scholarly journals Epistemological Problems Of Development Economics

2019 ◽  
pp. 55-93
Author(s):  
Victor Espinosa
Keyword(s):  
Development Economics ◽  
Development Policy ◽  
Human Action ◽  
Jel Classification ◽  
Dynamic Efficiency ◽  
Capital Theory ◽  
Economic Progress ◽  
Palabras Clave ◽  
History Of

This article explores some of the epistemological problems that have been neglected in the history of mainstream development economics. The research is focused on how epistemology influences the conception of develop- ment and the role of the economist in development policy. The epistemological foundations of economics and its methodological and theoretical implications were analyzed first. Then, these points of view were connected to explain the rise of development economics as a purely technical field. The main develop-ment theories were contrasted with empirical evidence to reveal their disregard for reality. Furthermore, the Austrian theory of dynamic efficiency was pre-sented to overcome the epistemological problems of development economics. The results helped in redefining the concept of development based on purpose-ful human action. Finally, some patterns of economic progress were identified to challenge the mainstream role of the economist in development policy. Keywords: Epistemology, Positivism, Development, Dynamic Efficiency, Prop-erty rights, Capital-theory JEL Classification: B41, B53, O11, O12 Resumen: Este artículo explora algunos de los problemas epistemológicos que se han descuidado en la historia de la economía del desarrollo convencional. La investigación se centra en cómo la epistemología influye en la concepción del desarrollo y el papel del economista en la política de desarrollo. Primero se analizaron los fundamentos epistemológicos de la economía y sus  implica- ciones metodológicas y teóricas. Luego, estos puntos de vista fueron conectados para explicar el surgimiento de la economía del desarrollo como un campo puramente técnico. Las principales teorías del desarrollo fueron con-trastadas con evidencia empírica para revelar su desprecio por la realidad. Además, se presentó la teoría austriaca de la eficiencia dinámica para superar los problemas epistemológicos de la economía del desarrollo. Los resultados ayudaron a redefinir el concepto de desarrollo basado en la acción humana decidida. Finalmente, se identificaron algunos patrones de progreso econó-mico para desafiar el papel convencional del economista en la política de desarrollo. Palabras clave: Epistemología, Positivismo, Desarrollo, Eficiencia Dinámica, Dere-chos de propiedad, Teoría del capital Clasificación JEL: B41, B53, O11, O12

scholarly journals Una aproximación praxeológica a la energía

2021 ◽  
pp. 113-149
Author(s):  
Antonio España Contreras
Keyword(s):  
Human Action ◽  
Jel Classification ◽  
Point Of View ◽  
Energy Applications ◽  
Palabras Clave ◽  
History Of ◽  
Good Energy ◽  
Economic Good ◽  
Wealth Of Nations ◽  
Point Of Departure

This paper analyses both, the physical concept of Energy and its applications, from the point of view of the Human Action, or Praxeology. In this task, the author applies the analytical toolbox developed by the Austrian School of Economics. In order to make the analysis comprehensible, this paper first develops the concept of Energy from an Ontological and Scientific perspective, and then offers a brief history of its utilisation by the human being to achieve his goals. Once established the point of departure, energy is characterised as the ultimate economic good of superior order, demonstrating the importance of the dynamic efficiency in its study. The close ties with the wealth of nations is also demonstrated, as it is the relevance of its role in all stages of the production process. Key words: Energy and Economics, Energy and Praxeology, History of Energy concept, History of Energy applications, Energy as an economic good, Energy and Wealth. JEL Classification: A12, B53, N50, N70, Q4, Q40. Resumen: El presente artículo analiza el concepto físico y práctico de energía desde la perspectiva de la acción humana o praxeológica, aplicando en esta tarea el instrumental analítico desarrollado por la escuela austriaca de economía. Para hacer comprensible el análisis, el trabajo desarrolla con anterioridad el concepto de la energía desde el punto de vista ontológico y científico, así como ofrece un breve bosquejo histórico de su utilización por el ser humano para lograr sus metas. Una vez sentadas las bases para un entendimiento común, el artículo justifica la consideración de la energía como el bien económico de orden superior por excelencia, demuestra la importancia de la eficiencia dinámica en su estudio, muestra su estrecha relación con la riqueza de las naciones y la importancia de su papel en las etapas del proceso productivo. Palabras clave: Energía y economía, energía y praxeología, historia del concepto de energía, historia de la aplicación práctica de la energía, energía como bien económico, energía y riqueza. Clasificación JEL: A12, B53, N50, N70, Q4, Q40.

scholarly journals El sistema educativo español: un enfoque austriaco

2021 ◽  
pp. 83-117
Author(s):  
Carlos Arenas Laorga
Keyword(s):  
Education System ◽  
Jel Classification ◽  
University Education ◽  
Complex Issue ◽  
Role Of The State ◽  
Palabras Clave ◽  
Failure State ◽  
El Sistema ◽  
History Of

This paper aims to study the influence of the role of the state in non-university education in Spain. In order to analyze a complex issue such as this, we begin with the history of interventions in education to provide context to the study of current problems of interventionism in the education system. Several of these problems are funding, school breakdown, or the lack of freedom within families. After analyzing some of the problems that our education system suffers, we will propose a number of improvements based on successful educational measures that have been applied in other countries according to the Austrian School theories. These improvements provide quantitative data that prevent falling into pure ideology of an issue currently so delicate in Spain. Key words: Education System, School Failure, State and Education, PISA Report, Mckinsey Report, Education Funding. JEL Classification: A21, B53, I21, I22. Resumen: En este trabajo se pretende estudiar la influencia del papel del estado en la educación no universitaria de España. Para poder analizar un tema complejo como este partimos de la historia de las intervenciones en educación, para afrontar después, con mayor criterio, el estudio de los pro-blemas actuales del intervencionismo en el sistema educativo. Parte de estos problemas son la financiación, el fracaso escolar o la falta de libertad de las familias. Tras analizar algunos de los problemas de los que adolece nuestro sistema de enseñanza, propondremos una serie de mejoras basándonos en medidas educativas de éxito aplicadas en otros países y en la teoría de la Escuela Austriaca, aportando datos cuantitativos que sirven de referencia para no caer en la ideologización de un tema proclive a ello y tan delicado en España en estos momentos. Palabras clave: Sistema Educativo, Fracaso Escolar, Estado y Educación, Informe PISA, Informe Mckinsey, Financiación de la Educación. Clasificación JEL: A21, B53, I21, I22.

scholarly journals On Human Rationality and Government Control

2021 ◽  
pp. 137-181
Author(s):  
Emile Phaneuf ◽  
Carmelo Ferlito
Keyword(s):  
Scientific Method ◽  
Human Action ◽  
Jel Classification ◽  
Government Control ◽  
Dynamic Nature ◽  
Role Of Government ◽  
New Information ◽  
Palabras Clave ◽  
Human Rationality

In this paper we first address a long-standing criticism of human rationality and what that means for the role of government. We review and compare much of the literature on rationality and demonstrate that various authors within various fields often mean very different things by the word «rational.» While we make no claims as to whether or not humans always behave rationally, we point out the flawed logic for what is suggested for the role of government as a way of addressing the human irrationality problem. Building on the Mises-Rothbard-Huerta de Soto tradition, we argue that what is more important than perfect rationality is purposeful action. We explain the dynamic nature of the market in which time plays an important role, and humans act with expectations to accomplish goals, learn from past mistakes, discover new information and modify their plans accordingly. Using Hayek’s approach, we discuss the knowledge problem in which data is dispersed among millions of individuals (unknown in its entirety to any central authority) as well as the problems with applying the scientific method exactly as it is used in the natural sciences to the human behavioral sciences. These problems combined, we argue, make for a much more disastrous system than would be a system in which often-irrational individuals would be free to make mistakes for themselves, discover new information and take actions for their own betterment. Key words: Rationality, Government Intervention, Equilibrium, Human Action, Purposeful Behaviour. JEL Classification: B53, D80, D84, H10, H30. Resumen: En este artículo abordamos en primer lugar una vieja crítica de la racionalidad humana y lo que ello implica para el papel que desempeña el gobierno. Revisamos y comparamos gran parte de la literatura sobre ra-cionalidad, y demostramos que distintos autores dentro de diversos campos atribuyen cosas muy diferentes a la palabra «racional». Si bien no hacemos ningún tipo de reivindicación respecto a si o no los seres humanos se com-portan siempre racionalmente, subrayamos la defectuosa lógica por la que se sugiere el papel del gobierno como una forma de abordar el problema de la irracionalidad humana. Siguiendo la tradición Mises-Rothbard-Huerta de Soto, sostenemos que más importante que la racionalidad perfecta es la acción intencionada. Explicamos la naturaleza dinámica del mercado en la que el tiempo juega un papel importante, y los seres humanos actúan con ex-pectativas para lograr sus metas, aprenden de los errores del pasado, des-cubren nueva información y modifican sus planes en consecuencia. Utilizando el enfoque de Hayek, se discute el problema del conocimiento en el que los datos están dispersos entre millones de individuos (desconocidos en su to-talidad para cualquier autoridad central), así como los problemas con la aplicación del método científico tal y como se utiliza en las ciencias de la naturaleza a las ciencias del comportamiento humano. Estos problemas combinados, sostenemos, generan un sistema mucho más desastroso de lo que sería un sistema en el que los individuos con frecuencia irracionales fuesen libres para cometer errores por sí mismos, descubrir nueva información y tomar acciones para su propia mejora. Palabras clave: Racionalidad, Intervención del Gobierno, Equilibrio, Acción Humana, Comportamiento Intencionado. Clasificación JEL: B53, D80, D84, H10, H30.

scholarly journals Vínculos entre la Escuela Austriaca de Economía y el método de la inversión en valor

2021 ◽  
pp. 255-304
Author(s):  
Diego E. Quijano Durán
Keyword(s):  
Common Sense ◽  
Jel Classification ◽  
Austrian School ◽  
Economic Calculation ◽  
Austrian School Of Economics ◽  
Value Investing ◽  
Palabras Clave ◽  
The World ◽  
The Common

The Austrian school of economics and the investment method known as value investing have a similar conception of the world, so that it is possible to find multiple links between them and form a coherent structure. To the economist, this allows for a much deeper understanding of the entrepreneurial function and the manner in which economic calculation is actually performed. To the investor, it offers a theoretical framework that explains economic phenomena, permitting him to better understand the role of the entrepreneur and to protect his investment when dangerous patterns can be observed. In this essay, we begin from the common stance of both schools of thought towards common sense, the use of realistic assumptions, the importance of prudence and the low value of complex mathematics in the fields of economics and finance. We then proceed to develop in greater depth nine aspects that have strong philosophical and scientific links. Key words: Value investing, Austrian school of economics, entrepreneurship, dynamic efficiency, economic calculation. JEL Classification: A12, G17, M20. Resumen: La Escuela Austriaca de Economía y el método de inversión en valor tienen una concepción similar del mundo que permite entrelazarlas coherentemente. Al economista, le permite profundizar el conocimiento del ejercicio de la función empresarial y la realización del cálculo económico en la práctica. Al inversor, le ofrece un marco teórico para comprender mejor el papel del empresario y los fenómenos económicos y detectar temprano patrones peligrosos y así protegerse. En este trabajo partimos de la base de que ambas escuelas de pensamiento tienen sus raíces en el sentido común y los supuestos realistas, que son prudentes a la hora de ver el futuro y que dudan de la utilidad de las matemáticas complejas en los campos económicos y financieros. Sobre ello, desarrollamos nueve aspectos en los cuales hay fuertes conexiones como, por ejemplo, la manera en que el ejercicio de la empresarialidad mejora la eficiencia del mercado y coordina los planes de las personas. Palabras clave: Inversión en valor, escuela austriaca de economía, empre-sarialidad, eficiencia dinámica, cálculo económico. Clasificación JEL: A12, G17, M20.

scholarly journals Jesús Huerta de Soto: The Synthesizer of the Austrian School

2017 ◽  
pp. 173-202
Author(s):  
William Hongsong Wang
Keyword(s):  
Jel Classification ◽  
Bank Credit ◽  
Austrian School ◽  
Dynamic Efficiency ◽  
Free Banking ◽  
Economic Cycles ◽  
Palabras Clave

Professor Jesús Huerta de Soto is one of the leading Austrian School economists in the contemporary era. This paper reviews his biography as a great Austrian School economist, a successful entrepreneur and a tireless fighter for freedom. This paper also reviews his original and important aca-demic contributions on the theory of socialism and entrepreneurship, the theory of bank credit and economic cycles, and the theory of dynamic efficiency. Keywords: Jesús Huerta de Soto, Austrian School, free banking, socialism, dynamic efficiency. JEL Classification: B41, B53, C18, D53, D6, D81, D83, E32, E42, E52, E6, G21, H23, K11, K12, L21, P11, P41, P21. Resumen: El profesor Jesús Huerta de Soto es actualmente uno de los principa-les economistas de la Escuela Austriaca. Este trabajo revisa su biografía como gran economista austriaco, emprendedor de éxito, y un luchador incansable y entusiasta por la libertad. Este artículo también revisa sus contribuciones aca-démicas originales en lo que respecta a la teoría del socialismo y la función empresarial, la teoría del crédito bancario y los ciclos económicos, y la teoría de la eficiencia dinámica. Palabras clave: Jesús Huerta de Soto, Escuela Austriaca, banca libre, socia-lismo, eficiencia dinámica. Clasificación JEL: B41, B53, C18, D53, D6, D81, D83, E32, E42, E52, E6, G21, H23, K11, K12, L21, P11, P41, P21.

Capital or people – what is the true purpose of education?

2017 ◽  
Vol 25 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Tanweer Ali
Keyword(s):  
Design Methodology ◽  
Extensive Literature ◽  
Mainstream Economic ◽  
Capital Theory ◽  
Policy Makers ◽  
Content Type ◽  
Proper Role ◽  
Economic Progress ◽  
True Purpose

Purpose The purpose of this study is to present the book Education, Economy and Society, edited by Salim Vally and Enver Motala (UNISA Press, Pretoria, 2014), which highlights the main concepts introduced and discussed. Design/methodology/approach The study primarily summarizes the critique of human capital theory (HCT) which is developed in the book. This is done using different approaches and is comprehensive in scope. The study also introduces some of the alternative visions of education as presented by the contributing authors. The author of the review also draws on other literature which addresses the same fields. Findings HCT dominates the discourse on the role of education in society, but the concept is hard to measure and evidence of its importance is scant. Despite the criticism of this theory, it continues to dominate the mainstream economic theory. Research limitations/implications The main premise merits more systematic study, ideally drawing on more extensive literature, and extending beyond the confines of any one country. As a review, this study aimed to maintain a focus on this one important collection. Social implications HCT tends to promote a view of education as a tool of material economic progress. This excludes a discussion of social justice and de-emphasizes the role of education in advancing individual fulfilment and in strengthening democratic values. A view of useful human activity outside of production within a corporate environment is also ignored. This book covers all of these ideas. Originality/value This study draws attention to an important book which discusses the proper role of education in economic development and critiques policy making in South Africa. The book is broad enough in scope to be of relevance to educators, academics and policy makers in the developing and developed worlds.

Identity-Mapping in the Sardinian Bronze Age

1999 ◽  
Vol 2 (1) ◽  
pp. 35-55 ◽  
Author(s):  
Emma Blake
Keyword(s):  
Cultural Identity ◽  
Identity Formation ◽  
Bronze Age ◽  
Human Action ◽  
Demographic Characteristics ◽  
History Of ◽  
Distinct Boundary ◽  
Cultural Identity Formation ◽  
Material Record

The aim of this paper is to locate in the emergence and elaboration of Sardinia's Nuragic society, a narrative of cultural identity formation. The Nuragic period is typically defined in terms of economic, social, and demographic characteristics, and a Nuragic identity is implicitly taken to be a passive byproduct of these material circumstances. Such an account overlooks the role of identity in enabling and characterizing human action. The disjointed and contradictory Nuragic period transition preceded the formation of a coherent cultural identity. This identity, it will be argued, underwent a retrospective rearticulation to establish a distinct boundary between the Nuragic society and its antecedents. The material record illustrates clearly that the history of the Nuragic identity is implicated in social development on Sardinia in the second millennium BC.

scholarly journals Tecnologia, ciência e o papel da educação: a ponderação da crítica de Theodor W. Adorno

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Priscila Monteiro Chaves ◽  
Gomercindo Ghiggi
Keyword(s):  
Human Action ◽  
Special Importance ◽  
Contemporary World ◽  
Theodor Adorno ◽  
History Of ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Critical Consideration

Resumo: Considerando o avanço das tecnologias bem como o binômio indissociável formado por ela e pela ciência – e consequentemente atrelados à educação –, configurando práticas enraizadas culturalmente na sociedade atual, o presente artigo traz como objetivo central discutir a relação da técnica (tékhné) com a concepção de homem que se quer formar, à luz das críticas adornianas. Ponderando o imperativo de subverter a ideologia utilitarista da educação, tal reflexão se justifica pela necessidade de compreensão do papel do educador, bem como da instituição escolar, mediante tal avanço nos últimos tempos. Concluindo que esta relação não pode suceder de maneira alienada, acrítica e indiferente, pois uma educação após Auschwitz deve certamente estar receptiva à relevância essencial da tecnologia em um mundo contemporâneo. No entanto, não é o sujeito que está a serviço dela e sim a relação contrária, em que o educando possa valer-se dos recursos tecnológicos como mais uma dimensão do agir humano. Como potente braço prolongado do operari humano, pensada como acontecimento paradigmático na história do ser. Palavras-chave: Theodor Adorno; tecnologia; educação; professor. TECHNOLOGY, SCIENCE AND THE ROLE OF EDUCATION: A CRITICAL CONSIDERATION OF THEODOR W. ADORNO Abstract: Considering the advancement of technologies as well as the inseparable duo formed by her and science - and thus tied to education - setting culturally rooted practices in today's society, this paper aims at discussing the relationship of technique (tékhné) with the concept of man constructed in the light of adornian criticism. Given the imperative to subvert the utilitarian ideology of education. Such reflection is justified by the necessity of understanding the role of the educator as well as the school, by this advance in recent times. Concluding that this relationship can not succeed in an alienated, uncritical and indifferent way, since an education after Auschwitz should certainly be receptive to the special importance of technology in a contemporary world. However, it is not the subject who is in her service, but the opposite relationship, in which the student can make use of technological resources as another dimension of human action. A powerful extended arm of human operari, thought as paradigmatic event in the history of being. Keywords: Theodor Adorno; technology; education; teacher.  

scholarly journals Asian Economic Development

1966 ◽  
Vol 6 (1) ◽  
pp. 120-133
Author(s):  
Keith B. Griffin
Keyword(s):  
British Empire ◽  
Economic History ◽  
Development Policy ◽  
Poor People ◽  
Economic Progress ◽  
Six Nations ◽  
The World ◽  
History Of ◽  
Points Of View ◽  
Sphere Of Influence

Nearly three-fourths of the poor people of the world live in Asia. Of these, more than a third live in the six countries of Burma, Ceylon, India, Malaya, Pakistan and Thailand. All these nations, except Thailand (which was merely in the British sphere of influence), are former colonies of the British Empire. Thus, from several points of view, it would be of interest to read a description of the economic progress these countries have experienced during the last two decades. Cranley Onslow has attempted to provide us with a volume which does just that [1]. His book is divided into two parts. Part I contains six essays by distinguished Asian economists, each discussing the recent economic history of his country. The remaining quarter of the book consists of a long essay by the editor in which he tries to compare the six nations and derive some implications for development policy. This is clearly the least successful part of the volume.

scholarly journals The firm is a creative institution: the driving force of entrepreneurship

2021 ◽  
pp. 17-38
Author(s):  
Javier Aranzadi del Cerro
Keyword(s):  
Driving Force ◽  
Social Process ◽  
Social Institution ◽  
Jel Classification ◽  
Social Coordination ◽  
Palabras Clave ◽  
The Social ◽  
Personal Action ◽  
Creative Capacity

In this article, I approach the role of the firm as a social institution. I will do this by studying the firm from the personal interrelations that make it a social process. In this perspective, the social responsibility of the firm consists of enhancing the entrepreneurship of its employees. Instead of asking about individual creativity in isolation we should consider how to stimulate creativity in personal action, in entrepreneurial culture and in existing firms. In this view there is not only more welfare as we have more things but also as we have more possibilities for action. And I can venture a criterion of social coordination: Coordination improves if the process of creating culturally transmitted personal possibilities for action in firms is extended. The driving force of this social process is entrepreneurship understood as the deployment of the person’s creative capacity in the reality around her. Key words: Firm, Social Institution Creativity, Entrepreneurship, Ethics, Social coordination. JEL Classification: B53; L20; L26; M14. Resumen: Este artículo presenta el papel de la empresa como institución social. En esta perspectiva, la responsabilidad social de la empresa consiste en fomentar, ampliar y desarrollar la empresarialidad de sus empleados. En lugar de hablar de la creatividad del genio individual deberíamos estudiar cómo estimular la creatividad de las personas dentro de las empresas. De esta manera el bienestar económico no se reduce a la posesión material, sino que el incremento de la riqueza económica se centra en el incremento de posibilidades de acción de las personas. Así, podremos avanzar un criterio de coordinación social. Dicha coordinación mejora si las posibilidades de acción personales ejecutadas en las empresas se amplían. El motor de este proceso social es la empresarialidad entendida como el desarrollo de la ca - pacidad creativa de las personas en el contexto social y cultural en el que viven. Palabras clave: Empresa, Institución Social, Creatividad, Empresarialidad, Ética, Coordinación Social. Clasificación JEL: B53; L20; L26; M14.

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