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Tuomela, R. (2013). Social ontology: Collective intentionality and group agents. New York: Oxford University Press. The main title of this book is social ontology, with a focus on the two topics of collective intentionality and group agency.
Searle, J. R. (2007). Social ontology: Some basic principles. Anthropological Theory, 6(1), 12-29. [Abstract] This article extends and develops a theory I began in my book, The Construction of Social Reality. Its aim to explore social ontology in a way that will make it clear that social ontology is both created by human actions and attitudes but at the same time has an epistemically objective existence and is part of the natural world. The fundamental concepts necessary to explain its creation and continued existence are: the distinction between observer-relative and observer-independent phenomena, the distinction between the epistemic and the ontological senses of the objective-subjective distinction, the notions of collective intentionality, the assignment of function, and constitutive rules. The upshot of the discussion is that the basic notion in institutional ontology is that of a status function. Status functions are the glue that holds society together because they create deontic powers, powers that work by creating desire-independent reasons for action. Thus, social ontology locks into human rationality. I discussion some of the implications of this work for sociology and anthropology.
Design-based research (Brown, 1992; Collins, 1992) is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. Good DBR exhibits five characteristics:
DBR methods focus on designing and exploring the whole range of designed innovations: artifacts as well as less concrete aspects such as activity structures, institutions, scaffolds, and curricula. Importantly, DBR goes beyond merely designing and testing particular interventions. Interventions embody specific theoretical claims about teaching and learning, and reflect a commitment to understanding the relationships among theory, designed artifacts, and practice. At the same time, research on specific interventions can contribute to theories of learning and teaching. (p.5) In DBR, practitioners and researchers work together to produce meaningful changes in contexts of practice (e.g., classrooms, after-school programs, teacher on-line communities). (p. 6) The overarching, explicit concern in DBR for using methods that link processes of enactment to outcomes has power to generate knowledge that directly applies to educational practice. The value of attending to context is not simply that it produces a better understanding of an intervention, but also that it can lead to improved theoretical accounts of teaching and learning. The intention of DBR in education is to inquire more broadly into the nature of learning in a complex system and to refine generative or predictive theories of learning. (p. 7) |