A (meta) critique to contemporary development schools [Una (meta) crítica a las escuelas contemporáneas de desarrollo]

dc.contributor.author	Jiménez-Castillo M.A.
dc.date.accessioned	2020-09-02T22:21:17Z
dc.date.available	2020-09-02T22:21:17Z
dc.date.issued	2015
dc.identifier.citation	4, 1, 56-72
dc.identifier.issn	22542035
dc.identifier.uri	https://hdl.handle.net/20.500.12728/5059
dc.description	Throughout this article we will discuss some epistemological limitations that the main contemporary theories of development face. We will examine how despite such theories bases their assumptions from an individual perspective, development literature has traditionally tend to move away to complexity by a theoretical assimilation of personal utility's maximalization proposition. Such was possible since Kant's note a transgression of becoming ends into means of development. This perspective particularly assumed by human development theory is replaced by an epistemological reductionism based on individual and social justice as conceptual abstractions.
dc.language.iso	es
dc.publisher	Universidad de Zaragoza
dc.subject	Consequentialism
dc.subject	Determinist
dc.subject	Pareto optimal
dc.subject	Universalism
dc.title	A (meta) critique to contemporary development schools [Una (meta) crítica a las escuelas contemporáneas de desarrollo]
dc.type	Article

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