川观新闻记者 马宁 张庭铭 按照民法典，家长在管理支配未成年孩子的压岁钱时只能为了孩子的利益，而不得为自己或他人的利 益，否则就属于越权处分被监护人的财产，不被法律允许，此时孩子有权依法要求返还。 再来说下孩子的压岁钱，家长能不能随意花？我国民法典规定，在孩子不满8周岁的情况下，属于无民 事行为能力人，孩子的压岁钱应当由孩子的法定代理人即监护人（可以理解为家长）代为管理。在孩子 8周岁以后到成年之前，属于限制民事行为能力人，可以独立支配一定额度的压岁钱。但是，如果孩子 有用压岁钱购买大件用品或者大额打赏主播等行为，需要经过父母的同意或者追认才具有法律效力。在 孩子18岁以后，属于完全民事行为能力人，家长就不能管理支配压岁钱了。 但是，家长们一定要注意，虽然在18岁以前，家长拥有孩子压岁钱的管理权和支配权，并不意味着父母 能用孩子的压岁钱单纯为自己消费。 小铭认为，尊重孩子的财产权，就是尊重孩子的独立人格。管好压岁钱、用好压岁钱，既是守法之举， 也是最好的家风教育。让压岁钱回归祝福本意，守护好孩子的小财富，也是过年最温暖的团圆。对于这 件事，你怎么看？欢迎在评论区留言。 今天是大年初一，相信很多小朋友都收到了压 ...

Core Argument - The book "The Paradox of Equality" by Xie Jing highlights the increasing inequality in the pursuit of equality, questioning the effectiveness of current equality ideologies and practices [3][4][5]. Group 1: Economic Inequality - The wealthiest 1% of the global population holds nearly 45% of the world's wealth, indicating extreme economic inequality [3]. - Traditional forms of inequality have not diminished but have been obscured and transformed, with new forms of inequality emerging [3][4]. Group 2: Education Inequality - While compulsory education has raised the educational baseline, the gap between different educational levels remains significant, comparable to the era of high illiteracy rates [3][4]. - Quality educational resources are highly concentrated in major cities and prestigious institutions, masking the reality of educational inequality [3][4]. Group 3: Gender Inequality - The success of a small number of women in breaking the "glass ceiling" often comes at the expense of other women, shifting the inequality from gender to class among women [3][4]. Group 4: Critique of Equality Ideologies - The author challenges the foundational concepts of equality, suggesting that our understanding may inadvertently uphold hierarchies and domination [4][5]. - The notion of "natural state" and "property rights" is critiqued as social constructs that justify inequality [4][5]. - The belief in "unlimited progress" leading to universal benefits is questioned, revealing the hidden costs of technological and economic advancements [4][5]. Group 5: Historical Context and Personal Reflection - The book provides a broad historical perspective, revisiting classical theories and contemporary discussions on equality [6]. - It addresses real-life issues such as anxiety, meritocracy, gender discrimination, and class stratification, encouraging personal action to challenge these structures [6][7]. - The author calls for a deeper reflection on the concept of equality, questioning whether it has become an absolute value that overshadows other important values [7].