The first part of the article examines some recent studies on the early development of social norms that examine young children’s understanding of codified rule games. It is argued that the constitutive rules than define the games cannot be identified with social norms and therefore the studies provide limited evidence about socio-normative development. The second part reviews data on children’s play in natural settings that show that children do not understand norms as codified or rules (...) of obligation, and that the norms that guide social interaction are dynamic, situated, and heterogeneous. It is argued that normativity is intersubjective and negotiable and starts to develop in the first year, emerging as a practical skill that depends on participatory engagement. Three sources of compliance are discussed: emotional engagement, nonverbal agreement, and conversation. (shrink)

In The Grammar of Society, first published in 2006, Cristina Bicchieri examines social norms, such as fairness, cooperation, and reciprocity, in an effort to understand their nature and dynamics, the expectations that they generate, and how they evolve and change. Drawing on several intellectual traditions and methods, including those of social psychology, experimental economics and evolutionary game theory, Bicchieri provides an integrated account of how social norms emerge, why and when we follow them, and the (...) situations where we are most likely to focus on relevant norms. Examining the existence and survival of inefficient norms, she demonstrates how norms evolve in ways that depend upon the psychological dispositions of the individual and how such dispositions may impair social efficiency. By contrast, she also shows how certain psychological propensities may naturally lead individuals to evolve fairness norms that closely resemble those we follow in most modern societies. (shrink)

We are all immersed in a sea of social norms, but they are sometimes tricky to observe with any clarity. They are often invisible to us and emerge only when they are not observed. Social norms are important to understand because they are both limiting of our freedom, such as gendered and racialized norms, and at the same time the very conditions of our agency. Social Goodness presents an original, externalist answer to the question (...) of the source or origin of social role normativity. Rather than grounding social normativity in the attitudes of persons, the book argues for an externalism that roots social role normativity in the social world itself: in its positions, institutions, and larger architecture. The core insight of externalism is that the function or structural feature of an enterprise or activity can bring with it normative demands quite independently of the attitudes of those who engage with it. According to the artisanal model, just as a carpenter, ceramicist, or chef is responsive to and evaluable under a set of artisanal norms or techniques, so too is a mother and or an academic or a President. The source of normativity is this technique or expertise, independent of the preferences, endorsements, or recognitive attitudes of individuals. The artisanal model for social role normativity has resources to explain both the "stickiness" or persistence of social norms and our ability to criticize existing norms and to engage in normative self-creation--to create new normative selves. The artisanal model also has resources to capture and express the social situatedness, locality, and materiality of social roles. The relational ontology of social roles, implicit in the artisanal model, provides a useful frame to consider both hierarchical and oppressive social relations. (shrink)

Classifying accounts of institutionalized social norms that rely on individual rule-following as ‘sociological’ and accounts based on individual opportunity-seeking behavior as ‘economic’, the paper rejects purely economic accounts on theoretical grounds. Explaining the realworkings of institutionalized social norms and social order exclusively in terms of self-regarding opportunityseeking individual behavior is impossible. An integrated sociological approach to the so-called Hobbesian problem of social order that incorporates opportunityseeking along with rule-following behavior is necessary. Such an approach (...) emerges on the horizon if economic methods are put to good sociological use on the basis of recent experimental economic findings on rule-following behavior. (shrink)

A shared narrative in the literature on the evolution of cooperation maintains that social _learning_ evolves early to allow for the transmission of cumulative culture. Social _norms_, whilst present at the outset, only rise to prominence later on, mainly to stabilise cooperation against the threat of defection. In contrast, I argue that once we consider insights from social epistemology, an expansion of this narrative presents itself: An interesting kind of social norm — an epistemic coordination norm (...) — was operative in early and important instances of specialised social learning. I show how there’s a need for such norms in two key social learning strategies and explain how this need is constituted. In assessor-teaching (e.g. Castro et al., 2019b, 2021), epistemic coordination norms allow agents to coordinate around the _content_ of social learning, i.e., what is to be known and how this is to be done. These norms also allow agents to coordinate around the form of cultural learning in what’s sometimes called strategic social learning (Laland, 2004; Hoppitt & Laland, 2013; Heyes, 2018, Chap. 5) and elsewhere. Broadly speaking, this concerns how cultural learning is organised within the social group. The upshot is that the evolution of social learning and social norms are intertwined in important and underappreciated ways from early on. The above matters as it informs our views about the evolution of social norms more generally. Truly _social_ norms emerged to coordinate a plurality of complex behaviours and interactions, amongst them specialised social learning. I substantiate this view by contrasting it with Jonathan Birch’s views on the evolution of norms. What results is a general but cohesive narrative on the early evolution of social norms. (shrink)

Edna Ullmann-Margalit provides an original account of the emergence of norms. Her main thesis is that certain types of norms are possible solutions to problems posed by certain types of social interaction situations. She presents illuminating discussions of Prisoners' Dilemma, co-ordination, and inequality situations.

Semi-structured interviews with university students in the UK and Japan, undertaken in 2009 and 2010, are analysed with respect to the revealed attitudes to privacy, self-revelation and revelation by/of others on SNS.

This book explores the view that normative behaviour is part of a complex of social mechanisms, processes and narratives that are constantly shifting. From this perspective, norms are not a kind of self-contained social object or fact, but rather an interplay of many things that we label as norms when we 'take a snapshot' of them at a particular instant. Further, this book pursues the hypothesis that considering the dynamic aspects of these phenomena sheds new light (...) on them. The sort of issues that this perspective opens to exploration include: Of what is this complex we call a "social norm" composed of? How do new social norms emerge and what kind of circumstances might facilitate such an appearance? How context-specific are the norms and patterns of normative behaviour that arise? How do the cognitive and the social aspects of norms interact over time? How do expectations, beliefs and individual rationality interact with social norm complexes to effect behaviour? How does our social embeddedness relate to social constraint upon behaviour? How might the socio-cognitive complexes that we call norms be usefully researched? (shrink)

This book represents emerging alternative perspectives to the "constructivist" orthodoxy that currently dominates the field of science and technology studies. Various contributions from distinguished Americans and Europeans in the field, provide arguments and evidence that it is not enough simply to say that science is "socially situated." Controversial Science focuses on important political, ethical, and broadly normative considerations that have yet to be given their due, but which point to a more realistic and critical perspective on science policy.

This article sets out to describe and solve two puzzles that emerge in segregated labour markets (e.g. the USA or Sweden). First, in many hiring contexts people profess to adhere to egalitarian norms, and specifically to a qualification norm according to which job qualification should be the basis of employment. Still there is evidence of frequent norm violations (discrimination). Surprisingly, the norm persists and people do not frequently protest against such norm violations. The second puzzle is that people are (...) suspicious of the hiring of minorities, perceiving such hirings as evidence that a ‘political correctness’ norm has replaced the qualification norm. The article proposes that both puzzles can be solved within a game-theoretical model of social norm-following, where implicit bias is introduced into an ‘employment game’. Within this model, implicit bias plays a double role. First, it interferes with employers' hiring decisions regarding ethnic majority and minority members, respectively. This is the standard way of understanding the effects of implicit bias. Second, implicit bias interferes with bystander evaluations of hired candidates' qualifications. This is a hitherto overlooked effect of implicit bias. The article concludes that once we understand the double role of implicit bias, the two puzzles are resolved. (shrink)

Edna Ullmann-Margalit provides an original account of the emergence of norms. Her main thesis is that certain types of norms are possible solutions to problems posed by certain types of social interaction situations. She presents illuminating discussions of Prisoners' Dilemma, co-ordination, and inequality situations.

Even though standard economic theory traditionally ignored any motives that may drive incentivized social decision making except for the maximization of personal consumption utility, the idea that ‘preferences for fairness’ (following social norms) might have an economically tangible impact appeared relatively early. I trace the evolution of these ideas from the first experiments on bargaining to the tests of the hypothesis that pro-sociality in general is driven by the desire to adhere to social norms. I (...) show how a recent synthesis of economics approach with psychology, sociology, and evolutionary human biology can give rise to a mathematically rigorous, psychologically plausible, and falsifiable theory of social norms. Such a theory can predictwhich norms should emerge in each specific (social) context and is capable of organizing diverse observations in economics and other disciplines. It provides the first glimpse at how a unified theory of normative decision making might look like. (shrink)

An experimental paradigm that purports to test young children’s understanding of social norms is examined. The paradigm models norms on Searle’s notion of a constitutive rule. The experiments and the reasons provided for their design are discussed. It is argued that the experiments do not provide direct evidence about the development of social norms and that the concepts of a social norm and constitutive rule are distinct. The experimental data are re-interpreted, and suggestions for (...) how to deal with the present criticism are presented that do not require abandoning the paradigm as such. Then the conception of normativity that underlies the experimental paradigm is rejected and an alternative view is put forward. It is argued that normativity emerges from interaction and engagement, and that learning to comply with social norms involves understanding the distinction between their content, enforcement, and acceptance. As opposed to rule-based accounts that picture the development of an understanding of social norms as one-directional and based in enforcement, the present view emphasizes that normativity is situated, reciprocal, and interactive. (shrink)

In this article, we aim to illustrate evolutionary explanations for the emergence of framing effects, discussed in detail in Cristina Bicchieri’s The Grammar of Society . We show how framing effects might evolve which coalesce two economically distinct interactions into a single one, leading to apparently irrational behavior in each individual interaction. Here we consider the now well-known example of the ultimatum game, and show how this ‘irrational’ behavior might result from a single norm which governs behavior in multiple (...) games. We also show how framing effects might result in radically different play in strategically identical situations. We consider the Hawk-Dove game (the game of chicken) and also the Nash bargaining game. Here arbitrary tags or signals might result in one party doing better than another. (shrink)

The problem of structure and agency has been the subject of intense debate in the social sciences for over 100 years. This book offers a solution. Using a critical realist version of the theory of emergence, Dave Elder-Vass argues that, instead of ascribing causal significance to an abstract notion of social structure or a monolithic concept of society, we must recognise that it is specific groups of people that have social structural power. Some of these groups (...) are entities with emergent causal powers, distinct from those of human individuals. Yet these powers also depend on the contributions of human individuals, and this book examines the mechanisms through which interactions between human individuals generate the causal powers of some types of social structures. The Causal Power of Social Structures makes particularly important contributions to the theory of human agency and to our understanding of normative institutions. (shrink)

Why and how do norms emerge? Which norms emerge and why these ones in particular? Such questions belong to the ‘problem of the emergence of norms’, which consists of an inquiry into the production of norms in social collectives. I address this question through the ethnographic study of the emergence of ‘norms against violence’ in the political collective Occupy Geneva. I do this, first, empirically, with the analysis of my field observations; and, (...) second, theoretically, by discussing my findings. In consequence of two episodes categorized as sexual assaults that occurred in their camp, the members of Occupy Geneva decided to tackle those issues in a general assembly. Their goal was to amend their first charter of good conduct in order to reform its norms and complete it with norms aiming to regulate ‘facts’ of ‘unjustified violence’. During a collective deliberation, new norms were devised, debated and consensually adopted. The writing of the new charter took place in a second general assembly during which the wording of the written norms was collectively decided. I show that indignation over the sexual assaults was the main motive that led to the collective deliberation, and that the entire process of the making of these norms was characterized by different collective emotions. Indeed, indignation, contempt and fear played major roles in the emergence of norms prohibiting violence, allowing punishment and exclusion of wrongdoers, and prescribing collective intervention against an aggressor to neutralize the threat represented. These findings prompt me to hypothesize that social norms emerge from emotions thanks to the latters’ internal structure; and that emotions provide causal and grounding explanations for this emergence. Thus, emotions allow us to answer the questions: ‘Why do norms emerge?’ and ‘Why do they have their specific forms?’ In short, I argue that social norms have emotional foundations. (shrink)

Joseph Heath'sCommunicative Action and Rational Choicestands out clearly as one of the most astute and original of the several critiques of Jurgen Habermas's theory of communicative action to have emerged in the last decade. Heath refrains from engaging merely in skirmishes with various details of Habermas's theory; he rather aims directly at its core issue: the critique of instrumental reason. Heath argues that Habermas's key criticism—that instrumental reason cannot account for successful communication—is not critical enough. Heath argues that instrumental reason (...) cannot account even for the successfulmonologicalaction. Heath then claims that one can construct a critical rational theory without much of the problematic addenda that Habermas requires, particularly the need for a tripartite theory of validity claims. (shrink)

The profound reinterpretation of human nature wrought by evolutionary theory deeply challenges standard approaches to ethics. In this ground-breaking book, Aristotelian and evolutionary understandings of human social nature are brought together to provide an integrative, psychological account of human ethics. Fowers explores seven domains of sociality—attachment, intersubjectivity, imitation, cooperation, social norms, group membership, and social hierarchy—moving on to identify and elaborate a set of natural human goods that are inherent in these social domains, such as (...) friendship, justice, belonging, and social harmony. The book emphasizes the profound ways that human identity and action are immersed in an ongoing social world. These goods are the elements that comprise human flourishing, or living a good human life. (shrink)

Networks and the World Wide Web seem to provide an answer to efficiently creating and disseminating knowledge resources. Knowledge, however, is ambiguous in character, and contains both explicit (information) and tacit dimensions - the latter being difficult to value as well as to transfer. Participant identity, commitment and behaviour within the network also affect the sharing of knowledge. Hence, existing laws and norms (including property rights) which have been established on the basis of discrete transactions and monetary value-oriented exchange (...) may not be adequate to deal with the whole spectrum of knowledge transfer. A model is needed to address transfer across a large heterogeneous network. We introduce the concept of sub-networks where tacit knowledge resides and argue that considering social norms underlying trust and other informal mechanisms provides a more suitable basis for understanding the exchange of tacit knowledge. Norm establishment is complicated by the fact that values differ across cultures; however, the social norms that underpin sub-networks can sustain knowledge transfer within them. The purpose of this conceptual article is to introduce the concept of sub-networks and to identify the sub-network/network relationship as an area in which it is necessary to look beyond property rights and raise the issue of norms. We believe that an analysis of the role of social norms in knowledge sub-networks and their interaction with global networks points to a key element in understanding networks and any emerging theory of network ethics in the twenty-first century. (shrink)

Alongside social anthropology and discursive psychology, conversation analysis has highlighted ways in which cultural forms of perceiving and acting in the world are primarily rooted in socially shared normativity. However, when consideration turns to the origins and purposes of human affect and emotion, conversation analysis appears to face particular difficulties that arise from the over-arching focus on sense-making practices. This paper considers the proposal that psychoanalytic thinking might inform our understanding of how socially shared normativity emerges during infancy and (...) early childhood. First, a framework is sketched out that highlights the fact that from the beginning an infant’s earliest experience is bound up with those practices and social actions that make up what conversation analyst’s call members’ methods. Second, comparisons are drawn between conversation analysis and psychoanalytic accounts of early experience for infants during the first years of life. Discussion then moves to the Kleinian notion of object relations, and the concept of projective identification. Essentially, this is a theoretical account of how ‘what-was-once-one’ (the mother-infant unit) differentiates resulting in the gradual emergence of the ‘individuated being’. What is often glossed over in this account is the discursively embedded nature of projective identification; a process that is itself interdependent with the embodiment that makes up the infant’s lived engagement with the world. Whatever might constitute consciousness emerges from somatic, embodied, material-physical, tactile/affective experience – that is, a fundamentally social milieu. This raises the question of how transformation (i.e., from the social to the individual) occurs. One answer may be Winnicott’s idea of the transitional space, where the ‘good-enough’ parent is said to be somebody who can ‘contain’ both negative and positive identifications coming from the infant, transform and re-project such identifications, but in modified from. In this way the infant begins to recognise/experience what it is they are ‘feeling’. Such projective identifications are conveyed within and through the prevailing discourses that constitute all social practices. Concluding comments note that conversation analysis may find in psychoanalytic thinking a framework for understanding the interdependence between affect and action, as in psychoanalytic thought we find a thoroughly relational conception of human nature. (shrink)

This article explores the norms that govern regular users’ acts of sharing content on social networking sites. Many debates on how to counteract misinformation on Social Networking Sites focus on the epistemic norms of testimony, implicitly assuming that the users’ acts of sharing should fall under the same norms as those for posting original content. I challenge this assumption by proposing a non-epistemic interpretation of (mis) information sharing on social networking sites which I construe (...) as infrastructures for forms of life found online. Misinformation sharing belongs more in the realm of rumour spreading and gossiping rather than in the information-giving language games. However, the norms for sharing cannot be fixed in advance, as these emerge at the interaction between the platforms’ explicit rules, local norms established by user practices, and a meta-norm of sociality. This unpredictability does not leave us with a normative void as an important user responsibility still remains, namely that of making the context of the sharing gesture explicit. If users will clarify how their gestures of sharing are meant to be interpreted by others, they will implicitly assume responsibility for possible misunderstandings based on omissions, and the harms of shared misinformation can be diminished. (shrink)

Intersectionality theory explores the special sorts of disadvantage that arise as the result of occupying multiple disadvantaged demographic categories. One significant methodological problem for the quantitative study of intersectionality is the difficulty of acquiring data sets large enough to produce significant results when one is looking for intersectional effects. For this reason, we argue, simulation methods may be particularly useful to this branch of theorizing because they can generate precise predictions and causal dependencies in a relatively cheap way, and can (...) thus guide future empirical work. We illustrate this point through models which show that intersectional oppression can arise under conditions where social groups are disadvantaged in the emergence of bargaining norms. As we show, intersectional disadvantage can arise even when actors from all social categories are completely identical in terms of preferences and abilities. The conditions necessary to derive such disadvantage are relatively minimal. And when actors behave in ways that reflect stronger intersectional identities, the potential for disadvantage increases. (shrink)

In this paper I explore the influence of an organisation's structure, such as that of the National Education System, in the emergence of desirable social properties. In this case the concern is schools with adequate performance. It is assumed that there is a circular causality between structure and the social results of schools. I highlight some of the structural requirements to have justice, sense of belonging, trust, honesty and cooperation as emerging properties of these schools, beyond normative (...) statements. These are requirements for effective citizenship. In order to study this, it is necessary to observe the structures that constitute collectives into organisations. Central to this paper is a case study that I carried out at Millfield Primary School in the U.K., which focused on the observation of citizenship as a dynamic process permanently being constructed. This case went beyond the normative understanding of citizenship as established in the new school curriculum to be implemented from September 2002. I take the view that the aim of citizenship is to build up a community in which one is constituted as a citizen. For that purpose we need enabling people to build up their own communities. My conclusion from this case study suggests that current educational methodologies aim at teaching a "model of" citizenship rather than at providing the necessary tools to think about and create suitable spaces "for" citizenship. The case study shows that it is necessary to reinforce in schools practical methods to create membership and respect for others. (shrink)

The paper argues that the emergence of the Western question of rationality only can be understood in its dynamic and evolution from the correlation between philosophical/theological/scientifical institution and the strong objectivity, in that such a strong objectivity only can be achieved by a scientifical institutional praxis, something that common sense and common people cannot do. The Platonic model of scientifical institution as centralizing and monopolizing the epistemological-political grounding, imposing it directly on common sense and common people, is based on (...) the idea that the strong epistemological-moral objectivity is the normative condition to the sense at all, to the framing, legitimation and guiding of common sense and common people. So this correlation between scientifical institution and strong objectivity leads to the strong institutionalism regarding the constitution, the legitimation and the social foment of the valid knowledge and of the valid culture, again from the contraposition to common sense and common people. Here, scientifical institution acquires a role of judge and of guide of the social evolution as a whole. The paper’s central argument is that such Platonic linking between scientifical institution and rationality must be deconstructed in favor of common sense and common people, i.e. in favor of the democracy as basis of the epistemological-moral grounding, which means as consequence the institutional weakening and abandonment of that Platonic self-understanding which links scientifical institution and objectivity. (shrink)

This paper aims to contribute to the existing literature on normative cognition by providing a lineage explanation of human social norm psychology. This approach builds upon theories of goal-directed behavioral control in the reinforcement learning and control literature, arguing that this form of control defines an important class of intentional normative mental states that are instrumental in nature. I defend the view that great ape capacities for instrumental reasoning and our capacity (or family of capacities) for shared intentionality coadapted (...) to each other and argue that the evolution of this capacity has allowed the representation of social norms and the emergence of our capacity for normative guidance. (shrink)

In this paper I explore the influence of an organisation's structure, such as that of the National Education System, in the emergence of desirable social properties. In this case the concern is schools with adequate performance. It is assumed that there is a circular causality between structure and the social results of schools. I highlight some of the structural requirements to have justice, sense of belonging, trust, honesty and cooperation as emerging properties of these schools, beyond normative (...) statements. These are requirements for effective citizenship. In order to study this, it is necessary to observe the structures that constitute collectives into organisations. Central to this paper is a case study that I carried out at Millfield Primary School in the U.K., which focused on the observation of citizenship as a dynamic process permanently being constructed. This case went beyond the normative understanding of citizenship as established in the new school curriculum to be implemented from September 2002. I take the view that the aim of citizenship is to build up a community in which one is constituted as a citizen. For that purpose we need enabling people to build up their own communities. My conclusion from this case study suggests that current educational methodologies aim at teaching a "model of" citizenship rather than at providing the necessary tools to think about and create suitable spaces "for" citizenship. The case study shows that it is necessary to reinforce in schools practical methods to create membership and respect for others. (shrink)

The emergence of new norms of sociability has historically compromised with segregation of entire communities that enforced certain ways of experiencing reality. Historically speaking, social segre...

We investigate the entrepreneurial opportunities and ethical dilemmas presented by technological turbulence. More specifically we investigate the line between Baumol’s [J. Polit. Econ. 98 (1990) 893] productive (e.g. innovation), unproductive (e.g. rent seeking) and destructive (e.g. criminal) entrepreneurship through three examples of Internet innovation – spam (destructive), music file sharing (unproductive), and Internet pharmacies (potentially productive). The emergence of accessible Internet technologies, under present norms, has created the potential for all three entrepreneurial activities. Because of the propensity for (...) self-serving biases and for bending the rules, the need for creativity in overcoming obstacles and overall liabilities of newness, entrepreneurs are likely to challenge established industrial morals and laws. Unlike new entrants, incumbents must abide by the currently accepted norms, and thus suffer from “liabilities of oldness”. The challenge for new entrants is to change sociopolitical legitimacy, whereas incumbents need to defend the established norms. We discuss competitive and other issues that result from technological turbulence and innovation. (shrink)

What marks ours as the "post-epistemic era" is that it refuses to confer any special privilege on knowledge production as a social practice: whatever normative strictures apply to social practices in general, they apply specifically to epistemic practices as well. I trace how we have reached this state by distinguishing two conceptions of normativity in the history of epistemology: a top-down approach epitomized by Kant and Bentham, and a bottom-up approach associated with the Scottish Enlightenment. The advantage of (...) the latter is that it clearly distinguishes the emergence of norms from the conditions of their maintenance. I then show how more recent evolutionary epistemology has, in a pejorative way, "naturalized" socially constructed norms of cognitive competence, whereas the logical positivists — long the bane of "progressive" epistemologists — recognized the fully artificial character of epistemic norms and hence qualify as the first social epistemologists. (shrink)

Philosophical food ethics or deliberative inquiry into the moral norms for production, distribution and consumption of food is contrasted with food ethics as an international social movement aimed at reforming the global food system. The latter yields an activist orientation that can become embroiled in self-defeating impotency when the complexity and internal contradictions of the food system are more fully appreciated. However, recent work in intersectionality offers resources that are useful to both philosophical and activist food ethics. For (...) activists, intersectionality provides a way to preserve and strengthen the meaningfulness of protest and resistance, even in the face of complexity and uncertain outcomes. For philosophers, intersectionality chastens the tendency to regard moral problems as inherently solvable, and provides a way use tensions inherent in food system reform as a source of ethical insight. (shrink)

In this paper, I approach epistemic norms from an ontogenetic point of view. I argue and present evidence that to understand epistemic norms – e.g., scientific norms of methodology and the evaluation of evidence – children must first develop through their social interactions with others three key concepts. First is the concept of belief, which provides the most basic distinction on which scientific investigations rest: the distinction between individual subjective perspectives and an objective reality. Second is (...) the concept of reason, which in the context of science obligates practitioners to justify their claims to others with reasons by grounding them in beliefs that are universally shared within the community. Third is the concept of social norm, which is not primarily epistemic, but provides children with an understanding of norms as collective agreements. The theoretical argument is that all three of these concepts emerge not from just any kind of social interaction, but specifically from social interactions structured by the human species’ unique capacities for shared intentionality. (shrink)

Why are the fundamentals of education apparently so little changed in our era of digital technology? Is their obstinate persistence evidence of resilience or obsolescence? Such questions can best be answered not by imagining an uncertain high-tech future, but by examining a well-documented past--a history of instruction and media that extends from Gilgamesh to Google. Norm Friesen looks to the combination and reconfiguration of oral, textual, and more recent media forms to understand the longevity of so many educational arrangements and (...) practices. Friesen examines the interrelationship of reading, writing, and pedagogy in the case of the lecture and the textbook--from their premodern to their postmodern incarnations. Over hundreds of years, these two forms have integrated textual, oral, and (more recently) digital media and connected them with changing pedagogical and cultural priorities. The Textbook and the Lecture opens new possibilities for understanding not only mediated pedagogical practices and their reform but also gradual changes in our conceptions of the knowing subject and of knowledge itself. Drawing on wide-ranging scholarship in fields as diverse as media ecology and German-language media studies, Foucauldian historiography, and even archaeological research, The Textbook and the Lecture is a fascinating investigation of educational media. (shrink)

The increasing use of online simulations as replacements for animal dissection in the classroom or lab raises important questions about the nature of simulation itself and its relationship to embodied educational experience. This paper addresses these questions first by presenting a comparative hermeneutic-phenomenological investigation of online and offline dissection. It then interprets the results of this study in terms of Borgmann’s (1992) notion of the intentional “transparency” and “pliability” of simulated hyperreality. It makes the case that it is precisely encumbrance (...) and disruption—elements that are by definition excluded from simulations and interfaces—which give dissection its educational value. (shrink)

This paper investigates the question of which place in the history of political ideas may be assigned to the Constitutional Debate in Herodotus’ _Histories_, 3.80-82. It is shown that the Herodotean debate represents the earliest extant example of a social theory, in which a variety of distinctly social ordering principles are weighed against each other with normative arguments and in isolation from all sorts of divine authorisations. The article divides into three parts. The first part gives an account (...) of the theoretical predecessors to the classical social theory first evidenced in the Constitutional Debate. The second part consists of an exposition of the socio-intellectual progressions clustered in the Herodotean debate, focussing on developments in constitutional thinking and argumentative evolvement. The third part consists of a close reading of the argumentative and politico-social content of the Constitutional Debate. (shrink)

Central to the debate on the moral relevance of shame is whether we take others’ assessments of our moral shortcomings seriously. Some argue that viewing shame as a social emotion undermines the moral standing of shame; for a moral agent, what is authoritative are his own moral values, not the mere disapproval of others. Adam Smith's framework sheds some light on the contemporary debates in philosophy on the moral value of shame. Shame is mostly a social emotion but (...) has moral value for Smith. This is because we desire sympathy and share an ongoing social practice of morality with others. Smith developed the underpinnings of an account for a sympathetic basis of shame. An agent is evaluated through the sympathetic process to determine whether he/she has lived up to shared norms and morality. Shame emerges from the understanding that we ought not to be favorably thought of by others, the impartial spectator, or by our own conscience. We want to avoid shame for two reasons: first, we want to receive praise which gives pleasure, blame and blameworthiness operate by giving pain. Secondly, we are pleased with the sympathy of others. According to Smith, shame is a very painful emotion. Given our dread of pain and love of pleasure, we are motivated to be not blamed or blameworthy. We want to be favorably thought of so as not to be, or feel, shamed. Our dread of blameworthiness and our desire for sympathy motivates us to be a person who acts according to the norms and morality of society. Shame has a moral value both as a social emotion and when it arises from our conscience; however, Smith was also aware that there are limits to shame as a moral value, which arises from misjudgments of spectators. (shrink)

We develop a framework for understanding how lack of clarity in business press coverage of corporate social responsibility functions as a mediated and emergent form of strategic ambiguity. Many stakeholders expect CSR to exhibit clarity, consistency, and discursive closure. But stakeholders also expect CSR to conform to varying degrees of both formal and substantive rationality. These diverse expectations conflict with each other and change over time. A content analysis of press coverage in Denmark suggests that the business media reflect (...) and amplify the ambiguity generated by these shifting demands. We propose that this very public lack of discursive closure provides strategic advantages to CSR stakeholders by rendering the concept of CSR adaptable, resilient, and meaningful to diverse interests. From this perspective, strategic ambiguity emerges from a relational and mediated process, not from the direct intentions of individual stakeholders. Our framework suggests that CSR is best understood not as a clear or consistent agenda, but rather as a forum for sensemaking, diversity of opinion, and debate over the conflicting social norms and expectations attached to corporate activity. (shrink)

A culturally influential sub-discipline within literary studies, literary theory has developed in parallel form in other arts and social science disciplines, so that one might refer to "cultural theory" or "social theory" as well, or even just to "theory." It's as familiar as the word "postmodern" and as tricky as "deconstruction." What is it about? What is at stake? Theory is about rationality. This book's title invites two different interpretations of what it might mean to say so. For (...) many, the essence of literary theory is the unmasking and redescription of rationality in other terms. Put ironically, rationality is male; rationality is white; rationality is repression.... The book's title, however, can also be read in a second way. On this reading, rationality itself is the essence of literary theory and central to literature, art, and society. Certain conceptions of what it entails can be problematic; the critique in the first way of reading the title remains relevant. Yet one can affirm rationality as integral to human flourishing, including the processes of producing, analyzing, and enjoying literature, art, and culture. This book provides readers with a clear overview of theory's development and the abiding presence of its concern with the status of rationality across its forms. (shrink)

This paper investigates how social enterprises navigate through the ethical complexity of social change and extends the ethical quandaries faced by social enterprises beyond organisational boundaries. Building on the emerging literature on the ethics of SEs, I conceptualise ethics as an engagement with power relations. I develop theoretical arguments to understand the interaction between ethical predispositions of a SE and the normative structure of the social system in which it operates. I applied this conceptualisation in a (...) hierarchical and heterogeneous rural Indian context to provide insights into the moral ambiguity of ethical decision-making and suggest pathways for ethical actions. Taking a qualitative case study approach, I followed an exemplary SE’s implementation process in India. I observed ethical challenges in designing the implementation process, selecting the beneficiaries and sustaining the programme. I also identified three actions of the SE—the action of recognition, the action of reposition and the action of collaboration—and developed a transformative process model. I discuss the theoretical implications of this research for SEs and recommend a critical engagement with ethical theories to address systemic problems. (shrink)

Norm Phelps has long been one of the leading theoreticians, historians, and strategists of the animal advocacy movement. His new book collects his recent writings on this subject, as well as offers in print for the first time a fully revised and updated version of the e-book he published with Lantern in 2013 (978-1-59056-379-3). Phelps argues that faced with the overwhelming wealth and power of the animal exploitation industries, animal activists are like David trying to stand up to Goliath. But (...) rather than following the unsuccessful strategies of the past, Phelps proposes that we change the game by adopting David's strategy of refusing to play by Goliath's rules. Additional essays explore class and race in animal advocacy, the place of public policy vs. private morality in creating social change, and the unyielding barrier of human exceptionalism. Trenchant, wise, and deeply committed to the reduction of suffering and the liberation of animals, Changing the Game is sure to offer animal advocates much food for thought as the movement charts a way forward for all sentient beings. (shrink)

The study of social justice asks: what sorts of social arrangements are equitable ones? But also: how do we derive the inequitable arrangements we often observe in human societies? In particular, in spite of explicitly stated equity norms, categorical inequity tends to be the rule rather than the exception. The cultural Red King hypothesis predicts that differentials in group size may lead to inequitable outcomes for minority groups even in the absence of explicit or implicit bias. We (...) test this prediction in an experimental context where subjects divided into groups engage in repeated play of a bargaining game. We ran 14 trials involving a total of 112 participants. The results of the experiments are statistically significant and suggestive: individuals in minority groups in these experiments end up receiving fewer resources than those in majority groups. Combined with previous theoretical findings, these results give some reason to think that the cultural Red King may occur in real human groups. (shrink)

This chapter develops a theory of categorical normativity, of those principles that have authority over us regardless of our ends and interests. It argues that there is an intimate connection between these norms and the conditions of agency. In this respect, it offers a version of constitutivism. But the version of constitutivism defended is unique in a few respects. First, it is naturalistic: agency is an emergent property, like the properties of biology and economics. Second, it is social: (...) agency is something constructed by the complex interaction of agents. And third, it supports the normativity of a particular contractualist procedure: adhering to Kant’s Formula of the Realm of Ends is a condition on agency, and so a categorical requirement. (shrink)

The Emergence of Word-Meaning in Early China makes an innovative contribution to studies of language by historicizing the Chinese notion that words have "meaning" (content independent of instances of use). Rather than presuming that the concept of word-meaning had always existed, Jane Geaney explains how and why it arose in China. To account for why a normative term (yi, "duty, morality, appropriateness") came to be used for "meanings" found in dictionaries, Geaney examines interrelated patterns of word usage threading through (...) and across a wide range of genres. These patterns show that by the first millennium, as textual production exploded—and as radically different writing forms (in Buddhist sutras) were encountered—yi already functioned as an externally accessible "model" for semantic interpretation of texts and sayings. The book has far-reaching implications. Because the idea of word-meaning is fundamental to theorizing, the book illuminates not only semantic ideas and the normativity of language in Early China, but also aspects of early Chinese philosophy and intellectual history. As the internet supplants one form of media (print), thereby reducing knowledge to vast digital databases, so too, this book explains, two thousand years ago a culture that prized oral and visual balance became an "empire of the text.". (shrink)

This response paper begins by countering the contributions of Don Ihde and Robert Rosenberger to this special issue, making its case in existential terms. Then, addressing Darin Barney, these arguments are developed further in aesthetic terms, making use of the “modernist” educational theory of René Arcilla. This response article concludes by returning to the realm of the educational with the help of Albert Borgmann's and Estrid Sørensen's feedback.

Moral norms are the rules of morality, those that people actually follow, and those that we feel people ought to follow, even when they don’t. Historically, the social sciences have been primarily concerned with describing the many forms that moral norms take in various cultures, with the emerging implication that moral norms are mere arbitrary products of culture. Philosophers, on the other hand, have been more concerned with trying to understand the nature and source of rules (...) that all cultures ought to follow, with relatively little regard for what people actually do. The tension between the two approaches has to do with whether there are any standards higher than the whims of culture in determining right and wrong. Typically, the social sciences say “no”, pointing at the diversity of moral beliefs. Most philosophers (along with people of moral conviction) feel that there must be some deeper source of morality than the trends and fads of culture. Unfortunately, the nature and source of such standards has remained something of a mystery. Recent work on the evolution of norms has changed this picture dramatically. (shrink)

This paper proposes a semiotic theory of norms—what I term normative semiotics. The paper’s central contention is that social norms are a language. Moreover, it is a language that we instinctively learn to speak. Normative behaviour is a mode of communication, the intelligibility of which allows us to establish cooperative relationships with others. Normative behaviour communicates an actor’s potential as a cooperative partner. Compliance with a norm is an act of communication: compliance signals cooperativeness; noncompliance signals uncooperativeness. (...) An evolutionary model is proposed to explain how this comes about: evolution has generated an instinctual proficiency in working with these signals much like a language—a proficiency that manifests in an emotional context. We see these social rules as possessing a certain ‘rightness’ in normative terms. This adaptive trait is what we call internalization. Internalization enhances the individual’s ability to speak this code. Because these signals communicate who is and who is not a reliable co-operator, sending and receiving cooperation signals is crucial to individual survival. Individuals who internalized the entire process and thus became more adept at speaking the language were at an advantage. Law seeks to shape the language of norms by maintaining the collective standards of society; as such, understanding how and why this normative language emerges is critical to understanding a core function of law. (shrink)

Assigning a positive signification to the concept of ‘ideology,’ the basic hypothesis of this paper is that both what we call social reality and what we understand by the expression social knowledge are the result of an ideological projection. In other words, it is my opinion that ideology accomplishes a double purpose: on the one hand, it actively participates in the construction of social reality; on the other hand, it also plays the role of an instrument of (...) social knowledge. To support this assertion, I advance the idea of ideological conventions that are constituent parts of the social projection of reality and that emerge as ‘landmarks’ of the processof understanding it. I provide arguments that, as long as that they are found at the level of social institutions and thus being reproduced in discourse, including symbolically – as codes, norms, rules, habits, behaviours, etc., both formal and informal –, ideological conventions are an expression of social identity, being useful in explaining and understanding social reality and its possibilities of evolving. Finally, taking into account the premise that while social knowledge is not entirely ideological, the ideological element is unavoidable in the process of configuring this knowledge (contributing in a decisive manner to the changes emerging at the societal level), I propose an integrated, interdisciplinary model of ideological analysis. (shrink)

The purpose of this paper is to assess the emergence of the pirate movements in the European Union. Our goal is to sketch the steps towards a research agenda for this grassroots political movement which gained momentum since 2009. To attain our goal we showed the re-signification of the concept of piracy in the debate around intellectual property and its institutional settlement. Afterwards we analysed the big political themes of several European Pirate Parties and their struggle to follow the (...) preferences of the median voter. We concluded with a set of hypotheses of which the most important is that the pirates will inscribe neither to the left nor to the right part of the political spectrum. (shrink)

The term “social cognition” can be construed in different ways. On the one hand, it can refer to the cognitive faculties involved in social activities, defined simply as situations where two or more individuals interact. On this view, social systems would consist of interactions between autonomous individuals; these interactions form higher-level autonomous domains not reducible to individual actions. A contrasting, alternative view is based on a much stronger theoretical definition of a truly social domain, which is (...) always defined by a set of structural norms; moreover, these social structures are not only a set of constraints, but actually constitute the possibility of enacting worlds that would just not exist without them. This view emphasises the heteronomy of individuals who abide by norms that are impersonal, culturally inherited and to a large extent independent of the individuals. Human beings are socialised through and through; consequently, all human cognition is social cognition. The article argues for this second position. Finally, it appears that fully blown autonomy actually requires heteronomy. It is the acceptance of the constraints of social structures that enables individuals to enter new realms of common meaningfulness. The emergence of social life marks a crucial step in the evolution of cognition; so that at some evolutionary point human cognition cannot but be social cognition. (shrink)