A (meta) critique to contemporary development schools [Una (meta) crítica a las escuelas contemporáneas de desarrollo]
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.
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Immigration in school: Characterization of prejudice towards migrants schoolchildren in Chile [Inmigración en la escuela: Caracterización del prejuicio hacia escolares migrantes en Chile] (2020) Salas N.; Castillo D.; Martín C.S.; Kong F.; Thayer L.E.; Huepe D. (Pontificia Universidad Javeriana, 2017)
The relationship between social responsibility and business performance: An analysis of the agri-food sector of southeast Spain (2020) Martos-Pedrero A.; Cortés-García F.J.; Jiménez-Castillo D. (MDPI AG, 2019)
Can a before-school physical activity program decrease bullying victimization in disadvantaged children? The Active-Start Study [¿Puede un programa de actividad física antes de la escuela disminuir la victimización por bullying en niños desfavorecidos? Estudio Active-Start] (2020) Hormazábal-Aguayo I.; Fernández-Vergara O.; González-Calderón N.; Vicencio-Rojas F.; Russell-Guzmán J.; Chacana-Cañas C.; del Pozo-Cruz B.; García-Hermoso A. (Elsevier Doyma, 2019)