Ian  Hacking. The Social Construction of What? x+261 pp., index. Cambridge, Mass.: Harvard University Press, 1999. $34.50 (cloth); $19.95 (paper).

RESUMEN: Este artículo ofrece un análisis filosófico de la idea de la construcción social de la escuela. Tomando como punto de partida algunas de las claves críticas que I. Hacking señala respecto del constructivismo, el autor ensaya una nueva ruta de análisis, no explorada por Hacking: el análisis del constructivismo social en los procesos educativos y en las instituciones educativas. Con ello se intenta poner de relieve cuestiones teóricas de fondo –principalmente de carácter ontológico– acerca de las cuales la comunidad pedagógica ha prestado escasa atención. El análisis se desarrolla en cuatro pasos: en primer lugar, se ofrecen las ideas de Hacking más relevantes al respecto; después, se expone una síntesis de la posición dominante acerca de la construcción social de la escuela. Seguidamente, se analizan los aspectos ontológicos implicados en tal idea, y, por último, se extraen las consecuencias educativas.ABSTRACT: This paper offers a philosophical analysis of the idea of the social construction of School. Taking as a standpoint some critical questions which I. Hacking proposed regarding constructivism, the author examines a new route, not explored by Hacking, i.e., the analysis of social constructivism in educational processes and educational institutions. In this way we expect to throw light on certain deep theoretical questions –of an ontological nature, mainly– to which the educational community has paid little attention. The analysis follows four steps: first, it describes Hacking’s most important ideas in this regard; second, it synthesises the dominant stance concerning the social construction of School. Third, it examines the ontological assumptions of this idea, and, finally, describes some educational consequences.SOMMAIRE: Cet article offre une analyse philosophique de la structure sociale des écoles. L’auteur, à partir de quelques idées critiques signalées par I. Hacking à propos du constructivisme, envisage une nouvelle approche pas explorée par Hacking: celle de l’analyse du constructivisme social dans les processus et les institutions éducatives. Cette approche a pour but de signaler quelques questions théoriques fondamentales –de nature ontologique principalement– très peu analysées par la communauté pédagogique. L’analyse se déroule en quatre étapes: en premier lieu, les idées fondamentales de I. Hacking sont exposées; en second lieu, une synthèse du discours dominant sur la construction sociale de l’école est offerte; en troisième lieu, les aspects ontologiques impliquées y sont développés et, finalement, en quatrième lieu, les conséquences éducatives y sont dégagées.

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8. Ian Hacking, The Social Construction of What?

Schlüsselwerke der Kulturwissenschaften ◽

10.14361/9783839413272-009 ◽

2012 ◽

pp. 42-43

Keyword(s):

Social Construction ◽

Ian Hacking ◽

The Social

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Social Construction as Social Significance

Categories We Live By ◽

10.1093/oso/9780190256791.003.0003 ◽

2018 ◽

pp. 34-53

Author(s):

Ásta

Keyword(s):

Social Construction ◽

Social Meaning ◽

Social Significance ◽

Social Categories ◽

Ian Hacking ◽

Socially Constructed ◽

The Social

Various ways in which a category of people can be said to be socially constructed is discussed before a conception of social construction that can underwrite the project of offering a metaphysics of social categories is offered. The author discusses several conceptions of causal social construction, including where the social is the cause and the effect, and where ideals or norms play a role in the construction. The type of social construction needed for the project of giving a metaphysics of social construction is constitutive social construction. The author offers her conception of constitutive social construction, the key component of which is an account of social meaning. Comparison with the accounts of social construction by Ian Hacking, Ron Mallon, and Sally Haslanger is made.

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