The 'cloth' man

As I read about Anshu Gupta being awarded the Magsaysay award, a memory from a few years ago flashed clearly before me. This was in my sophomore year. I used to be a part of the Entrepreneurship Cell then, and we did an annual festival that we called 'E-summit' where we invited inspiring entrepreneurs to come and talk to the students at IIT Roorkee in the hope of inspiring some entrepreneurs of our own. Anshu Gupta was one of our invited speakers. He didn't really speak about entrepreneurship. Actually, he didn't speak about entrepreneurship at all.  However, his talk was without doubt one of the most inspiring talks I have ever heard. He spoke with real examples. He gave a chilling example of how in the Delhi winters, the people who work at cemeteries often sleep clutching dead bodies as it gives warmth. That story shook me then and thinking of it shakes me now. He spoke about the culture of giving and the importance of giving something that the beneficiaries actually need. He spoke about how people are always eager to give what 'they don't need' rather than giving what the less privileged might actually need. He spoke from his heart and he touched a cord. There was something he believed needed to change and he was passionate about it. What great spirit and what a great man. I feel privileged I had the opportunity to hear him. 

Cutting a cake

Last week, as we walked back into the Public Policy class, post the break, there was a cake on the table much to our surprise. After some quick banter on being past the number of sessions when students can opt out of the course, one of us was asked to volunteer to cut the cake. One of the students volunteered. As he approached the cake and was ready to begin cutting it the instructors cautioned him that he must make sure to cut it into equal pieces. So then came about the question of how many pieces we needed to cut the cake into. One of the students said there were 25 students registered in the class, so 25 would be the number. Meanwhile a few students counted the number of people present in the room and they added up to 31, including the students, the instructors, teaching assistant and a couple interns. Then the instructors asked if there was anyone who didn’t want to have the cake. Two students said they didn’t want the cake cause it had egg and they didn’t eat egg and three others didn’t want to eat as they simply didn’t like cake.

Right based on membership

The instructors pointed out that we should keep in mind that the cake had been bought from the tuition fees that the students paid for the course. There thus ensued a discussion whether that would mean that only the students who had paid the fees to attend the course had a right to the cake. And the instructors, teaching assistant and interns attending the course should thus not be given the cake. We also realised that one of the students was not present and would thus miss out on the cake. However, if being a registered student who had paid the fees was what decided one’s right to the cake, then he too deserved the cake. Also, this was unfair to the students who didn’t like cake or eat egg.

Do only the ones who can pay have the right to use a resource?

Do only the ones who are members of a group have the right to use the resource?

Is it fair to the ones who didn’t eat cake that a part of their fees had been used to buy a cake that they couldn’t eat?

Right to vote on how the cake should be divided

The class discussed if there should be a vote to discuss on how the cake should be divided, and if yes then who should be eligible to take part in that vote. Would the non-registered students also be given a chance to vote?

Immigrant rights

Should immigrant have rights? Should immigrants have the right to vote?

While there was an almost unanimous agreement on the fact that immigrants should have access to resources like food and water there was some debate on whether immigrants should be allowed to vote. Many said that only the legal citizens of a state should have the right to vote. But there was a counter-argument that if one lived in a place and paid taxes then she/ he should have a say on how that money is used. While some countries have provisions of naturalisation by which immigrants can become citizens many countries don’t. Even countries that do have such provisions could prevent certain categories from becoming citizens as the process has elements of subjectivity.

Need

Another aspect we considered was ‘who needed the cake more’. The cake could also be looked at as mere food and hence someone who needed the cake more should probably be given more of the cake. Hence we discussed if more of the cake should be given to the ones who were hungrier. We then asked around as to who all hadn’t had lunch. We then also discussed their reasons for not having lunch and whether or not they were legitimate. Some reasons like having to read for class were considered in a way more legitimate than simply being lazy to go to the mess.

Should resources be allocated based on need?

Can deprivation be a measure to decide how a resource should be allocated? We realised that even if deprivation were considered to be a valid way to allocate a resource, society does not consider all deprivation to be equal. We judge the reason behind the deprivation and try to decide if the reason is not legitimate or not.

Contribution

We also had a discussion on whether the cake should be divided based on who had contributed more to the course. The contribution itself could be in the form of the fees that were used to buy the cake, the time and effort that the academic associate had spent in getting the cake or the instructor’s idea to get the cake in the first place. We could also consider contributions of thoughts and insights that everyone had made to the class.

Should resources be divided based on contribution of individuals? If yes, what kind of contribution should be considered while dividing the resource? For instance, in this case should we just consider monetary contributions for buying the cake or since the cake is being cut in class, the contributions that everyone has made to the class by means of their thoughts and arguments should also be considered?

Deservedness

If the cake is meant for everyone who was in the class, we also questioned if some deserved to be in this class more than others. For instance, may be someone who had bid a greater number of credits for the course had given up more to be here than someone else who had bid less and hence deserved to be here more than others.

Representation

We also discussed if the cake should be divided in such a way that ensured that different groups were represented well. So should the cake be divided into two halves and one half divided among all girls and the other among all boys when the number of girls and boys in the class was not equal?

Should there be quotas based on categories like gender or caste to ensure that all categories are represented equally? This could be in the context of educational institutions, jobs, elections etc.

Level playing field

The instructors then asked if it would be fair if they gave all of us similar forks and asked us to reach out and eat the cake with those forks. The class had several concerns – the ones who got the fork earlier would have a head start, the ones who were closer to the cake would have an advantage etc.

Is it fair to give equal opportunities?

All people don’t have the same starting point and hence equal opportunities may not actually be equal. For instance, an award for the best scholastic performance may not really be fair as different people have different starting points and hence have to make different leaps to reach to the same point.

We extended this discussion to talk about the process by which students are selected into institutions like ours. Even though we offer equal opportunities by means of a single, fair exam for all, the playing field is not really level. Looking at gender, the proportion of females in IIM A is much lower than the ~50% that we see in society. This at least in part can be attributed to the fact that in a large part of India girls are still discriminated against, not encouraged to study, not given the same quality of education as children and often forced to marry early.

Nature of the resource

Underlying all the above discussion was a fundamental question – what was the nature of the cake? Was it to celebrate something or was it merely food or something entirely different from the above two?

The right way to divide a resource is not universal but in fact depends on the nature of the resource – a resource which is a necessity may be treated in a different way from one which is not. A resource which is a necessity like water may be divided such that every person has equal right. The same can be said for primary education. However, we don’t treat high education in the same way. Higher education is often allocated based on deservedness and equal opportunities rather than being divided equally among all.