稳定破坏稳定?重新思考时间性的形象

Tim Newton, Natalia Slutskaya, Jessica Horne
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摘要

本文探讨了我们的稳定感和不稳定性。例如,当代生活是受不确定性、流动性和社会技术加速度的支配,还是相对稳定或惯性仍然代表着许多领域的主要经验?特别是,稳定性和不稳定性是否代表着相互交织的共生过程?此外,传统上被视为对立的理论是否比我们通常认为的更加密切相关,比如那些倾向于历史沉淀而非表演性和 "新 "的组合的理论?在比较稳定化与不稳定化的过程中,文章考虑了时间性的不同论点,如加速度与反传统化,以及社会理论中稳定与不稳定的形象。为了探索稳定和不稳定过程之间的共生关系,文章考虑了经济学和会计学这两个社会科学学科。在这一过程中,它探讨了围绕批判现实主义、历史沉淀、政府性和表演性的争论,并关注了阿博特、布迪厄、卡隆、埃利亚斯、内克尔和罗莎的论点。该书还探讨了微观与宏观的关系,以及宏观分析中关于稳定与不稳定的隐含自我理论。该书认为,我们不应将稳定与不稳定视为 "对立面",而应开放地看待它们经常密切相关的可能性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Stable destabilising? Rethinking images of temporality
This article explores our sense of stability and instability. For example, is contemporary life governed by uncertainty, fluidity and sociotechnical acceleration, or do relative stability or inertia still represent the predominant experience in many domains? In particular, can stabilities and instabilities represent symbiotic processes, the one interwoven with the other? Furthermore, are theories conventionally treated as antagonistic more intimately related than we tend to consider, such as those favouring historical sedimentation over performativity and the assembly of the ‘new’? In comparing stabilisation and destabilisation, the article considers divergent theses of temporality, such as acceleration and refeudalisation, and the way that social theory appears peppered with images of stability and instability. To explore the symbiosis between stabilising and destabilising processes, it considers the social science disciplines of economics and accounting. In so doing, it addresses debate surrounding critical realism, historical sedimentation, governmentality and performativity, with attention to the argument of Abbott, Bourdieu, Callon, Elias, Neckel and Rosa. It also examines micro–macro relations, and the implicit theories of the self that inform the macroanalytical portrayal of stabilisation and destabilisation. Rather than seeing stability and instability as ‘opposites’, it argues that we should be open to the possibility that they may often be closely interrelated.
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