Search results for 'Genetic Epistemology' (try it on Scholar)

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  1. C. A. Hooker (1994). Regulatory Constructivism: On the Relation Between Evolutionary Epistemology and Piaget's Genetic Epistemology. [REVIEW] Biology and Philosophy 9 (2):197-244.score: 240.0
    It is argued that fundamental to Piaget''s life works is a biologically based naturalism in which the living world is a nested complex of self-regulating, self-organising (constructing) adaptive systems. A structuralist-rationalist overlay on this core position is distinguished and it is shown how it may be excised without significant loss of content or insight. A new and richer conception of the nature of Piaget''s genetic epistemology emerges, one which enjoys rich interrelationships with evolutionary epistemology. These are explored (...)
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  2. Rita Vuyk (1981). Overview and Critique of Piaget's Genetic Epistemology, 1965-1980. Academic Press.score: 240.0
    v. 1. Piaget's genetic epistemology, 1965-1980.--v. 2. Critique of Piaget's genetic epistemology, 1965-1980.
     
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  3. Jean Piaget (1997). The Principles of Genetic Epistemology. Routledge.score: 210.0
    Jean Piaget was one of the most salient and inspirational figures in psychological and educational research this century. He was prolific, authoring or editing over eighty books and numerous journal papers which have spawned a huge and fertile continuation of his research over the decades. A major component of any course on children's psychological development and a research tradition that is expanding, scholars need access to the original texts rather than relying on secondhand accounts. Jean Piaget: Selected Works is a (...)
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  4. Naturalizing Of Epistemology (2002). The Sciences and Epistemology. In Paul K. Moser (ed.), The Oxford Handbook of Epistemology. Oxford University Press.score: 210.0
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  5. Gary Kose & Gary Fireman (2000). Postmodern Readings of Piaget's Genetic Epistemology. Journal of Theoretical and Philosophical Psychology 20 (1):52-60.score: 210.0
  6. Beryl A. Geber (ed.) (1977). Piaget and Knowing: Studies in Genetic Epistemology. Routledge & K. Paul.score: 210.0
     
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  7. Jacques Montangero (1985). Genetic Epistemology: Yesterday and Today. Graduate School and University Center, City University of New York.score: 210.0
     
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  8. Jean Piaget (1970). Genetic Epistemology. New York,Columbia University Press.score: 210.0
     
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  9. Muriel Seltman (1985). Piaget's Logic: A Critique of Genetic Epistemology. G. Allen & Unwin.score: 210.0
     
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  10. Jonathan Y. Tsou (2006). Genetic Epistemology and Piaget's Philosophy of Science: Piaget Vs. Kuhn on Scientific Progress. Theory and Psychology 16 (2):203-224.score: 192.0
    This paper concerns Jean Piaget's (1896–1980) philosophy of science and, in particular, the picture of scientific development suggested by his theory of genetic epistemology. The aims of the paper are threefold: (1) to examine genetic epistemology as a theory concerning the growth of knowledge both in the individual and in science; (2) to explicate Piaget's view of ‘scientific progress’, which is grounded in his theory of equilibration; and (3) to juxtapose Piaget's notion of progress with Thomas (...)
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  11. Thomas Kesselring (1994). A Comparison Between Evolutionary and Genetic Epistemology Or: Jean Piaget's Contribution to a Post-Darwinian Epistemology. [REVIEW] Journal for General Philosophy of Science 25 (2):293 - 325.score: 180.0
    The viewpoint of Evolutionary Epistemology (EE) and of Genetic Epistemology (GE) on classical epistemological questions is strikingly different: EE starts with Evolutionary Biology, the subject of which is population's dynamics. GE, however, starts with Developmental Psychology and thus focusses the development of individuals. By EE knowledge is seen as portraying or copying process, and truth is interpreted as a product of adaptation, whereas for GE knowledge is due to a construction process in which the production of true (...)
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  12. Richard F. Kitchener (1985). Genetic Epistemology, History of Science and Genetic Psychology. Synthese 65 (1):3 - 31.score: 180.0
    Genetic epistemology analyzes the growth of knowledge both in the individual person (genetic psychology) and in the socio-historical realm (the history of science). But what the relationship is between the history of science and genetic psychology remains unclear. The biogenetic law that ontogeny recapitulates phylogeny is inadequate as a characterization of the relation. A critical examination of Piaget's Introduction à l'Épistémologie Généntique indicates these are several examples of what I call stage laws common to both areas. (...)
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  13. Richard F. Kitchener (1987). Is Genetic Epistemology Possible? British Journal for the Philosophy of Science 38 (3):283-299.score: 180.0
    Several philosophers have questioned the possibility of a genetic epistemology, an epistemology concerned with the developmental transitions between successive states of knowledge in the individual person. Since most arguments against the possibility of a genetic epistemology crucially depend upon a sharp distinction between the genesis of an idea and its justification, I argue that current philosophy of science raises serious questions about the universal validity of this distinction. Then I discuss several senses of the (...) fallacy, indicating which sense of ‘genesis’ is relevant to epistemology. Next I consider the objection that psychology is irrelevant to epistemology, and that since "genetic epistemology" is really psychology, "genetic epistemology" is irrelevant to a real epistemology. Finally, I take up the objection that nothing discovered in genetic psychology could be relevant to a genetic epistemology. These last two arguments are based upon what I claim to be a mistaken notion of the nature of psychology. Suitably interpreted, psychology can assist genetic epistemology precisely in the way that the history of science assists current philosonhv of science. *I owe considerable thanks to Jann Benson, Ken Freeman, Bernie Rollin and Ron Williams for their helpful discussions concerning many of the issues discussed in this paper. I also wish to thank David Hamlyn, John Heil, William Lycan, Harvey Siegel and an anonymous reviewer for their comments and suggestions. It goes without saying that none of these individuals (especially Hamlyn and Siegel) necessarily agree with me. An earlier version of this paper was read at Colorado State University where the audience's comments were beneficial. (shrink)
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  14. Richard F. Kitchener (1981). The Nature and Scope of Genetic Epistemology. Philosophy of Science 48 (3):400-415.score: 180.0
    Although the theory of Jean Piaget is correctly characterized as genetic epistemology, its nature and scope remain unclear and controversial. An examination of Piaget's Introduction a l'epistemologie genetique indicates that Piaget relies heavily upon a model of comparative anatomy and, consequently, that genetic epistemology is about both the history of science and individual development. This biological model seems to be the basis for Piaget's view that the history of science can be seen as a (Kantian) history (...)
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  15. Richard Kitchener (1989). Genetic Epistemology and the Prospects for a Cognitive Sociology of Science: A Critical Synthesis. Social Epistemology 3 (2):153 – 169.score: 156.0
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  16. Richard F. Kitchener (1980). Genetic Epistemology, Normative Epistemology, and Psychologism. Synthese 45 (2):257 - 280.score: 150.0
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  17. Brian C. Goodwin (2009). Genetic Epistemology and Constructionist Biology. Biological Theory 4 (2):115-124.score: 150.0
  18. Richard F. Kitchener (1987). Genetic Epistemology, Equilibration and the Rationality of Scientific Change. Studies in History and Philosophy of Science Part A 18 (3):339-366.score: 150.0
  19. P. J. Loptson & I. W. Kelly (1984). Genetic Epistemology and Philosophical Epistemology. Philosophy of the Social Sciences 14 (3):377-383.score: 150.0
  20. James Russell (1979). The Status of Genetic Epistemology. Journal for the Theory of Social Behaviour 9 (1):53–70.score: 150.0
  21. Johannes Balthasar (1986). The Productivity of the Antinomy. Hegel's Dialectic in the Light of Genetic Epistemology and of Formal Logic. Philosophy and History 19 (1):22-23.score: 150.0
  22. Gary F. Greif (1987). Piaget's Genetic Epistemology and the Problem of Truth. Dialogue 26 (03):501-.score: 150.0
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  23. Peter C. Dodwell (1963). Genetic Epistemology: Piaget's Theory of Cognitive Development and Intelligence. Dialogue 1 (04):368-380.score: 150.0
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  24. William J. Ellos (1982). Linguistic Transformation as Genetic Epistemology. Philosophy Today 26 (3):264-271.score: 150.0
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  25. G. A. Johnson (1982). Assault on Genetic Epistemology, or If This Was Piaget. Philosophy of the Social Sciences 12 (4):419-426.score: 150.0
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  26. Richard F. Kitchener (1996). Genetic Epistemology and Cognitive Psychology of Science. In William T. O'Donohue & Richard F. Kitchener (eds.), The Philosophy of Psychology. Sage Publications. 66.score: 150.0
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  27. Richard F. Kitchener (1980). Piaget's Genetic Epistemology. International Philosophical Quarterly 20 (4):377-405.score: 150.0
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  28. Creso Franco & Dominique Colinvaux-De-Dominguez (1992). Genetic Epistemology, History of Science and Science Education. Science and Education 1 (3):255-271.score: 150.0
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  29. Wolfe Mays (1979). Genetic Epistemology and Theories of Adaptiv Behaviour. In Neil Bolton (ed.), Philosophical Problems in Psychology. Methuen. 45--65.score: 150.0
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  30. Leslie Smith (1984). Genetic Epistemology and the Child's Understanding of Logic. Philosophy of the Social Sciences 14 (3):367-376.score: 150.0
  31. J. Piaget (1953). Genetic Psychology and Epistemology. Diogenes 1 (1):49-63.score: 120.0
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  32. Petter Hellström (2013). Genetic Diaspora, Genetic Return (Reviewing N. A. El-Haj, The Genealogical Science: The Search for Jewish Origins and the Politics of Epistemology). Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 44 (3):439-442.score: 120.0
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  33. Valerie Gray Hardcastle (1993). Evolutionary Epistemology as an Overlapping, Interlevel Theory. Biology and Philosophy 8 (2):173-192.score: 102.0
    I examine the branch of evolutionary epistemology which tries to account for the character of cognitive mechanisms in animals and humans by extending the biological theory of evolution to the neurophysiological substrates of cognition. Like Plotkin, I construe this branch as a struggling science, and attempt to characterize the sort of theory one might expect to find this truly interdisciplinary endeavor, an endeavor which encompasses not only evolutionary biology, cognitive psychology, and developmental neuroscience, but also and especially, the computational (...)
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  34. Thomas Kesselring (1992). Führt Die Evolutionäre Erkenntnistheorie in Einen Relativismus?The Evolutionary Epistemology: Does It Lead to a Relativism? Journal for General Philosophy of Science 23 (2):265-288.score: 96.0
    This essay is a discussion of Eve-Marie Engels' view on Evolutionary Epistemology (EE). In the first part two of the main doctrines of EE are criticized: (1.) that validity of human knowledge is to be explained as the result of evolutionary adaptation; yet (2.), that human cognitive capacities had been adequate to our ancestors life conditions but fail in relevant situations of modern world. In the second part the concept of reality underlying EE's adaptational view is discussed and compared (...)
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  35. Ash Gobar (1968). Philosophic Foundations Of Genetic Psychology And Gestalt Psychology. Martinus Nilboff.score: 90.0
     
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  36. Juan Manuel Torres (2006). Genetic Tools, Kuhnean Theoretical Shift and the Geneticization Process. Medicine, Health Care and Philosophy 9 (1):3-12.score: 84.0
    The growing use of genetic tests in medical practice has a strong influence on some widespread notions of health and unhealth. Two consequences of this phenomenon are: (i) important changes in the meaning of these current notions and, therefore, (ii) the arrival of a new taxonomy or rearrangement for the so-called “health-concepts”. This paper attempts to demonstrate that both facts fuel a theoretical change that might be considered a model of scientific Kuhnean change in a fundamental aspect. On the (...)
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  37. Thomas Kesselring (1992). Führt Die Evolutionäre Erkenntnistheorie in Einen Relativismus? Journal for General Philosophy of Science 23 (2):265-288.score: 66.0
    This essay is a discussion of Eve-Marie Engels' view on Evolutionary Epistemology (EE). In the first part two of the main doctrines of EE are criticized: (1.) that validity of human knowledge is to be explained as the result of evolutionary adaptation; yet (2.), that human cognitive capacities had been adequate to our ancestors life conditions but fail in relevant situations of modern world. In the second part the concept of reality underlying EE's adaptational view is discussed and compared (...)
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  38. Ernst von Glasersfeld (2001). The Radical Constructivist View of Science. Foundations of Science 6 (1-3):31-43.score: 60.0
    From the constructivist perspective, science cannot transcend thedomain of experience. Scientific theories are seen as models that helpto order and manage that domain. As the experiential field expands,models are replaced by others based on novel conceptual constructs. Thepaper suggests the substitution of viability or functional fit forthe notions of Truth and objective representation of anexperiencer-independent reality. This by-passes the sceptics'incontrovertible arguments against certain real-world knowledge andproposes the Piagetian conception of cognition as the function thatgenerates ways and means for dealing with (...)
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  39. J. Confrey (2011). The Transformational Epistemology of Radical Constructivism: A Tribute to Ernst von Glasersfeld. Constructivist Foundations 6 (2):177-182.score: 60.0
    Problem: What is it that Ernst von Glasersfeld brought to mathematics education with radical constructivism? Method: Key ideas in the author’s early thinking are related to ideas that are central in constructivism, with the aim of showing their importance in math education. Results: The author’s initial thinking about constructivism began with Toulmin’s view of thinking as evolving. Ernst showed how Piaget’s genetic epistemology implied an epistemology that was not about ontology. Continuing with an analysis of the way (...)
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  40. Jesus Alcolea (2012). Kitcher's Naturalistic Epistemology and Methodology of Mathematics. Poznan Studies in the Philosophy of the Sciences and the Humanities 101 (1):295-326.score: 54.0
    With his book The Nature of Mathematical Knowledge (1983), Ph. Kitcher, that had been doing extensive research in the history of the subject and in the contemporary debates on epistemology, saw clearly the need for a change in philosophy of mathematics. His goal was to replace the dominant, apriorist philosophy of mathematics with an empiricist philosophy. The current philosophies of mathematics all appeared, according to his analysis, not to fit well with how mathematicians actually do mathematics. A shift in (...)
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  41. Samantha Noll (2013). Broiler Chickens and a Critique of the Epistemic Foundations of Animal Modification. Journal of Agricultural and Environmental Ethics 26 (1):273-280.score: 54.0
    Within this paper, I critique the history of the modification of the broiler chicken through selective breeding and possible future genetic modification. I utilize Margaret Atwood’s fictitious depiction of genetically engineered chickens, from her novel Oryx and Crake , in order to forward the argument that modifications that eliminate animal telos either move beyond the range of current ethical frameworks or can be ethically defended by them. I then utilize the work of feminist epistemologists to argue that understanding what (...)
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  42. Annette Patterson & Martha Satz (2002). Genetic Counseling and the Disabled: Feminism Examines the Stance of Those Who Stand at the Gate. Hypatia 17 (3):118-142.score: 54.0
    : This essay examines the possible systematic bias against the disabled in the structure and practice of genetic counseling. Finding that the profession's "nondirective" imperative remains problematic, the authors recommend that methodology developed by feminist standpoint epistemology be used to incorporate the perspective of disabled individuals in genetic counselors' education and practice, thereby reforming society's view of the disabled and preventing possible negative effects of genetic counseling on the self-concept and material circumstance of disabled individuals.
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  43. Robert T. Pennock (2000). Can Darwinian Mechanisms Make Novel Discoveries?: Learning From Discoveries Made by Evolving Neural Networks. [REVIEW] Foundations of Science 5 (2):225-238.score: 54.0
    Some philosophers suggest that the development of scientificknowledge is a kind of Darwinian process. The process of discovery,however, is one problematic element of this analogy. I compare HerbertSimon's attempt to simulate scientific discovery in a computer programto recent connectionist models that were not designed for that purpose,but which provide useful cases to help evaluate this aspect of theanalogy. In contrast to the classic A.I. approach Simon used, ``neuralnetworks'' contain no explicit protocols, but are generic learningsystems built on the model of (...)
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  44. F. Michael Akeroyd (2004). Popper's Evolutionary Epistemology Revamped. Journal for General Philosophy of Science 35 (2):385 - 396.score: 48.0
    In a paper entitled “Revolution in Permanence”, published in the collection “Karl Popper: Philosophy and Problems”, John Worrall (1995) severely criticised several aspects of Karl Popper’s work before commenting that “I have no doubt that, given suffi-cient motivation, a case could be constructed on the basis of such remarks that Popper had a more sophisticated version of theory production......” (p. 102). Part of Worrall’s criticism is directed at a “strawpopper”: in his “Darwinian Model” emphasising the similarities and differences between (...) mutation, variation in animal behaviour and the gestation of scientific theories, Popper (1975, 1981, 1994) never stated that tentative scientific conjec-tures “while more or less random, are not completely blind.” He was referring to variation in animal species behaviour, and about tentative scientific conjectures he said nothing, although common sense would indicate that presumably he regarded them as being less blind and less random. In Popper (1977, 1983), giving a summary of his “Darwinian Model”, he repaired this omission about tentative scientific conjectures by inserting the sentence “On a level of World 3 theory formation they are of the character of planned gropings into the unknown.” Recent developments in the field of genetics (see for example Raff (1996), Lewis (1999), Korn (2002)) indicate that Popper’s intuitions were along the modern lines while Worrall’s intuitions are old fashioned. Therefore Popper’s “Darwinian Model” remains both viable and fruitful. (shrink)
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  45. David A. Cleveland (2001). Is Plant Breeding Science Objective Truth or Social Construction? The Case of Yield Stability. Agriculture and Human Values 18 (3):251-270.score: 48.0
    This article presents a holistic framework for understanding the scienceof plant breeding, as an alternative to the common objectivist andconstructivist approaches in studies of science. It applies thisapproach to understanding disagreements about how to deal with yieldstability. Two contrasting definitions of yield stability are described,and concomitant differences in the understanding and roles ofsustainability and of selection, test, and target environments areexplored. Critical questions about plant breeding theory and practiceare posed, and answers from the viewpoint of the two contrastingdefinitions of yield (...)
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  46. Richard M. Burian (2005). The Epistemology of Development, Evolution, and Genetics: Selected Essays. Cambridge University Press.score: 46.0
    The essays in this collection examine developments in three fundamental biological disciplines--embryology, evolutionary biology, and genetics--in conflict with each other for much of the twentieth century. They consider key methodological problems and the difficulty of overcoming them. Richard Burian interweaves historical appreciation of the settings within which scientists work, substantial knowledge of the biological problems at stake and the methodological and philosophical issues faced in integrating biological knowledge drawn from disparate sources.
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  47. Gregory Katz (2008). The Hypothesis of a Genetic Protolanguage: An Epistemological Investigation. [REVIEW] Biosemiotics 1 (1):57-73.score: 46.0
    Progress in molecular biology has revealed profound relations between linguistic and genomic sciences, mainly through advances in bioinformatics. The structural symmetries between biochemical and verbal syntaxes raise the question of their origins: did they emerge independently, or did one arise from the other? Does the genetic code contain the traces of a protolanguage, a universal grammar whose gradual evolution and successive mutations progressively led to the polymorphism of natural languages? To explore this question, we review the isomorphism of the (...)
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  48. Philippe Gagnon (2012). A Look at the Inference Engine Underlying ‘Evolutionary Epistemology’ Accounts of the Production of Heuristics. In Dirk Evers, Antje Jackelén, Michael Fuller & Taede A. Smedes (eds.), Is Religion Natural? Studies in Science and Theology, No. 13. ESSSAT Biennial Yearbook 2011-2012. Martin-Luther-Universität.score: 44.0
    This paper evaluates the claim that it is possible to use nature’s variation in conjunction with retention and selection on the one hand, and the absence of ultimate groundedness of hypotheses generated by the human mind as it knows on the other hand, to discard the ascription of ultimate certainty to the rationality of human conjectures in the cognitive realm. This leads to an evaluation of the further assumption that successful hypotheses with specific applications, in other words heuristics, seem to (...)
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  49. Oliver Kauffmann (2014). Om Realisme Og Konstruktivisme I Piagets Læringsteori Og Genetiske Epistemologi. Studier I Pædagogisk Filosofi 2 (2):53-77.score: 44.0
    This paper deals with the epistemological foundations of Jean Piaget’s theory of learning and genetic epistemology. The purpose is to estimate the form of Piaget’s constructivism. I take advantage of Ernst von Glasersfeld’s ‘radical constructivist’ interpretation of Piaget. Contrary to von Glasersfeld, it is argued that Piaget at the same time is a realist with respect to the existence of the external world, and a ‘genetic-transcendental constructivist’ in relation to the development of knowledge. I interpret this paradox (...)
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  50. Andrea Pitasi (2012). Hypercitizenship and the Management of Genetic Diversity: Sociology of Law and the Key Systemic Bifurcation Between the Ring Singularity and the Neofeudal Age. World Futures 68 (4-5):314 - 331.score: 42.0
    This article is essentially theoretical and is focused on the allocative function of the legal systems to attract/reject different capitals according to their procedures to shape norms and laws. This function of the legal systems is pivotal in our times as humankind is facing a systemic and evolutionary bifurcation between the heideggerian Gegnet of a strategic, high speed convergence (i.e., Singularity) among robotics, informatics, nanotechnologies, and genetics (RINGs)?which will reshape human life in terms of its life quality styles and standards (...)
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