D E N K U L T U R E L L E S K U L E S E K K E NThe Common GoodThe theory lists several choices in regards to what is labelled the HigherCommon Principle — the view of what constitutes the common good andhow to best achieve this goal. The Model of situated judgement: “…primarily rec<strong>og</strong>nizes the existence of persons-in-acts characterized bydifferent positions and chances” (Boltanski and Thévenot 2000:211). Thistheory of situated judgement does not claim to describe all aspects of thesocial and as such present itself as a complete social theory. It offers oneview, on one aspect of the social: “… one of the regimes that are capable ofcontrolling the moves on which social activity is based (Boltanski andThévenot 2000:209). Social activity can be harmonious or ambiguous. Abreak from normal — a situation — will set in motion criticism to try tocontrol the situation in a way that will bring it back to harmony. The differentparties will present different justifications towards different desired states ofharmony. In DKS it has a specific frame in a specific location/institution andat a certain time. Still, the modes of justification and Orders of worth areuniversal. The values brought into play, or the professional justification inDKS; “… poses universality as a horizon searched after by agents”(Boltanski and Thévenot 2000:209). In their search for stability they searchfor a common platform. The understanding of what that platform should bemight be very different. To communicate outside of your own understandingof the situation, you have to relate to a common conception of the world andworthy values.Boltanski and Thévenot have approached the problem by saying that it is notalways necessary to ascribe power motives or economic gain as the finaldestination to an action. It will factor in, but the final aim might be a highermotive. In their work On justification: Economies of worth (2006), Boltanskiand Thévenot present an; “… instrument with which to analyse the operationspersons perform when they resort to criticism, when they have to justify thecriticism they produce, when they justify themselves in the face of criticismor collaborate in the pursuit of a justified agreement” (Boltanski andThévenot 2000:208). They want to use their model in analysing situationswhere people express disagreement in non-violent confrontations. At sometime the disagreement will end in a more or less lasting agreement. Themodel has, as its point of origin, market theory. The authors’ objective is toshow, through the model, that capitalism as a value set might have severaltraits that transcend the self-interest of the individual. There is a reference toa higher principle in every argument where a party is called upon to justifythemselves, even within capitalism. “What we are saying is that the personsin the market are moral beings, in the sense that they are capable of takingabstractions from their particularity in order to agree on external goods,74
A G R E E M E N T A N D D I S C O R Dwhich are universally listed and defined” (Boltanski and Thévenot 2000:213).To refer only to oneself and personal economical gain would never win theother party of a conflict over and convince them to join in a quest purely forsomeone else’s gain. There has to be a reference to something outside of theactor, something that is open to the common public, should they wish to be apart of it. This something, Boltanski and Thévenot calls; “the HigherCommon Principle” (Boltanski and Thévenot 2006:140). Important actions,actors and things in the situation will be of interest in discovering the worldthat is being called upon in the justification.When a project within the DKS pr<strong>og</strong>ram is set into motion, there will be anattempt towards reaching a common state of relationality — a common set ofvalues to work from. If all involved parties are situated within the same‘world’, they are often in agreement at the start of the project. If the actors aresituated in several ‘worlds’, a conflict can then establish a new set of valuesthat are of both worlds; “... this opening towards alternative forms ofgenerality also brought to the surface the critical tensions that results from thejuxtapositions of several different ways of establishing equivalencies amongbeings, and thus of generalizing” (Boltanski and Thévenot 2006:9). Wenger(1998) mirrors the view to some extent through his social theory of learning.He sees social participation as the basis for learning and knowing. Through agroup’s pursuit of a shared enterprise, with resulting practices that are theproperty of the group, a community will take shape. Some components arenecessary to describe what constitutes learning within this socialparticipation: meaning, practice, community and identity. These factors comet<strong>og</strong>ether in the form of communities of practice (Wenger 1998). Thesecommunities exist throughout society, and professions are one of the ways inwhich they constitute themselves. This theory covers learning in the world atlarge, and if seen in light of this theory, teaching is a practice, and practice isa prerequisite for meaning: “Practice is, first and foremost, a process bywhich we can experience the world and our engagement with it asmeaningful” (Wenger 1998:51).What I find left out in this theory, is the guide to establish the pivotal points.It very clearly states that they exist, and will be negotiated, but it gives nospecifics. If the person involved in the critique tries to ‘push’ to theadversaries, he does this through the underlying moral standards that heperceives as right. However, Wenger has not addressed any value sets thatmight be more general, but only commented on their existence. The Ordersof Worth that are found in what Boltanski and Thévenot (2006) call morebroadly a community of reference is therefore of great importance. TheseOrders of Worth are general and can be used to justify arguments insituations of criticism, as well as establish a sense of what point of view the75
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