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The Chicago Journal

Why You Can’t Separate Your Wallet From Your Soul with Sheldon Zeiger

By: Matt Emma

For generations, Americans have been taught to keep their financial lives and their spiritual lives in separate, airtight boxes. Money belongs to the practical world, religion to the private interior one. But according to attorney and author Sheldon Zeiger, that separation may be artificial, and it’s likely difficult to fully maintain. He suggests that it’s also one of the reasons so many people feel morally conflicted about their financial decisions.

Zeiger, who has spent decades immersed in both the legal and financial worlds, is emerging as an unexpected voice in a national conversation about “moral capitalism.” His latest book, The Eye Inside, approaches personal finance through the lens of spirituality, drawing on moral philosophy, psychology, and religious tradition. In a recent conversation with his media team, he laid out the argument at the heart of his work: Money and morality are often intertwined, and they are not two separate stories, but rather aspects of the same narrative told from different angles.

“People think they can split themselves into compartments,” Zeiger says. “But you can’t. Your financial self and your spiritual self are two sides of the same person. You’d like to separate them, but human beings just don’t seem to work that way.”

Zeiger grounds this claim not in sentiment but in history. The foundations of modern economics were built by moral philosophers, not bankers or technocrats. Adam Smith and David Hume, two pillars of the Scottish Enlightenment, believed economic behavior could not be fully understood without examining empathy, conscience, and human psychology. Smith’s famous Theory of Moral Sentiments preceded The Wealth of Nations, offering a framework that positioned markets within a larger ethical ecosystem.

Somewhere along the line, Zeiger argues, that integrated worldview fractured. Money became clinical, drained of moral context. Religion retreated into private life. And Americans were encouraged to live like two separate characters: one who prayed or reflected, and another who invested, borrowed, spent, and saved.

“That split could be why so many people feel shame about money,” Zeiger says. “It’s why they feel spiritually alienated from their own financial decisions. They think they’re violating something sacred, but the real problem is that the culture has led them to believe these two parts weren’t supposed to touch.”

Today, as millions of people navigate student loan burdens, rising interest rates, ethical investing trends, and ongoing debates about inequality, the search for values-based financial frameworks is particularly urgent. A growing number of Americans want their money choices to align with their beliefs, but may not always have the tools to bridge the gap.

Zeiger thinks the solution may begin with honesty about human nature. To explain his approach, he uses an idea from perennial philosophy: non-dual awareness, the understanding that internal divisions are often illusions. Just as the persona and the shadow in psychology are two expressions of the same self, he says, so too are the spiritual self and the financial self.

“You can’t cut a person in half,” he says. “The part of you that gives to charity and the part of you that invests for retirement, they’re both you. They come from the same values, the same fears, the same hopes.”

Zeiger’s own journey reflects that unity. Raised in traditional finance thinking, he attended a conservative business school during the Reagan era, and later realized that much of what he had been taught was influenced by supply-side ideology and a belief in economic rationalism that lacked consideration for moral factors. Over time, he became disillusioned with the idea that markets operate independently from human ethics.

“The moment you pretend money has nothing to do with morality is when you stop questioning who benefits and who suffers,” he says. “That’s how inequality can grow.”

He points to the country’s dramatic wealth gap to illustrate the consequences. Roughly 1,000 billionaire households now hold more combined net worth than 60 million households at the bottom half of the population. Meanwhile, debates over food assistance, healthcare cuts, and student loan forgiveness unfold in a nation whose total net worth exceeds $135 trillion.

“For children to go hungry in a country that is wealthy is a moral concern, not just a financial one,” Zeiger says.

His willingness to frame economic issues as spiritual ones has gained attention and controversy. As social media clips of his commentary circulate and his press presence expands, Zeiger anticipates more public conversation about the philosophical underpinnings of American capitalism, including his critique of Ayn Rand, libertarian individualism, and the belief that self-interest alone can produce a just society.

But for now, his focus remains on helping ordinary people reconnect their internal worlds to their financial lives, not through guilt or dogma, but through reflection.

“People are desperate for meaning around money,” he says. “They want guidance that speaks to who they really are, not who the market says they should be. The truth is simple: your wallet and your soul have always been speaking to each other. It’s time we stopped pretending otherwise.”

Disclaimer: This article is intended for informational purposes only and should not be considered as financial or investment advice. Readers are encouraged to consult with a professional financial advisor before making any financial decisions.

Chicago Research Links Extreme Heat to Slower Learning in Children

A new study tied directly to the University of Chicago is changing how educators and city planners think about summer heat. The research shows that repeated exposure to extreme heat during early childhood can slow learning progress, especially in reading and basic math skills.

The work analyzed educational and climate data across a massive sample of students and found that high-heat days during the school year and early developmental stages correlate with reduced academic gains. The Chicago connection comes from one of the lead scholars based at the University of Chicago, whose expertise in education policy and child development shaped the analysis.

While the data was global, the findings hit close to home for Chicago. The city has experienced more frequent and intense heat waves over the past decade. At the same time, temperature exposure varies by neighborhood, with the highest heat burden in areas with limited tree canopy, older housing stock, and fewer cooling resources.

In Chicago, this often overlaps with lower-income communities already facing educational achievement gaps. The study doesn’t claim heat alone causes learning struggles. Instead, it shows that heat stacks onto existing stress factors such as overcrowded housing, lack of air conditioning, health problems, and missed instruction time.


How Extreme Heat Interferes With Learning

The research identifies several overlapping effects, all relevant to kids across Chicago’s school districts.

First is cognitive fatigue. High heat places physical stress on the body, even when children aren’t losing obvious hydration. Elevated body temperatures reduce mental stamina. Students find it harder to concentrate on tasks that require memory, reading comprehension, or number sequencing. For young learners still building foundational skills, even small attention drops add up over time.

Second is sleep disruption. Many Chicago homes, especially older apartments, have limited cooling. Hot nights mean poor sleep, and poor sleep directly hurts attention, emotional regulation, and learning the following day. Teachers often see the results as restlessness or sudden behavior problems, without realizing temperature sits at the root.

Third is school attendance. Heat waves coincide with spikes in absenteeism. Children dealing with dehydration, asthma flare-ups, or exhaustion simply stay home. Others attend but are distracted and uncomfortable. Either way, missing learning hours compounds educational gaps, particularly during early grades when progress relies on daily reinforcement.


Why Chicago Is Especially Vulnerable

Chicago’s built environment makes it uniquely exposed to the learning impacts of heat. High-density neighborhoods with heavy brick buildings retain warmth overnight, extending heat exposure well beyond daylight hours. Areas with fewer trees and green spaces trap even more radiant heat, creating local temperature zones several degrees higher than lakefront or suburban neighborhoods.

This matters because temperature exposure within Chicago is not evenly distributed. Families living along the lakefront or in high-canopy neighborhoods experience far less heat burden than residents in many South and West Side communities. These same neighborhoods already face limited housing modernization, fewer health resources, and underfunded schools.

The city also has one of the oldest school building inventories in the country. Many buildings were designed long before air conditioning was expected to be standard. Retrofitting cooling systems takes major capital funding, and renovations often lag behind climate realities. Teachers report rotating classrooms or shortening instruction periods during peak heat because rooms become physically unsafe for sustained work.

The University of Chicago study underscores how these infrastructure gaps show up not just as discomfort, but as educational disadvantages tied directly to temperature.


Real Classrooms, Real Consequences

Chicago Research Links Extreme Heat to Slower Learning in Children (2)

Photo Credit: Unsplash.com

Teachers across Chicago recognize the problem intuitively. On extreme heat days, lessons slow down. Students request more breaks. Class discussions lose momentum. Tasks requiring sustained reading or testing fall flat. Physical strain becomes mental strain.

For younger students, primarily, learning loss occurs through tiny slips in routine. A kid misses phonics practice due to absence. Another loses focus after twenty minutes instead of forty. Over weeks of high heat days, those small interruptions become measurable skill gaps.

Special education students and children with asthma or attention disorders face amplified effects. Heat worsens respiratory conditions and emotional regulation difficulties, leading to higher nurse visits and more trips to cooling rooms instead of classrooms.

The study doesn’t sensationalize the problem, but it confirms what educators experience every summer. Heat is not just a health issue. It’s a learning issue.


What the Research Suggests for Chicago Policy

The findings offer clear signals for city and school planners.

School cooling upgrades become an educational investment, not a luxury. Installing air conditioning or expanding climate control budgets directly supports academic outcomes rather than simply building comfort.

Heat-smart scheduling can reduce impact. Schools could prioritize core instruction earlier in the day during peak summer temperatures or expand indoor recess and hydration access instead of outdoor activity during heat advisories.

Neighborhood cooling equity matters outside school walls. City investments in tree planting, park shading, reflective pavement, and accessible cooling centers can stabilize temperatures where kids live, improving sleep and health before they ever reach a classroom.

Public health coordination also plays a role. Pediatric outreach during heat emergencies can prevent illness related to dehydration or asthma flare-ups that cause school absences.

The study invites Chicago officials to treat climate adaptation as part of educational planning, not a parallel issue.


How This Shifts Public Conversation in Chicago

Chicago discussions around school performance often focus on funding gaps, staffing shortages, or curriculum quality. The UChicago research adds a new layer to that debate. Heat becomes a silent factor shaping outcomes long before test prep or instruction style enters the picture.

For families frustrated by uneven achievement results, this research offers reassurance that student performance isn’t purely about effort or teaching. Environmental conditions beyond a child’s control also shape learning capacity.

For educators, it provides academic backing to concerns they’ve voiced for years. Classroom temperature affects more than comfort. It affects cognition.

For city planners, it reframes climate investment as youth investment. Trees, cooling infrastructure, and public shade don’t just prevent heat exhaustion. They protect academic progress for thousands of Chicago children.


Why This Story Resonates Right Now

Chicago continues to face hotter summers and longer heat waves. Schools remain unevenly equipped to cope. Neighborhood inequality remains tied to climate exposure.

The University of Chicago study lands at a moment when the public conversation increasingly links climate resilience to everyday life. It offers evidence that environmental conditions directly affecting classrooms affect test scores and help explain persistent learning gaps across communities.

Heat isn’t merely background weather in Chicago. It’s an educational variable with real consequences for the city’s youngest residents.