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1 -- Neoclassical Theory Structure and Theory Development: The Ohlin Samuelson Programme in the Theory of International Trade -- Empirical Claims in Exchange Economics -- Ramsey-Elimination of Utility in Utility Maximizing Regression Approaches -- Structure and Problems of Equilibrium and Disequilibrium Theory -- A General Net Structure for Theoretical Economics -- General Equilibrium Theory — An Empirical Theory? -- 2 -- The Basic Core of the Marxian Economic Theory -- A Structuralist Reconstruction of Marx's Economics -- x2018;Value': A Problem for the Philosopher of Science -- The Economics of Property Rights — A New Paradigm in Social Science? -- 3 -- Subjunctive Conditionals in Decision and Game Theory -- The Logical Structure of Bayesian Decision Theory -- Computational Costs and Bounded Rationality -- How to Make Sense of Game Theory -- On the Economics of Organization -- How to Reconcile Individual Rights with Collective Action -- List of Contributors and Participants.

Notions such as STEAM education, computational thinking, gamification, and the manipulation of ICT (Artificial Intelligence, IoT, augmented reality, 3D printing or virtual reality), have appeared to configure what is known as Education 4.0. Under the Latin American context, and the economic, political, cultural and social situation of the countries that make up this geographical space, it is worth asking: to what extent has Education 4.0 been implemented, or some of its elements, unlike developed countries? Latin American educational systems, despite the global trend that seeks to assimilate the elements of this type of education, reflect a minority of countries possible to be classified as education 4.0, identifying the intelligible relationship between economic development and educational model.

Modern information communication technology eradicates barriers of geographic distances, making the world globally interdependent, but this spatial globalization has not eliminated cultural fragmentation. The Two Cultures of C.P. Snow (that of science–technology and that of humanities) are drifting apart even faster than before, and they themselves crumble into increasingly specialized domains. Disintegrated knowledge has become subservient to the competition in technological and economic race leading in the direction chosen not by the reason, intellect, and shared value-based judgement, but rather by the whims of autocratic leaders or fashion controlled by marketers for the purposes of political or economic dominance. If we want to restore the authority of our best available knowledge and democratic values in guiding humanity, first we have to reintegrate scattered domains of human knowledge and values and offer an evolving and diverse vision of common reality unified by sound methodology. This collection of articles responds to the call from the journal Philosophies to build a new, networked world of knowledge with domain specialists from different disciplines interacting and connecting with other knowledge-and-values-producing and knowledge-and-values-consuming communities in an inclusive, extended, contemporary natural–philosophic manner. In this process of synthesis, scientific and philosophical investigations enrich each other—with sciences informing philosophies about the best current knowledge of the world, both natural and human-made—while philosophies scrutinize the ontological, epistemological, and methodological foundations of sciences, providing scientists with questions and conceptual analyses. This is all directed at extending and deepening our existing comprehension of the world, including ourselves, both as humans and as societies, and humankind.