There is never a humanitarian solution for a humanitarian crisis. The solutions for the humanitarian crisis are always political ones.
Antonio GuterresRead
When you look at human rights, look at gender, and the rights of girls for education in the world - that are crucial issues - some are saying 'Oh, these are western values.' But these are really universal values.
Interpretation
Human rights, including education for girls, are universal and not just Western values.
Antonio Guterres emphasizes that the rights of individuals, particularly girls' education, should not be dismissed as merely Western ideals. Instead, they are fundamental human rights that are essential for bettering society as a whole, highlighting the importance of recognizing these rights as universal rather than culturally specific.
In practice
During a keynote speech at an education conference.
There is never a humanitarian solution for a humanitarian crisis. The solutions for the humanitarian crisis are always political ones.
As a global society, we have the technology, resources and the know-how to make a massive difference to living standards everywhere, including for refugees.
The world's problems transcend borders.
Humanitarian response, sustainable development, and sustaining peace are three sides of the same triangle.
The fact that societies are becoming increasingly multi-ethnic, multicultural, and multi-religious is good. Diversity is a strength, not a weakness.
Syria has become the great tragedy of this century - a disgraceful humanitarian calamity with suffering and displacement unparalleled in recent history.
There's a common perception among college administrators that they should conceal the high level of sexual assaults that take place on their campuses because it would bring discredit to the university, bring them a bad name if it was publicized.
When I was in the Peace Corps I never made a phone call. I was in Central Africa; I didn't make a phone call for two years. I was in Uganda for another four years and I didn't make a phone call. So for six years I didn't make a phone call, but I wrote letters, I wrote short stories, I wrote books.
What teachers and the administration in that era never seemed to see was that the mental work of what they called daydreaming often required more effort and concentration than it would have taken simply to listen in class. Laziness is not the issue. It is just not the work dictated by the administration.
It is one of the aims of linguistics to define itself, to recognise what belongs within its domain. In those cases where it relies upon psychology, it will do so indirectly, remaining independent.
My belief is that nothing that can be expressed by mathematics cannot be expressed by careful use of literary words.
That is the future, and it is probably nearer than we think. But our primary problem as universities is not engineering that future. We must rise above the obsession with quantity of information and speed of transmission, and recognize that the key issue for us is our ability to organize this information once it has been amassed - to assimilate it, find meaning in it, and assure its survival for use by generations to come.
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