Why Assist People Living in Poverty? The ethics of poverty reduction
Bibliographic record
Abstract
International discussion and debate on poverty and poverty reduction in low- and middle-income countries has been deservedly dominated by a focus on poverty trends and by concerns over the relative effectiveness of anti-poverty policies. Less attention has been given to understanding, at the domestic level, the ways in which poverty is shaped in the public discourse and the priority attached to poverty reduction. The paper aims to throw light on this issue by linking poverty and poverty reduction to relevant ‘shared values that define social arrangements’. The authors start from the proposition that public perceptions of poverty and of the priority attached to poverty reduction are influenced as much by technical and policy perspectives as by shared values which define the social arrangements and institutions.The extent to which shared values define social arrangements concerning poverty likely emerges from domestic political processes of learning and justification. The paper argues that linking the shared values that define the social arrangements and institutions, which we refer to as ‘ethical perspectives’, to the emerging welfare institutions addressing poverty in developing countries provides a window into these processes of justification at a more fundamental level. Ethics examines the nature and scope of just institutions and social arrangements at the deepest level of analysis. By ethics of poverty we refer to the most basic arguments and processes used to justify how and why we assist people living in poverty. Given the extent to which poverty reflects injustice, we argue it is appropriate to consider poverty in the context of ethics. We go further in arguing that ethical perspectives not only provide insights into public understanding of poverty and of the priority attached to achieving poverty reduction, but it also throws light on the scope and design of the institutions and policies charged with addressing poverty. Several ethical perspectives exist and are capable of illuminating these issues. Relevant ethical perspectives include egalitarian, utilitarian, priority, sufficiency and humanitarian perspectives. In the view of researchers, these perspectives have implications for defining the concept, scope and significance of poverty and poverty reduction. The persistence of poverty is inconsistent with just institutions, yet ethical perspectives on the shape of just institutions are relevant to the study of poverty and to poverty reduction institutions, but the emergence and discussion of these perspectives has rarely focused directly on poverty.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.013 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".