文章基本信息

标题：Evaluación Multicriterio Social : ¿una metodología participativa de ayuda a la toma de decisiones o un aprendizaje social sujeto a una reinterpretación institucional-evolucionista?
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作者：Edgar Fürst Weigand
期刊名称：Revibec: revista iberoamericana de economía ecológica
印刷版ISSN：1390-2776
出版年度：2008
卷号：8
页码：1-13
语种：Spanish
出版社：Revibec: revista iberoamericana de economía ecológica
摘要：In recent years, the multicriteria evaluation has emerged as an alternative methodology to the conventional approaches of economic valuation of environment, in order to address, in a participative way, the technical and social immensurability in conflictive resource management. This article pretends to make explicit some limitations of conceptual character that are immanent of multicriteria evaluation, recurring to two approaches. One is the institutionalist perspective of social evolution and conduct, the other is the related view of worthy life, equity and liberty focused on the subject-actor. A research agenda is delineated which stresses the underlying learning process and its conditions of equality. For this, it is necessary an institutional treatment of the socio-individual conduct and its embedment into habits, routines and norms which are dialectically related with complex features of agency and structure (in particular: power) of the exclusionary capitalist society in the age of globalization.
其他摘要：In recent years, the multicriteria evaluation has emerged as an alternative methodology to the conventional approaches of economic valuation of environment, in order to address, in a participative way, the technical and social immensurability in conflictive resource management. This article pretends to make explicit some limitations of conceptual character that are immanent of multicriteria evaluation, recurring to two approaches. One is the institutionalist perspective of social evolution and conduct, the other is the related view of worthy life, equity and liberty focused on the subject-actor. A research agenda is delineated which stresses the underlying learning process and its conditions of equality. For this, it is necessary an institutional treatment of the socio-individual conduct and its embedment into habits, routines and norms which are dialectically related with complex features of agency and structure (in particular: power) of the exclusionary capitalist society in the age of globalization.