Purposive Action Under Conditions of Unpredictability: Lessons from Development Practice and Some Suggestions

IF 1.7 4区 社会学 Q3 DEVELOPMENT STUDIES
A. Fforde
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Abstract

The commentary addresses, with constructive suggestions, the tension between common beliefs that development knowledge is not predictive and the general requirement that it be used to support instrumental action (using devices such as the log frame or theories of change that embody ideas that X will lead to Y). I suggest that this tension is best resolved differently from much current practice, which tends to fudge the issue. I draw two central implications: first, that stakeholders to a possible development intervention decide formally, before proceeding, whether the context and knowledge of it suggest that it is wise to proceed instrumentally or not; second, that a positive aspect of the ‘fudge’ is that a significant share of development interventions, whilst organized according to instrumental principles (such as the log frame or theories of change), in fact lack suitable knowledge and so are, in reality, non-instrumental. In such contexts, development professionals, in fact, have well-developed but informal methods for acting ‘non-instrumentally’.
不可预测性条件下的目的性行动:发展实践的教训与建议
评论提出了建设性的建议,解决了发展知识不是预测性的共同信念与将其用于支持工具性行动的一般要求之间的紧张关系(使用日志框架或变革理论等工具,这些工具体现了X将导致Y的想法)。我建议,这种紧张关系最好与目前的许多做法不同,因为目前的做法往往会混淆问题。我得出了两个核心含义:首先,可能的发展干预的利益相关者在进行之前正式决定其背景和知识是否表明以工具方式进行是明智的;其次,“捏造”的一个积极方面是,很大一部分发展干预措施虽然是根据工具性原则(如日志框架或变革理论)组织的,但事实上缺乏适当的知识,因此在现实中是非工具性的。事实上,在这种情况下,发展专业人员有完善但非正式的“非工具性”行动方法。
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来源期刊
Progress in Development Studies
Progress in Development Studies DEVELOPMENT STUDIES-
CiteScore
3.10
自引率
7.70%
发文量
25
期刊介绍: Progress in Development Studies is an exciting new forum for the discussion of development issues, ranging from: · Poverty alleviation and international aid · The international debt crisis · Economic development and industrialization · Environmental degradation and sustainable development · Political governance and civil society · Gender relations · The rights of the child
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