The proposal has been put forward that ecological economics seek to become substantive economics (Gerber and Scheidel 2018). This raises important issues about the content and direction of ecological economics. The division of economics into either substantive or formal derives from the work of Karl Polanyi. In developing his ideas Polanyi employed a definition from Menger and combined this with Tönnies theory of historical evolution. In this paper I explore why the resulting substantive vs. formal dichotomy is problematic. In particular the article exposes the way in which trying to impose this dichotomy on history of economic thought and epistemology leads to further false dichotomies. Besides Polanyi, the positions of other important thinkers informing social ecological economics (SEE) are discussed including Neurath, Kapp and Georgescu-Roegen. The aim is to clarify the future direction of ecological economics and the role, in that future, of ideas raised under the topic of substantive economics. / Series: SRE - Discussion Papers

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博士(社会学) / 甲第507号 / 3, 143p / Hitotsubashi University(一橋大学)

Made available in DSpace on 2014-12-17T14:36:49Z (GMT). No. of bitstreams: 1 AntoniaBM_DISSERT.pdf: 1084375 bytes, checksum: b6ae33624f4129f5e2e40d7b047ae8c2 (MD5) Previous issue date: 2009-11-16 / The expectation that there is a relationship between the teaching of history and the development of theoretical thinking , this study aimed to examine this relationship with the collaboration of two teachers who teach in the fourth year of elementary school in a public school in the city of Mossley - RN . Sues the theoretical and methodological contributions are identified with the history Dialectical Materialism . The methodological approach was collaborative research . Was based on studies of Vygotsky ( 1998, 2001 ) , Rubinstein (1965 , 1973) , Ibiapina (2007 , 2008) , Afanassiev (1985 ) , Goes (2003 ) , Ferreira and Ibiapina (2005 , 2006, 2007 ) , Davydov (1981 ) , Glenisson (1991 ) among others . The methodological procedures consisted of : meetings , questionnaire , interview , cycles of reflective studies , reports of experiences and reflective session. For data analysis , we used the methodology of conceptual elaboration , proposed by Ferreira (2009 ) and the shares of reflection proposed by Magalh?es (2000 ) . Data analysis indicates the predominance of empirical thinking of collaborating both with regard to the process of design and ( re ) development of the concepts of history and theoretical thinking on the relationship between history teaching and the development of theoretical thought . However , we see the beginning of the start of the change process in thinking the teaching of history / Na expectativa de que existe uma rela??o entre o ensino da Hist?ria e o desenvolvimento do pensamento te?rico, esse estudo se prop?s a analisar a referida rela??o com a colabora??o de duas professoras que lecionam no quarto ano do Ensino Fundamental em uma escola da rede p?blica do munic?pio de Mossor? RN. Os sues aportes te?rico-metodol?gicos identificam-se com o Materialismo Hist?rico Dial?tico. A abordagem metodol?gica foi a pesquisa colaborativa. Se pautou nos estudos de Vygotsky (1998, 2001), Rubinstein (1965; 1973), Ibiapina (2007; 2008), Afan?ssiev (1985), G?is (2003), Ferreira e Ibiapina (2005; 2006, 2007), Dav?dov (1981), Gl?nisson (1991) entre outros. Os procedimentos metodol?gicos constaram de: encontros, question?rio, entrevista, ciclos de estudos reflexivos, relato de experi?ncias e sess?o reflexiva. Para an?lise dos dados, utilizamos a metodologia de elabora??o conceitual, proposta por Ferreira (2009) e as a??es da reflex?o propostas por Magalh?es (2000). A an?lise dos dados indica a predomin?ncia do pensamento emp?rico das colaboradoras, tanto no que diz respeito ao processo de elabora??o e (re) elabora??o dos conceitos de Hist?ria e de pensamento te?rico, quanto ? rela??o entre o ensino da Hist?ria e o desenvolvimento do pensamento te?rico. No entanto, constatamos in?cio do desencadeamento do processo de mudan?a na forma de pensar o ensino da Hist?ria

The thesis takes the French revue Lignes (1987-present) as its object of study to provide a new account of French intellectual culture over the last twenty-five years. Whilst there are now many studies covering the role of such revues throughout the twentieth-century, the majority of such monographs extend no further than the mid-1980s: the major novelty of this thesis is extending these accounts up until the present moment. It is largely assumed that a reaction against the Marxist and structuralist theories of the 1960s and 1970s led to embrace of liberalism and an intellectual drift to the right in France from the 1980s onwards: whilst largely supporting this account, the thesis attempts to nuance this narrative of the fate of the intellectual left in the following years by showing the persistence of what can be called a politicised 'French theory' in Lignes, and a returning left-wing militancy in recent years. In doing so, it will both reveal under-studied aspects of well-known thinkers, such as Jean-Luc Nancy, Jacques Rancière and Alain Badiou, as their thought develops through their participation in a collaborative, periodical publication, and introduce lesser known thinkers who have not received an extended readership in Anglophone spheres. Lignes also argues for the continued persistence and relevance of the thought of a previous generation of thinkers, notably Georges Bataille, Maurice Blanchot and Dionys Mascolo, and the thesis concludes by examining the potential role 'French Theory' could still have in France. Furthermore, as revues provide a unique nexus of intellectual, cultural, social and political concerns, the thesis also provides a unique history of France from the fall of the Berlin Wall to the 2007 financial crisis and the Arab Spring. Much of the thesis is concerned with contextualising intellectual debates within a period characterised by the moralisation of discourses, a return of religion, the global installation of neo-liberalism and the eruption of immigration as a controversial European issue. From a relatively theoretical and politically stable position to the left of the Parti socialiste, Lignes therefore provides a privileged vantage point for the mutations in French social and cultural life throughout the period.