by youthscholars

 

A discussion on Universal Basic Income (UBI) highlighted the potential of such a system to address deep-seated societal challenges, from the value of unpaid work to the psychological barriers that hinder social progress. The debate gains relevance as it unfolds against a backdrop of a rapidly evolving economic landscape, where the very definitions of work, skill, and contribution are being reshaped.

One of the key arguments for UBI centered on its potential to finally compensate unpaid and voluntary work. As one speaker, Han, emphasized, “I kind of care a lot about the voluntary works.” She argued that a basic income could empower more people, especially students, to engage in activities that “contribute to the social welfare,” regardless of immediate financial payoff.

However, the conversation also introduced the practical and psychological hurdles. Han also voiced a common fear regarding implementation, noting that any such program would have to guard against corruption. She imagined a scenario where “government officials… might cut down the UBI that was supposed to be for the farmers,” a concern that speaks to the need for robust, transparent systems.

Beyond logistical issues, a deeper challenge lies in what one speaker, Tim, called the “scarcity mindset.” He argued that the biggest obstacle is that people are “so used to work[ing] against somebody else’s benefits.” This “competitive mindset,” he explained, makes it difficult for many to embrace a non-competitive system like UBI.

This “zero-sum game” mentality was illustrated by another participant, Jie. He recalled his high school experience, where “many of my classmates might not be willing to share their textbooks or… solutions to a difficult question,” believing that hoarding knowledge was the only way to “perform better in the entrance examinations for college.”

Interestingly, this discussion is taking place at a time when educational philosophies are themselves evolving to counter this very mindset. There is a growing emphasis in modern education on cultivating skills like critical thinking, collaborative problem-solving, and persuasive communication. By teaching students how to analyze complex issues and engage in reasoned debate, the focus shifts from pure competition to collective elevation and shared understanding.

This educational trend toward fostering empowerment and critical thought could be a key factor in nurturing the societal shift required for concepts like UBI to be seriously considered. If the next generation is equipped with a more collaborative and less competitive worldview, the psychological barriers that currently seem so daunting may begin to recede.

Ultimately, the debate around UBI is not just about economics; it’s about the kind of society we want to build. The path forward may be found not in a single policy, but in the parallel evolution of our social systems and the mindsets of the people within them.