Fernando García-Quero

Is Neoclassical Economics Scientific Knowledge Detached from Ethics? A Kantian Answer, an Institutionalist Alternative

This paper aims to criticize the common idea which sustains that current neoclassical economics is detached from ethics, and therefore is scientific knowledge. Using Kantian critical philosophy, we argue, on the contrary, that neoclassical economics is based on certain ethical postulates, and thus it cannot obtain the status of science. Although ethics is but one of the many institutions that affect economics, it plays a major role in setting the basis on which to build its entire theoretical structure. Approaching the analysis from institutionalism places ethical issues at the forefront of economic debate, thus opening the door to future dialogue between disciplines and analytical approaches.

Perspectives on human and social capital theories and the role of education: An approach from Mediterranean thought

Abstract Current discussions about education suggest that a transformative pedagogy that goes beyond the acquisition of knowledge and skills is needed. However, there is no agreement as to the inputs needed for a correct development of the educational model. In this sense, we can identify the presence of two different approaches to human and social capital which embody distinct educational worldviews. On the one hand, the ‘Marketable Human Capital’ or ‘Personal Culture’ approach, and on the other hand, the ‘Non-Marketable Human Capital’ or ‘Civic Culture’ approach. The first, which is linked to mainstream economic theory, sees education as any stock of knowledge that contributes to an improvement in the productivity of the worker and individual well-being. The second, which is rooted in the Mediterranean tradition of political thought, highlights the role of civic virtues, reciprocity, and public action within the educational process and its influence on public happiness. In this article, we analyse these connections in order to introduce the eighteenth-century Mediterranean tradition of economic thought into discussions about human and social capital theories and the role of education in them. Focusing on education through these prisms, national and international agendas must be reoriented towards the integral development of people to include broader global debates.