given to them to match the dimensions of poverty they face. This study (...) argued that child poverty is multidimensional, evidenced in lack of safe drinking water, adequate nutrition, shelter, decent sanitation, medical advice or health services and education, to mention a few. The article highlighted the laudable efforts of the United Nations International Children’s Emergency Fund and Anambra government and maintained that multiple strategies can help in solving this problem. To complement these efforts, the enforcement of biblical policies or principles about children’s rights would in no small measure reduce child poverty. It was concluded that a proper repositioning of children would be matched with implementation of biblical strategies. Biblical intervention could help children socially, mentally and psychologically and in their general well-being. Biblical principles would erase wrong socio-cultural notions about children. (shrink)

Jonathan Boston provides an insightful analysis of the emergence and persistence of child poverty in New Zealand. His remarks on why child poverty matters are brief but, as he reports, “[t]here is a large and robust body of research on the harmful consequences of child poverty”. One cost he does not explicitly mention is the increased risk of maltreatment faced by children living in poverty. Given the clear correlation between risk of abuse and (...) poverty, Boston’s recommendations might be expected to go some way to addressing New Zealand’s appalling child maltreatment statistics. However, Boston himself identifies both fiscal and political barriers to the implementation of his proposed strategy. “Fundamentally”, he observes, “without adequate multi-party agreement, it will be hard to reduce child poverty on a durable basis” and “[c]urrently, such agreement is lacking”. Even if we accept Boston’s strategies for child-poverty reduction, then, it is prudent to consider other responses to the consequences of child poverty. Significant and controversial aspects of New Zealand’s 2013 White Paper for Vulnerable Children can be read in this light, and one of them – the proposal to use predictive risk modeling to identify children at risk of maltreatment – is the focus of this commentary. (shrink)

This paper is concerned with child poverty from an ethical perspective and applies the normative concept of vulnerability for this purpose. The first part of the paper will briefly outline children’s particular vulnerability and distinguish important aspects of this. Then the concept will be applied to child poverty and it will be shown that child poverty is a corrosive situational vulnerability, with many severe consequences. In this part of the paper normative reasoning and empirical (...) literature will be brought together. Then, the next section will establish why this increased vulnerability of poor children and the harm to their well-being and well-becoming, which they suffer for this reason, are of ethical concern. It will be discussed that child poverty is a structural problem based on social, political and economic factors. The concluding section will then briefly outline why it is imperative to protect children from the vulnerabilities associated with poverty. (shrink)

Children are affected by poverty more often than adults, and growing up in poverty has severe and long-lasting negative consequences for a child’s well-being. How-ever, children are also in a very weak position, both to escape poverty on their own and to publicly and politically enforce their claims to a better life. Accordingly, children living in poverty are victims of two intersecting forms of powerlessness: they are children and they are poor. In this article, we (...) analyze this particular type of powerlessness from a children’s rights perspective and argue that, in order to effectively restore justice to children in pov-erty, the State has to implement a comprehensive children’s rights regime. We argue that the State is obliged to consider children’s best interests in all its policies – even those that are not directly related to children – in order to compensate for the lack of political agency during childhood. This demand reflects the particular social and political status of children, namely: that they are dependent on others for their well-being, that childhood is a phase of particular vulnerability and that (young) children lack certain competencies that are needed to enforce their claims. (shrink)

Progressive family policy regimes typically aim to promote and protect women’s opportunities to participate in the workforce. These policies offer significant benefits to affluent, two-parent households. A disproportionate number of low-income and impoverished families, however, are headed by single mothers. How responsive are such policies to the objectives of these mothers and the needs of their children? This chapter argues that one-size-fits-all family policy regimes often fail the most vulnerable household and contribute to intergenerational poverty in two ways: by (...) denying at-risk children adequate parenting, and by undermining their mothers’ legitimate interest in nurturing and caring for their own children. The capabilities of these mothers and the well-being of their children are better served by policies which recognise maternal caregiving as a productive and valuable occupation meriting equal respect and social support. (shrink)

Child marriage is still a massive problem in many developing countries. The issue is more concentrated in countries of Sub Saharan Africa and South Asia. This paper, through literature review attempts to assess the situation, the consequences, various programmes and recommendations on the reduction of child marriage. In this article it is reinforced that, consequences of child marriage put the girls at risk of early pregnancies with life-threatening conditions. This paper suggests that each country should set up (...) its own mid-term and long-term goals to bring about significant reduction in child marriages. (shrink)

According to a “selective” (as opposed to “instructive”) model of human language capacity, people come to know more than they experience. The discrepancy between experience and eventual capacity (the “poverty of the stimulus”) is bridged by genetically provided information. Hence any hypothesis about the linguistic genotype (or “Universal Grammar,” UG) has consequences for what experience is needed and what form people's mature capacities (or “grammars”) will take. This BBS target article discusses the “trigger experience,” that is, the experience that (...) actually affects a child's linguistic development. It is argued that this must be a subset of a child's total linguistic experience and hence that much of what a child hears has no consequence for the form of the eventual grammar. UG filters experience and provides an upper bound on what constitutes the triggering experience. This filtering effect can often be seen in the way linguistic capacity can change between generations. Children only need access to robust structures of minimal (“degree-0”) complexity. Everything can be learned from simple, unembedded “domains” (a grammatical concept involved in defining an expression's logical form). Children do not need access to more complex structures. (shrink)

Peter Singer is well known to have argued for our responsibilities to address global poverty based on an analogy with saving a drowning child. Just as the passerby has a duty to save that child, we have a duty to save children ‘drowning’ in poverty. Since its publication, more four decades ago, there have been numerous attempts to grapple with the inescapable moral challenge posed by Singer’s analogy. In this paper, we propose a new approach to (...) the Singerian challenge, through offering a different explanation for why our intuitions about rescuing a threatened person in front of us are more demanding than our intuitions about rescuing those living under equally threatening conditions of poverty. We argue that understanding the underlying motive or mechanism by which people come to endorse intuitions about duties of assistance undermines our confidence in the validity and robustness of some of the highly demanding intuitions that Singer relies on. This, in turn, puts serious limitations on the normative and practical reach of Singer’s analogy. (shrink)

Although the philosophical literature on both poverty and childhood is certainly increasing, the status of children living in poverty has been largely ignored as a philosophical subject. The condition of children and the justice-related issues that derive from it compel us to look more deeply into the sources and responsibilities of and towards poverty during childhood. We highlight four challenges raised by studying child poverty, and the mechanisms through which philosophical analysis may aid in addressing (...) them. Philosophy can work as an important tool to conceptualise what child poverty is, assess the limitations of current research on the subject, normatively evaluate how to address this condition, and offer guidelines for how society, law and the polity ought to act in response to it. Child poverty must be looked at from what it is in itself, and how it intersects with other features of the child’s life which may exacerbate it. The role of the family is fundamental in any evaluation of what child poverty is, and how to tackle it. Understanding child poverty in the vacuum omits fundamental sources of it, and solutions to it. Other intersecting conditions such as the social and cultural ethos, citizenship status, gender or disability may play a fundamental role also. The second section provides an overview of the volume. (shrink)

Argues that Plato's presentation of Eros as the child of Poverty and Resource provides a means of understanding poverty as a way of living, loving, and knowing.

In this paper we explore what sacrifices you are morally required to make to save a child who is about to die in front of you. It has been argued that you would have very demanding duties to save such a child (or any adult who is in similar circumstance through no fault of their own, for that matter), and some examples have been presented to make this claim seem intuitively correct. Against this, we argue that you do (...) not in general have a moral requirement to bear more than moderate cost to save even a child who is just in front of you. Moreover, we explain why you have a much more demanding moral requirement in certain cases by appealing to the notions of undue risk and cost sharing. (shrink)

As a matter of justice children are entitled to many different things. In this paper we will argue that one of these things is positive self-relations (self-confidence, self-respect, and self-esteem), and that this implies that they must not be humiliated. This allows us to criticize poverty as unjust and to conclude that it should be alleviated. We will defend this claim in three steps: (1) we will introduce and examine three types of positive self-relations (self-confidence, self-respect, and self-esteem) and (...) argue that children are entitled to all of these; (2) we will move on to examine the concept of humiliation and argue that acts of humiliating are unjust even if the victims do not experience them as humiliating; (3) finally, we will provide five arguments as to why it is humiliating for children to live in poverty. The five arguments presented in the last section are: (a) poverty is connected to other forms of injustice; (b) poverty is undeserved and represents an arbitrary feature of affected children for which they cannot be held responsible; (c) poverty is widespread among children; (d) poverty is imposed on children because they are part of a larger social group; (e) poverty is an enduring humiliation and not just an occasional incident. (shrink)

In Child Abuse, Family Rights, and the Child Protective System: A Critical Analysis from Law, Ethics, and Catholic Social Teaching, Stephen M. Krason gathers essays by leading scholars and practitioners to comment through the prism of Catholic social thought, on the plight afflicting American families and the role of the child protective system. Here readers will find critical essays on the deleterious effect of the 1974 passage of the Child Abuse Prevention and Treatment Act; assessments of (...) current American policies on child abuse and neglect and the role of the CPS within the context of prevailing international human rights principles and Catholic social teaching; a survey of the enforcement of CPS policies from a legal and constitutional perspective; research data disputing the CPS principle that all parents are potential abusers and illustrating the greater prevalence of abuse and neglect in broken, “blended,” and “untraditional” families; and arguments for poverty and unemployment as the prime culprits in the mistreatment of children. Also included are the amicus curiae briefs that the Society of Catholic Social Scientists submitted in two U.S. Supreme Court cases on parental rights, the CPS, and state control over the family. (shrink)

This book provides a unique examination on the ways in which educating the whole child in the community school serves to ameliorate the conditions of poverty and obstacles to learning faced by students. Using a case study approach the book will highlight the successful journey of one school that transformed itself into a "community" school.

Peter Singer argues that we’re obligated to donate our entire expendable income to aid organizations. One premiss of his argument is "If it is in your power to prevent something bad from happening, without sacrificing anything nearly as important, it is wrong not to do so." Singer defends this by noting that commonsense morality requires us to save a child we find drowning in a shallow pond. I argue that Singer’s Drowning Child thought experiment doesn’t justify this premiss. (...) I offer my own Drowning Children thought experiment, which should reveal that commonsense morality entails that premiss two is actually false. (shrink)

Obesity and poverty in childhood are widely studied phenomena and despite mixed results, some findings are without doubt: they come with various experiences of mental, physical and social harm, have therefore negative effects on the well-being of children, and they intersect in relation with race, class and gender. In this contribution we analyze child obesity and poverty from a philosophical social justice perspective, which has, to a large extent, so far neglected this topic. We show how they (...) compromise social justice and argue that there is an obligation to implement structural changes to assist the affected children and their families. However, we make also clear that such interventions must not happen in accordance to the current neoliberal fitness and health ideology and its related narrow individualism. (shrink)

The Posthuman Child combats institutionalised ageist practices in primary, early childhood and teacher education. Grounded in a critical posthumanist perspective on the purpose of education, it provides a genealogy of psychology, sociology and philosophy of childhood in which dominant figurations of child and childhood are exposed as positioning child as epistemically and ontologically inferior. Entangled throughout this book are practical and theorised examples of philosophical work with student teachers, teachers, other practitioners and children (aged 3-11) from South (...) Africa and Britain. These engage arguments about how children are routinely marginalised, discriminated against and denied, especially when the child is also female, black, lives in poverty and whose home language is not English. The book makes a distinctive contribution to the decolonisation of childhood discourses. Underpinned by good quality picturebooks and other striking images, the book's radical proposal for transformation is to reconfigure the child as rich, resourceful and resilient through relationships with (non) human others, and explores the implications for literary and literacy education, teacher education, curriculum construction, implementation and assessment. It is essential reading for all who research, work and live with children. (shrink)

A persistent right-wing discourse on poverty insists that, in many cases, poverty is the result of domestic incompetence, improvidence, or male irresponsibility. Poverty is, on this view, to some significant degree, the result of poor management and irresponsible choices. Poverty researchers, by contrast, typically argue that there is very little evidence to support this diagnosis, and that poverty is largely simply a matter of lack of financial resources to live the type of life that is (...) regarded as normal or socially expected, at a minimal level, in the affected person or family’s society. Nevertheless, for people on very low incomes there are normally difficult choices to be made, especially in terms of provision for children, particularly in the light of social expectations. Here I draw on a framework inspired by Sen’s capability approach, coupled with Rowntree’s distinction between primary and secondary poverty, and Townsend’s distinction between absolute and relative poverty. It allows us to see that even though the role of choice and behaviour in the causation and persistence of poverty is far less significant than structural factors, nevertheless individual choices will shape the type of poverty a family may face. In sum, I argue that a significant proportion of parents place themselves in secondary poverty in order to avoid a form of relative poverty for their children, especially so that they can meet the social expectations of their peers. (shrink)

My paper defends the use of the poverty of stimulus argument (POSA) for linguistic nativism against Cowie's (1999) counter-claim that it leaves empiricism untouched. I first present the linguistic POSA as arising from a reflection on the generality of the child's initial state in comparison with the specific complexity of its final state. I then show that Cowie misconstrues the POSA as a direct argument about the character of the pld. In this light, I first argue that the (...) data Cowie marshals about the pld does not begin to suggest that the POSA is unsound. Second, through a discussion of the so-called `auxiliary inversion rule', I show, by way of diagnosis, that Cowie misunderstands both the methodology of current linguistics and the complexity of the data it is obliged to explain. (shrink)

Work—family policy strategies reflect gendered assumptions about the roles of men and women within families and therefore may lead to significantly different outcomes, particularly for families headed by single mothers. The authors argue that welfare states have adopted strategies based on different assumptions about women's and men's roles in society, which then affect women's chances of living in poverty cross-nationally. The authors examine how various strategies are associated with poverty rates across groups of women and also examine more (...) directly the effects of specific work—family policies on poverty rates. They find that while family benefits and child care for young children unequivocally lower poverty rates, particularly for families headed by a single mother, long parental leaves have more ambivalent effects. The findings suggest that it is critical to examine the gendered assumptions underlying work—family policies rather than viewing all work—family policies as the same. (shrink)

In this article, I examine what Kant’s Formula of Universal Law requires of an individual agent in situations of great need, e.g.: if you can easily help a drowning child, or if you know of a famine situation in another country. I first explain why I do not simply apply the standard interpretation of how one can derive concrete duties from Kant’s Universal Law formulation of the Categorical Imperative. I then glean an alternative procedure from Kant’s texts and give (...) the reasons for using that interpretation. Finally, I apply the alternative procedure to situations of great need. – According to the interpretation I glean from Kant’s texts, one (i) should not make an exception to (ii) laws that we believe to be objectively necessary, whereby we derive these rules from (iii) universal ends of humankind. Since we take survival as one of the universal ends of mankind, we deem helping someone whose life is in danger as objectively necessary (to achieve the end). The formal Categorical Imperative demands that one does not make an exception to this rule. Applying this interpretation to cases of great need depends on at least three factors: (i) how urgent the need is, (ii) how great the costs are to the one who helps, and (iii) how many people can help. But at one extreme, where you are the only one who can easily save an innocent person’s life, the Kantian procedure generates a strict duty to help the other in need. (shrink)

While poverty all over the world is more typical and extreme in rural contexts, interventions to improve cognition in low socioeconomic status children are for the most part based on studies conducted in urban populations. This paper investigate how poverty and rural or urban settings affect child cognitive performance. Executive functions and non-verbal intelligence performance, as well as individual and environmental information was obtained from 131 5-year-old children. For the same level of SES, children in rural settings (...) performed consistently worse than children in urban settings. These differences could be accounted mostly by the months of past preschool attendance and the father’s completed level of education. These results should inform policies and programs for children living in rural poverty worldwide, and specially in Latin America. (shrink)

In her recent (2009) book, The Origins of Concepts, Susan Carey argues that what she calls ‘Quinean Bootstrapping’ and processes of analogy in children show that the expressive power of a mind can be increased in ways that refute Jerry Fodor's (1975, 2008) ‘Mad Dog’ view that all concepts are innate. I argue that it is doubtful any evidence about the manifestation of concepts in children will bear upon the logico-semantic issues of expressive power. Analogy and bootstrapping may be ways (...) to bring about the former, but only by presupposing the very expressive powers Carey is claiming they explain. Analogies must be understood, and bootstrapping involves confirmation of hypotheses already expressible; otherwise they can't select among an infinitude of hypotheses compatible with the finite data the child has encountered, a fact rendered vivid by Goodman's ‘grue’ paradox and Chomsky's poverty of stimulus argument. The problems have special application to minds, since there is no reason to expect a child's concepts to be ‘projectible’ or to correspond to mind-independent natural kinds. I conclude with an ecumenical view that concepts are reasonably regarded as both innate and often learned, and that what is learned can in fact increase what really concerns Carey, the functioning psychological expressive power of the child, even if it leaves untouched what concerns Fodor, the semantic expressive power. Less ecumenically: maybe Fodor (2008) miscast the debate, and the real issue that bothers people concerns not nativism, but an issue on which Carey and Fodor surprisingly agree, his conceptual Atomism, or the view that all mono-morphemic concepts are primitive and unanalyzable. The issue deserves further discussion independently of Mad-doggery. (shrink)

The effects of breast-feeding and supplementation practices on recent diarrhoea occurrence and stunted growth are modelled using logistic regression techniques. Data from the Demographic and Health Survey of Bolivia, 1989, show that, among children aged 3-36 months at the date of interview, the benefits of breast-feeding to child health were most pronounced among children living in rural poverty. Reduced breast-feeding among these children increased the likelihood of diarrhoea and stunted growth. In addition, the introduction of solid foods to (...) currently lactating infants negatively influenced child health. (shrink)

:The Chinese Communist Party government has been forcefully promoting itsjihua shengyu program, known as the “one-child policy,” for more than three decades. A distinctive authoritarian model of population governance has been developed. A pertinent question to be asked is whether China’s one-child policy and the authoritarian model of population governance have a future. The answer must be no; they do not. Although there are many demographic, economic, and social rationales for terminating the one-child policy, the most fundamental (...) reason for opposing its continuation is drawn from ethics. The key ethical rationale offered for the policy is that it promotes the common social good, not only for China and the Chinese people but for the whole human family. The major irony associated with this apparently convincing justification is that, although designed to improve living standards and help relieve poverty and underdevelopment, the one-child policy and the application of the authoritarian model have instead caused massive suffering to Chinese people, especially women, and made them victims of state violence. A lesson from China—one learned at the cost of individual and social suffering on an enormous scale—is that an essential prerequisite for the pursuit of the common good is the creation of adequate constraints on state power. (shrink)

Purpose: The purpose of the study was to examine the success of CoG-Kenya projects in poverty alleviation in Emuhaya District, Western KenyaMethodology: This study was a cross-sectional research that sought to give an examining and descriptive scrutiny of the CoG-K’s activities in Emuhaya District of Western Kenya. This study sampled a total of 312 respondents (1 Bishop, 1 General Secretary, 1 General Assembly Trustee, 1 General Assembly Treasurer, 16 Directors, 282 Pastors, and 10 Elders) through purposive sampling method. Oral (...) interviews, questionnaire methods and focus group discussion were used to collect data from the respondents. Observation method was used to validate the information obtained through oral interviews and questionnaires. Secondary data was sourced from published and unpublished literature. Data was analyzed using the theological method of induction (TMI).Results: The study proved that the CoG-K has a role to play through her programs like Sisi kwa Sisi, Child Development Centres, Health care Units and education, thus these institutions make a significant contribution to sustainable development in Emuhaya District and are useful instruments for spearheading alleviation of poverty in the said district. The CoG-K’s development is founded upon a spirituality of mutual sustenance and transformation through its concern for the adherents’ struggle with poverty. This study found out that faith activities and the related projects implicitly advance the poverty alleviation cause, thus all development revolves around spirituality. From this perspective the CoG-K has the responsibility to engage in all aspects of development within spirituality as the foundation of such engagement.Unique contribution to theory, practice and policy: The study recommends that development experts, theologians, policy makers and practitioners should cultivate long-term relationship with the church in general and the CoG-K in particular so as implement policy for development consequently alleviating poverty. (shrink)

For 40 years, Peter Singer has deployed the case of the child drowning in the shallow pond to argue for greater donations in foreign aid. The persistent use of the shallow pond example in theorizing about global poverty ignores morally salient features of the real world, and ignoring such morally salient features can have a variety of harmful implications for anti-poverty work. I argue that the shallow pond example should be abandoned, and defend this claim against possible (...) objections. (shrink)

The way many human rights advocates frame the international norm against child, early, and forced marriage (CEFM) has shifted in the past decade. While CEFM has historically been framed as driven by poverty and underdevelopment, advocates have more recently discussed the problem with a feminist sexuality frame. What leads advocates to change their framing about an international norm? We build an argument that stresses how (a) the nature of the frame, (b) the characteristics of the advocates, and (c) (...) the characteristics of the discursive environment interact to determine whether and to what extent advocates will adopt an alternative frame. We use a multi-methods approach (machine-learning text analysis, process tracing, and interviews) to examine the process of frame adoption around an international norm. Our theoretical understanding of international norms requires a better grasp on the role of framing, especially framing among the very norm entrepreneurs that are critical to international norm diffusion. (shrink)

Purpose: The purpose of the study was to assess the role of the Faith Based Organizations in alleviating poverty in Western Kenya.Methodology: This study is a cross-sectional research that sought to give an examining and descriptive scrutiny of the death beliefs surrounding FBO’s activities in Emuhaya District. This study targeted Emuhaya District which has a population of 180,000 people who are members of the FBO’s. To obtain data for analysis, qualitative methods of data collection, which include in-depth oral interviews, (...) focus group discussion, observation and documentary analysis, were employed. Questionnaires were prepared and administered according to the information required from the specific groups of respondents. This study utilized secondary sources, which were derived from published books, minutes of developmental meetings in the FBO, reports of the development projects of the church, articles and records from Kenya National Archives. Data collected through the questionnaires and personal interviews, was synthesized systematically and logically compiled to determine the role of FBO in alleviating poverty in Emuhaya District. Data was coded manually and organized under different themes. The researcher then investigated the concepts of liberation and reconstruction in improving the well-being of the poor through an analysis and interpretation of the theological methods of induction (TMI).Results: Based on the findings the study concluded that the CoG-K’s teachings are largely pertinent in the development of FBO members and their participation in activities that are designed along people’s development needs. Also, the CoG-K has a role to play through her programs like Sisi kwa Sisi and Child Development Centres.Unique contribution to theory, practice and policy: This research recommends that if Emuhaya District is to develop, it has to place the FBO teachings and theology of option for the poor at the top of the agenda and to consider it as is so often the case, as adjunct to the real core of the work that is, development. The study proposes that for the FBO to improve her input in social concerns of the people, it should reshape its theology of development so that it can fully address the plight of the poor. (shrink)

Contemporary educational reformers have claimed that research on social class differences in child raising justifies programs that aim to lift children out of poverty by means of cultural interventions. Focusing on the Knowledge Is Power Program (KIPP), Ruby Payne's “aha! Process,” and the Harlem Children's Zone as examples, Amy Shuffelton argues that such programs, besides overstepping the social science research, are ethically illegitimate insofar as they undermine the equitable development of civic agency. Shuffelton invokes Aristotelian civic friendship, particularly (...) as interpreted by Danielle Allen and Sibyl Schwarzenbach, as key to a politics that avoids relations of domination and subordination. She concludes that social justice requires that educators involved with culturally interventionist programs recognize the workings of power within schooling and society, that they accept the limits of their own perspectives, and that they remain open to what is of value in child-raising practices other than those associated with the contemporary middle class. (shrink)