ABSTRACT
This chapter is concerned with design for learning within the social sciences, and out of the social scientific tradition. It sets out from a consideration of what the social sciences might encompass and an identification of some core issues for design in the social sciences. In accordance with the overall approach of the book, the chapter considers design at what is described as a meso level, clarifying that the focus is on activities within programmes and not on the macro level of learning infrastructure or environments, nor on the micro level of the detailed interactions of specific episodes of learning. Like Harding and Ingraham (Chapter 11) the author takes a deliberately dual view of design, examining both examples of design within the pedagogy of social science and some key lessons from the social sciences that impact on the practice of design.
