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What is socially conscious leadership?

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The speaker reflects on their experience working at the United Nations for a decade, focusing on governance and social management. They highlight the importance of local leaders who, despite national corruption, implement programs that support the poor, such as the mayor of Porto Grão in Brazil, who allocated a significant portion of the budget to assist the needy. They mention the "people budgeting" approach and discuss other examples of socially conscious leadership from cities like Naga in the Philippines.

The speaker's research aims to identify traits of effective leaders who enact social change, leading to the development of a training curriculum for public officials. They discuss how education can cultivate empathetic and socially conscious leaders, emphasizing the importance of integrating social, economic, and environmental goals in development.

They also mention the necessity for a shift in how society views growth, advocating for sustainable development over mere economic advancement. Highlighting the importance of empathy and behavioral change, the speaker suggests that ethical values and social responsibilities should be taught from a young age. They note the ongoing need for governance that fosters equitable wealth distribution and sustainable practices, advocating for a holistic approach to change that aligns with the Sustainable Development Goals (SDGs). Finally, they conclude that nurturing socially conscious leadership through education and policy is essential for achieving a better societal future.

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Here are five key points from the video:

1. **Transformative Local Leadership**: The video discusses examples of local leaders, such as mayors in Brazil and the Philippines, who implemented policies that specifically benefited impoverished populations despite the broader convideo of corruption and wealthy elites. These leaders adopted practices such as "people budgeting" which allocated resources to improve access to essential services for the poor.

2. **Empathy and Moral Leadership**: The discussion highlights the critical role of empathy in effective leadership. It differentiates between principled leaders and socially conscious leaders, emphasizing that genuine empathy motivates individuals to initiate and implement meaningful social change.

3. **Sustainable Development Goals (SDGs)**: The video references the SDGs as a holistic approach to development that integrates economic advancement, equitable wealth distribution, and environmental sustainability. It argues for a shift in perspective from purely economic measures (like GDP) to a more comprehensive understanding of development that includes social and environmental considerations.

4. **Educational Impact and Mindset Change**: It emphasizes the importance of education in fostering empathy and understanding sustainable development concepts. The author shares personal experiences of students who became inspired to contribute to social change and develop a socially conscious mindset through educational exposure.

5. **Regulatory Frameworks for Equity**: The video argues for the need for policies and frameworks that support sustainable development practices. For example, it cites Japan’s regulations on income distribution as a means to maintain equity within society, illustrating how regulatory measures can help create a more just and sustainable world.

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Here are some key quotes extracted from the video:

1. **Experience at the UN:**
- "I used to work for the United Nations before I came and joined the university here. So I was at UN and UN headquarters for about 10 years."

2. **Local Governance Initiatives:**
- "What I found rather interesting is that in some countries you may have a rather very corrupt, very elite based governing system... but when you come to a local government, some mayors adopted their own policy in a way that are actually helping the poor."

3. **People Budgeting:**
- "We named that kind of budgeting people budgeting, where the budgeting is focused on people."

4. **Empowerment Initiatives:**
- "He created another number of sit who would represent the interest of the poor. And he called them people empowerment initiative."

5. **Characteristics of Moral Leaders:**
- "Moral, socially conscious leaders demonstrate... empathy... capacity to turn empathy into articulation of solutions... willingness to implement those solutions."

6. **Critique of GDP:**
- "GDP counts nap bombs, counts nuclear weapons and armored cars for police... but it does not count... the joy of their play... It measures everything in short, except that which makes life worthwhile."

7. **Sustainable Development Goals:**
- "Economic advancement must happen in conjunction with equitable distribution of wealth, environmental sustainability... development should be more holistic."

8. **Concept of a Good Society:**
- "A happy society is where people live for the happiness of many, for the wellbeing of many in kindness to nature."

9. **Empathy in Education:**
- "You can actually develop those qualities of empathy through education, through value changes, et cetera."

10. **Unlearning Economic Theories:**
- "He said, the first thing I did, I unlearn all those theories and I started to learn new economics from the ground."

11. **Japan's Educational Policy:**
- "In Japan... the kids are required to keep the same school bag from grade one till grade six... in a very subtle way, teaching to avoid waste."

12. **Need for Moral and Environmental Awareness:**
- "Our societies are broken... we really have to do something."

13. **Impact of Training and Education:**
- "I'm absolutely convinced that training exposures education can do and change mindsets."

These quotes capture the essence of the video's focus on governance, leadership, sustainable development, and the vital role of empathy and education in creating social change.

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I used to work for the United Nations before I came

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and joined the university here.

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So I was at UN and UN headquarters

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for about 10 years, in New York.

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I was heading a division called Governance

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and Social Management Division.

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And during that time, one of the things that myself

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and my team wanted to find out, go around the world

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and see what are the countries,

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or which are the countries that're actually

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implementing programs

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and having governance arrangements that are poor

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or people centric.

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We went around various countries and all that.

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What I found rather interesting is

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that in some countries you may have a rather very corrupt,

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very elite based governing system, governing arrangement,

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but when you come to a local government, some mayors,

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they adopted their own policy in a way

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that are actually helping the poor,

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helping the mass rather than the elite.

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So that really intrigued us.

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So we wanted to found out what, what is it in them that

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that changed everything.

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For example, we went, studied, a place in, in,

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Brazil, a city called Porto Re.

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And there we had this male who got elected just recently,

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and he realized Puerto GRA is a very rich, wealthy city,

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but they had about 30% of the people

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who are very, very poor.

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But every time the local government budgeting came,

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all the money was spent to maintain the infrastructure,

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the facilities, the rich use and not the poor.

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So this mayor said, no, this can't happen this way.

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So what he decided, record affirmative action, that 30%

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of the budget must go for propo activities.

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And that actually changed everything.

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So 30% of the annual budget was spent on giving pe

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poor people access to health, to sanitation,

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to water supply and all that.

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And we, we named that kind

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of budgeting called people budgeting,

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where the budgeting is focused on people.

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So that's one example. Then we found out in Philippines,

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there was a city by the name of Naga City.

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There again, the mayor,

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after he got elected, he realized that the councilors

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who got elected, they all come from the rich

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and was to do families.

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So the interests of the poor, their agenda were never tabled

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because the counselors did not belong to them.

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They not represent them. So what he did, then again,

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he took an affirmative action

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and he created another number of sit

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or NGOs to sit around the council meetings

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who would represent the interest of the poor.

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And he called them people empowerment initiative.

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And that again, also we saw that things really changed

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because of those arrangements.

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So then we wanted to find out

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what is it in them that creates these

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Kind of changes?

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What motivates them?

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What are the issues they look at and all that.

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So then my whole idea was that

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after we find out the details about these people,

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how they change things, we'll develop some sort of a,

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you know, training curriculum

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and give it to the governments to implement them.

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So there's a civil servant. The public officials

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become like propo leaders and implement activities.

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They are propo. But by then I got attracted to a lot

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of other activities and all that.

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So I retired

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and then I joined the University of Queensland, in 2010.

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And I then thought, my god, this is a great platform for me

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to experiment those ideas and thoughts.

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So what happened is in 2016, I was given

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a capstone project.

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I don't know whether they're familiar with capstone project.

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This is is given

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with the final year honors student in social science.

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They're given a project, to, as a team, to work on

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and prepare a report like a thesis.

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And they're marked on that I was given a team.

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So I told them then it to me, this is a great opportunity

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for me to try

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and find out this sort of things, the leadership that

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actually contribute to social change.

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So I gave them three criteria, like find out from

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around the world the leaders who have made social change

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in terms of complete transformation of social arrangements

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or something that benefited the poor.

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Two, that their transformation have had

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some universal value, like it could apply anywhere you go.

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And then find out what motivated them,

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what are the qualities they have shown

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to actually arrive at those, sort

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of thoughts and ideas and actions.

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And these students then identified using those criteria

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five leaders from around the world.

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Okay? And these five leaders were Nelson Mandela as we know

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that he made tremendous changes.

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Martin Luther King Jr.

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Then Wong Ra Mathai,

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she was a environment minister in Kenya,

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and she actually took up a program implement

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or plant 2 million trees of all around Africa, mainly

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to Green Africa, make it greener.

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But more importantly, she said that

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for the poor woman in the village, a tree,

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a forest is a source of livelihood.

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So that would also give a livelihood

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source to the poor women.

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They also identified, Jorge Moisha of,

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who was known the humblest president in the world,

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who actually never lived in his, presidential palace,

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who used to drive in his beaten up Beatle to the office.

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And he actually contributed 80% of his salary in charity

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to the cause of the poor.

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And there then also identified Professor Nobel t Mohammad,

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The inventor of the micro credit.

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And they did that. They really came out

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with some very interesting sort of attributes

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or qualities that distinguishes p leaders,

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like we knew traditional leaders were moral leaders

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or principal leaders.

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So what's the difference between a principle

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leader and a moral leader?

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The principle leaders and moral leaders are those

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who can just make a distinction between right and wrong,

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and they always stand for the right

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and about the wrong, whereas a moral,

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socially conscious leader demonstrates the

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following characteristics.

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First of all, empathy.

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They have this tremendous qualities

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to actually connect themselves with their genuine concerns

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vis-a-vis the human IES and other social ills.

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And that feeling of empathy actually translates into

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willingness to take initiative for change.

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So that's one characteristic.

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The second is the capacity to turn empathy

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into articulation of solutions,

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and thirdly, willingness to

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and possessing the capacity to implement those solutions.

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We are living in a world where we are more used to seeing

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economic growth or GDP as the parameters

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of growth or development.

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So what is sustainable development growth?

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You see, what we have seen, our embrace

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and practice of prioritizing economic growth

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as the end goal of development.

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We have seen that we have actually created more

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of an unequal world,

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a world which is destroying the environment.

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So we needed to do something

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to look at things a little differently, look at development

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of progress a little differently.

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In fact, it's very interesting.

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When I was doing my research that way back in late sixties,

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Robert Kennedy actually in a speech at the,

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concert university famously said,

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and he dispelled the whole myth

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of GDP at the end goal of development.

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He said that quote unquote, GDP counts, nap bombs,

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counts nuclear wear hats

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and armored cars for police to fight riots in our cities.

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But it does not count

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or allow for the health of our children, the quality

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of their education or the joy of their play.

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Neither our wisdom nor our learning, neither our compassion

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nor our diversion to our country.

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It measures everything in short, except

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that which makes life worthwhile.

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So g SDGs

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or sustainable development goals actually have 17 goals.

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And if you can summarize them,

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these goals basically imply the following,

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that economic advancement must happen in conjunction with

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equitable distribution of wealth,

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environmental sustainability,

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or in other words, the as disease notion

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of development regards economic growth as a means

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and not as an end goal of development.

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So development should be more holistic,

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it should be economic, it should be socially nourishing,

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and it should be also environmentally conserving.

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So that's what makes social social development, sorry,

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sustainable development goal.

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But this is not the kind of thing we were used to.

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It in terms of our education

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or orientations towards US development.

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We always put economic growth

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as the prime goal of every society.

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And then we have suffered because of that.

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In fact, very interestingly,

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although we have adopted sustainable development goals in,

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in 2015,

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but interestingly, you know, this idea was first promoted,

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by someone that we are familiar with

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and someone who lived during 326

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bc and this is Mr.

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Gotha, he said, and he had a notion of happy society.

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And according to him, a happy society is where people live

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for the happiness of many, for the wellbeing of many

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in kindness to nature.

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So can you imagine this is actually sustainable development

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goals, in one sentence.

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So what does it mean?

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So what means that if we are

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to achieve sustainable development goal,

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we are actually trying, striving to progress

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to a happy society or a good society from an

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imperfect society.

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So to be able to do that, there is a link

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to the way we look at things, the way we treat things, the,

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the way we address issues.

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So there is, therefore there is an important element

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of empathy that we have to have in terms

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of looking at these social issues,

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looking at the environmental issues.

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So there is a cogent relationship between

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how we conceptualize development,

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how we implement development,

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and how we conceptualize our future as a society

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that we wish to grow as there is a deep linkage between

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the su sustainable development goals, which

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to me is a journey to a good society

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and our mindset of change, how we wish to see that change

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and how we used to travel that change.

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So that's the cogent relationship between the two.

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Training, education orientation can do a lot of things.

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You see, mindset changes are needed at three levels.

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One is, as I talked about, empathy, okay?

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And empathy actually then enhances and,

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and contributes to your behavioral change.

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And how do you do it?

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You actually grow those qualities when you are a young child

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at home through parenting

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or in early education, through schooling, et cetera.

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Let me give you a very interesting example,

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that I recently got from my wife actually, who works in a,

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marketing department, and a large shopping center.

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His shopping center often holds different kinds of events.

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So one of recently they had an event for the children.

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So one of the big chocolate companies,

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the lolly company wanted

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to give out free chocolates, lollies to kids.

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And she was watching all these kids coming in very happy,

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jumping at the old pile of chocolates,

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filling their pockets and all that.

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And then suddenly she noticed one of these kids,

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as he was about to run towards the loles,

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his mother stopped him

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and he said, Paul, remember what I told you?

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I told you that there will be many more kids like yourself.

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So make sure that you only take one so that

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everyone gets the share from it.

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You see, this child will grow up knowing

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that sharing is an integral part of human behavior.

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So you can actually develop those qualities of empathy

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through education, through value changes,

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et cetera, in many ways.

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And those qualities actually grow best when you are a kid,

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but you can also help get them to grow such qualities later,

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which I'll elaborate later on.

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So next thing is the intellectual mindset.

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How do you change intellectual mindset?

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You see, our mindset is influenced by your form,

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by the education that you receive, the kind

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of theories we learn at the

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universities and different places.

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That's how we look at the world.

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And, and here again,

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a very interesting example from Professor Moad Unos,

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the inventor of the micro credited

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and who got Nobel Peace prize for that initiative

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that actually changed the fate of many poor people all

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around the world, including United States of America.

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When he first came to back to Bangladesh, where I'm from

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and unis is from, from USA

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with his PhD degree and economics.

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And he was teaching economics as one of the local

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regional university, and he was very keen

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to change the conditions of war.

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But Bangladesh was a very, very poor country at that stage.

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And he was walking around the villages

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and looking at the way that people worked.

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They worked very hard,

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but at the end of the day, they hardly had enough money

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to even manage two square meals a day,

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and he couldn't accept it.

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Why people with such good skills

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and hard labor should go starving or half fed.

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It became completely unacceptable.

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So then he realized all these

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economic theories he had learned in the western

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textbook doesn't apply here.

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So he said, the first thing I did,

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I unlearn all those theories

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and I started to learn new economic from the

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villages that I was visiting.

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And then he came up with this idea of micro credit

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and that actually transform, you know, the conditions

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of the poor in Bangladesh and globally as a matter of fact.

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So there are ways you can change intellectual mindset

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to the kind of education you receive.

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For example, if we tell people what

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sustainable development goals are all about

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and make a contrast between social level development goals

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and the new liberal economic policy

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that produce only economic growth

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and how these two are incompatible with each other

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and one is a means and not a goal,

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you can create those changes and it's quite possible.

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And the third action is much more important, is the ability

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to actually formulate a strategy to implement solution.

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And, and sometime you can do it on your own

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or sometime you can create a team

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and team can help you implement your ideas

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and thoughts, education

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and training of public officials, managers, et cetera.

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And the other is of course you create a regulatory policy

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framework that enables those kind of changes.

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For example, in terms of policy,

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let me give some interesting example from Japan,

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for example, in Japan at at, at the school level,

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the kids are required

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to keep the same school bag from grade one till grade six.

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That's because the same school bag they need,

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they don't need to change a school bag every year.

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So that's in a very subtle way, teaching to avoid waste.

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So that gets ingrained in your mindset.

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Then in terms of policies,

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this is Japan is a very rich country.

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It is also one of the most equitable in terms

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of distribution of wealth.

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And how did they do it?

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Because Japan has a fixed policy that income of the

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top 20% of population should never reach more than five

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times of them higher than the income of the bottom 20%.

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So they formulate their policies, their actions, strategies

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around that policy so that they produce those outcomes.

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So two things you have to do.

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One is that you build the capacities of empathy,

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through training, education, et cetera,

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and you actually have regulatory policy framework that

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enables you to implement policy that are conducive

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to sustainable development goals.

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Our societies are broken, okay?

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Even though we have achieved phenomenal material success,

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we have slipped morally and we have wrecked our environment.

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So I think we cannot waste time,

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we really have to do something.

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And Hgg is the only framework

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and inter interlinking development framework that are meant

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for the entire humility within

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and across nations that have shown us the pathway

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To a new world, a way to transform the material reach,

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but morally dented

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and a consumerist materialist environmentally P world

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to a more equitable just and conserving world.

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So that's what we need to do.

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And so the way I see it,

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can education make a difference?

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Yes, it does. And let me

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give you some good example from my own experience.

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You see, when I had this group of students,

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and I gave this this project of sustainable, sorry,

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on socially conscious leadership value,

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something very interesting happened.

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Halfway through the project, one of these students, she was

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probably about 21, 22, she came to me

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and said that I have been so,

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inspired by this project.

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You know, I skipped my lunch for last one month

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and the money I saved have actually donated it

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to refugee children's Education Fund.

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So that was amazing.

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And the other thing that I've just noticed couple

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of days ago, actually, like

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whenever my students submit a report, PhD

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or whatever, I barely or rarely read the acknowledgement,

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but to, to appear in this interview.

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I thought, let me go through the acknowledgement

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and see, you know,

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what were their impression about this project.

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And then I came across this line, let me read it out to you,

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which is very, very interesting.

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They said, that it has been

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quote unquote, it has been a privilege to work

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with our academic advisor professor.

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I just forget that the unwavering support,

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knowledgeable contributions

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and genuine investments in our capabilities

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have allowed us to grow as researchers, students,

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and more importantly, as

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socially conscious members of the society.

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Uh, this is, I thought was wonderful.

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So I'm absolutely convinced that training

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exposures education can do and change mindsets

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and orient ourselves in towards more sustainable development

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goal by inculcating in within the values of

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socially conscious leadership.

Exploring Local Governance and Social Inequality

00:00:00 - I used to work for the United Nations before I came and joined the university here. So I was at UN and UN headquarters for about 10 years, in New York. I was heading a division called Governance and Social Management Division. And during that time, one of the things that myself and my team wanted to find out, go around the world and see what are the countries, or which are the countries that're actually implementing programs and having governance arrangements that are poor

00:00:34 - We went around various countries and all that. What I found rather interesting is that in some countries you may have a rather very corrupt, very elite based governing system, governing arrangement, but when you come to a local government, some mayors, they adopted their own policy in a way that are actually helping the poor, helping the mass rather than the elite. So that really intrigued us. So we wanted to found out what, what is it in them that

00:01:04 - For example, we went, studied, a place in, in, Brazil, a city called Porto Re. And there we had this male who got elected just recently, and he realized Puerto GRA is a very rich, wealthy city, but they had about 30% of the people who are very, very poor. But every time the local government budgeting came, all the money was spent to maintain the infrastructure, the facilities, the rich use and not the poor.

Empowering Local Governance Through Inclusive Budgeting

00:01:39 - So what he decided, record affirmative action, that 30% of the budget must go for propo activities. And that actually changed everything. So 30% of the annual budget was spent on giving pe poor people access to health, to sanitation, to water supply and all that. And we, we named that kind of budgeting called people budgeting, where the budgeting is focused on people.

00:02:11 - there was a city by the name of Naga City. There again, the mayor, after he got elected, he realized that the councilors who got elected, they all come from the rich and was to do families. So the interests of the poor, their agenda were never tabled because the counselors did not belong to them. They not represent them. So what he did, then again, he took an affirmative action and he created another number of sit

00:02:43 - who would represent the interest of the poor. And he called them people empowerment initiative. And that again, also we saw that things really changed because of those arrangements. So then we wanted to find out what is it in them that creates these Kind of changes? What motivates them? What are the issues they look at and all that. So then my whole idea was that after we find out the details about these people,

Empowering Leadership through Education and Social Change

00:03:14 - you know, training curriculum and give it to the governments to implement them. So there's a civil servant. The public officials become like propo leaders and implement activities. They are propo. But by then I got attracted to a lot of other activities and all that. So I retired and then I joined the University of Queensland, in 2010. And I then thought, my god, this is a great platform for me

00:03:43 - So what happened is in 2016, I was given a capstone project. I don't know whether they're familiar with capstone project. This is is given with the final year honors student in social science. They're given a project, to, as a team, to work on and prepare a report like a thesis. And they're marked on that I was given a team. So I told them then it to me, this is a great opportunity for me to try

00:04:16 - actually contribute to social change. So I gave them three criteria, like find out from around the world the leaders who have made social change in terms of complete transformation of social arrangements or something that benefited the poor. Two, that their transformation have had some universal value, like it could apply anywhere you go. And then find out what motivated them,

Exploring Leadership: Lessons from Global Change-Makers

00:04:44 - to actually arrive at those, sort of thoughts and ideas and actions. And these students then identified using those criteria five leaders from around the world. Okay? And these five leaders were Nelson Mandela as we know that he made tremendous changes. Martin Luther King Jr. Then Wong Ra Mathai, she was a environment minister in Kenya, and she actually took up a program implement or plant 2 million trees of all around Africa, mainly

00:05:20 - But more importantly, she said that for the poor woman in the village, a tree, a forest is a source of livelihood. So that would also give a livelihood source to the poor women. They also identified, Jorge Moisha of, who was known the humblest president in the world, who actually never lived in his, presidential palace, who used to drive in his beaten up Beatle to the office. And he actually contributed 80% of his salary in charity

00:05:52 - And there then also identified Professor Nobel t Mohammad, The inventor of the micro credit. And they did that. They really came out with some very interesting sort of attributes or qualities that distinguishes p leaders, like we knew traditional leaders were moral leaders or principal leaders. So what's the difference between a principle leader and a moral leader? The principle leaders and moral leaders are those

Empathy and Leadership in Sustainable Development

00:06:24 - and they always stand for the right and about the wrong, whereas a moral, socially conscious leader demonstrates the following characteristics. First of all, empathy. They have this tremendous qualities to actually connect themselves with their genuine concerns vis-a-vis the human IES and other social ills. And that feeling of empathy actually translates into willingness to take initiative for change.

00:06:57 - The second is the capacity to turn empathy into articulation of solutions, and thirdly, willingness to and possessing the capacity to implement those solutions. We are living in a world where we are more used to seeing economic growth or GDP as the parameters of growth or development. So what is sustainable development growth? You see, what we have seen, our embrace

00:07:30 - as the end goal of development. We have seen that we have actually created more of an unequal world, a world which is destroying the environment. So we needed to do something to look at things a little differently, look at development of progress a little differently. In fact, it's very interesting. When I was doing my research that way back in late sixties, Robert Kennedy actually in a speech at the, concert university famously said,

Rethinking Development: Beyond GDP to Sustainable Goals

00:08:02 - of GDP at the end goal of development. He said that quote unquote, GDP counts, nap bombs, counts nuclear wear hats and armored cars for police to fight riots in our cities. But it does not count or allow for the health of our children, the quality of their education or the joy of their play. Neither our wisdom nor our learning, neither our compassion

00:08:32 - It measures everything in short, except that which makes life worthwhile. So g SDGs or sustainable development goals actually have 17 goals. And if you can summarize them, these goals basically imply the following, that economic advancement must happen in conjunction with equitable distribution of wealth, environmental sustainability, or in other words, the as disease notion

00:09:05 - and not as an end goal of development. So development should be more holistic, it should be economic, it should be socially nourishing, and it should be also environmentally conserving. So that's what makes social social development, sorry, sustainable development goal. But this is not the kind of thing we were used to. It in terms of our education or orientations towards US development. We always put economic growth

Empathy and Sustainable Development Goals: A Historical Perspective

00:09:35 - And then we have suffered because of that. In fact, very interestingly, although we have adopted sustainable development goals in, in 2015, but interestingly, you know, this idea was first promoted, by someone that we are familiar with and someone who lived during 326 bc and this is Mr.

00:10:07 - And according to him, a happy society is where people live for the happiness of many, for the wellbeing of many in kindness to nature. So can you imagine this is actually sustainable development goals, in one sentence. So what does it mean? So what means that if we are to achieve sustainable development goal, we are actually trying, striving to progress

00:10:38 - imperfect society. So to be able to do that, there is a link to the way we look at things, the way we treat things, the, the way we address issues. So there is, therefore there is an important element of empathy that we have to have in terms of looking at these social issues, looking at the environmental issues. So there is a cogent relationship between how we conceptualize development, how we implement development,

Mindset Change Through Empathy and Education

00:11:10 - that we wish to grow as there is a deep linkage between the su sustainable development goals, which to me is a journey to a good society and our mindset of change, how we wish to see that change and how we used to travel that change. So that's the cogent relationship between the two. Training, education orientation can do a lot of things. You see, mindset changes are needed at three levels.

00:11:41 - And empathy actually then enhances and, and contributes to your behavioral change. And how do you do it? You actually grow those qualities when you are a young child at home through parenting or in early education, through schooling, et cetera. Let me give you a very interesting example, that I recently got from my wife actually, who works in a, marketing department, and a large shopping center.

00:12:13 - So one of recently they had an event for the children. So one of the big chocolate companies, the lolly company wanted to give out free chocolates, lollies to kids. And she was watching all these kids coming in very happy, jumping at the old pile of chocolates, filling their pockets and all that. And then suddenly she noticed one of these kids, as he was about to run towards the loles, his mother stopped him and he said, Paul, remember what I told you?

Fostering Empathy and Shaping Mindsets Through Education

00:12:43 - So make sure that you only take one so that everyone gets the share from it. You see, this child will grow up knowing that sharing is an integral part of human behavior. So you can actually develop those qualities of empathy through education, through value changes, et cetera, in many ways. And those qualities actually grow best when you are a kid, but you can also help get them to grow such qualities later,

00:13:14 - So next thing is the intellectual mindset. How do you change intellectual mindset? You see, our mindset is influenced by your form, by the education that you receive, the kind of theories we learn at the universities and different places. That's how we look at the world. And, and here again, a very interesting example from Professor Moad Unos, the inventor of the micro credited and who got Nobel Peace prize for that initiative

00:13:47 - around the world, including United States of America. When he first came to back to Bangladesh, where I'm from and unis is from, from USA with his PhD degree and economics. And he was teaching economics as one of the local regional university, and he was very keen to change the conditions of war. But Bangladesh was a very, very poor country at that stage. And he was walking around the villages and looking at the way that people worked.

Unlearning Economic Theories for Sustainable Solutions

00:14:16 - but at the end of the day, they hardly had enough money to even manage two square meals a day, and he couldn't accept it. Why people with such good skills and hard labor should go starving or half fed. It became completely unacceptable. So then he realized all these economic theories he had learned in the western textbook doesn't apply here. So he said, the first thing I did, I unlearn all those theories and I started to learn new economic from the

00:14:48 - And then he came up with this idea of micro credit and that actually transform, you know, the conditions of the poor in Bangladesh and globally as a matter of fact. So there are ways you can change intellectual mindset to the kind of education you receive. For example, if we tell people what sustainable development goals are all about and make a contrast between social level development goals and the new liberal economic policy that produce only economic growth

00:15:22 - and one is a means and not a goal, you can create those changes and it's quite possible. And the third action is much more important, is the ability to actually formulate a strategy to implement solution. And, and sometime you can do it on your own or sometime you can create a team and team can help you implement your ideas and thoughts, education and training of public officials, managers, et cetera.

Empathy and Policy: Japan's Approach to Sustainable Development

00:15:53 - framework that enables those kind of changes. For example, in terms of policy, let me give some interesting example from Japan, for example, in Japan at at, at the school level, the kids are required to keep the same school bag from grade one till grade six. That's because the same school bag they need, they don't need to change a school bag every year. So that's in a very subtle way, teaching to avoid waste.

00:16:27 - Then in terms of policies, this is Japan is a very rich country. It is also one of the most equitable in terms of distribution of wealth. And how did they do it? Because Japan has a fixed policy that income of the top 20% of population should never reach more than five times of them higher than the income of the bottom 20%. So they formulate their policies, their actions, strategies

00:17:00 - So two things you have to do. One is that you build the capacities of empathy, through training, education, et cetera, and you actually have regulatory policy framework that enables you to implement policy that are conducive to sustainable development goals. Our societies are broken, okay? Even though we have achieved phenomenal material success, we have slipped morally and we have wrecked our environment.

Transforming Society Through Education and Empathy

00:17:33 - we really have to do something. And Hgg is the only framework and inter interlinking development framework that are meant for the entire humility within and across nations that have shown us the pathway To a new world, a way to transform the material reach, but morally dented and a consumerist materialist environmentally P world to a more equitable just and conserving world.

00:18:05 - And so the way I see it, can education make a difference? Yes, it does. And let me give you some good example from my own experience. You see, when I had this group of students, and I gave this this project of sustainable, sorry, on socially conscious leadership value, something very interesting happened. Halfway through the project, one of these students, she was probably about 21, 22, she came to me

00:18:37 - inspired by this project. You know, I skipped my lunch for last one month and the money I saved have actually donated it to refugee children's Education Fund. So that was amazing. And the other thing that I've just noticed couple of days ago, actually, like whenever my students submit a report, PhD or whatever, I barely or rarely read the acknowledgement,

Impact of Education on Social Consciousness

00:19:09 - I thought, let me go through the acknowledgement and see, you know, what were their impression about this project. And then I came across this line, let me read it out to you, which is very, very interesting. They said, that it has been quote unquote, it has been a privilege to work with our academic advisor professor. I just forget that the unwavering support, knowledgeable contributions

00:19:42 - have allowed us to grow as researchers, students, and more importantly, as socially conscious members of the society. this is, I thought was wonderful. So I'm absolutely convinced that training exposures education can do and change mindsets and orient ourselves in towards more sustainable development

00:20:13 - socially conscious leadership.

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