Any living or breathing creature cares about the plight and welfare of others, especially the equality [or inequality] of wealth, resources and services such as health care, education, freedom of speech, etc. How to achieve equality of resources though is a much debated issue, especially around election times.
Do we budget tightly and stimulate business at any cost [capitalists views], or do we tax the wealthy to redistribute wealth to the disadvantaged, in an effort to narrow the gap between the rich and the poor [socialist views]?
Articles such as this, from the Quora digest this week, address the problem of the distribution of wealth:
So “redistribution of wealth” is a tricky thing. Money isn’t wealth, and if you redistribute it, it doesn’t really change anything. You need to redistribute (or even out via other means) ownership of the means of value-creation, which is a far more complicated thing to do – you can’t easily tax a rich guy a portion of his factory (not as easily as you can tax liquid profits in the form of money). Thus, the real problem you’re looking to solve is “how can I make it so that the poor control a larger proportion of value-creating power?”
The term “value creating power” is an interesting point to dwell on. If not simply referring to production power [factories] alone, could it mean value in the form of information power, wealth of mind, of heart, of connections, of knowing and of being?
How then does a society create equality of consciousness among people?
Paulo Freire [1921-1997] was an Brazilian educator and philosopher who believed in the power of education to allow the oppressed to regain their sense of humanity. His seminal work “Pedagogy of the Oppressed”  questioned traditional education methods, which might simply replicate prevailing power structures. He labelled this a “banking model” of education in which the student is treated as an empty vessel to be filled with knowledge. Instead, he advocated for a “co-creation” model of education. This model, particularly used in literacy projects amongst adults, enabled the learner to question social domination of race and class that is woven into traditional education systems.
Having grown up in colonial Brazil and experienced poverty himself first hand, he acknowledged that the powerless in society can be frightened of freedom. He writes,
“Freedom is acquired by conquest, not by gift. It must be pursued constantly and responsibly. Freedom is not an ideal located outside of man; nor is it an idea which becomes myth. It is rather the indispensable condition for the quest for human completion”.
So the redistribution of power and wealth comes through struggle on behalf of the socially disadvantaged themselves, a struggle first for belief in their own spiritual and moral freedom to be agents of change. Interesting.
In 1961, Freire was appointed director of the Department of Cultural Extension of Recife University and in 1962 he applied his theories to literacy programs, when he taught 300 sugarcane workers to read and write in just 45 days. His successes were both supported and and at points censored by various governments.
Freire believed that,
“education makes sense because women and men learn that through learning they can make and remake themselves, because women and men are able to take responsibility for themselves as beings capable of knowing—of knowing that they know and knowing that they don’t.”
Freire’s work explains how and why the mere re-distribution of wealth away from ther rich to the poor is not sufficent to create equality. Equality exists as much in the struggle of the mind and heart. Once adults can not only read and write, but have the power and strength to accept their own freedom, then they can question power structures of race and class and reclaim not only “means of value creation” such as businesses and factories but also, books, films, stories. They can bring others of the “oppressed” with them and fight for the equality that every human desires.