ABSTRACT
The notion of design at the beginning of the 20th century (discussed in chapters 4 and 5) is reassembled in instructional designs, research designs, and design research. Design was to order the "nature" of people and things, bringing God's design into human affairs (see, e.g., Becker, 1932). The notion ofdesign in reforms and social sciences were political strategies to act upon others by getting them to act in their own interest. It entailed a specialized knowledge to estimate, calculate, measure, evaluate, discipline' and judge ourselves. Today, teachers and children design their own learning or research in order to fulfill cosmopolitan narratives of democracy, empowerment, and human agency in globalization presumed in the unity given to the "learning society."
