{"resolved":true,"match_type":"uuid","source_type":"original_book","book_id":"dc63b13d-e064-4d2f-83fb-aa8d3b8c79f8","title":"数字社会学","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787208177284","requested_by":"printed_page","book":{"source_type":"original_book","book_id":"dc63b13d-e064-4d2f-83fb-aa8d3b8c79f8","id":"dc63b13d-e064-4d2f-83fb-aa8d3b8c79f8","uuid":"dc63b13d-e064-4d2f-83fb-aa8d3b8c79f8","title":"数字社会学","normalized_title":"数字社会学","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787208177284","isbns":["9787208177284"],"parsed":true,"ai_readable":true,"document_type":"book","page_count":298,"navigation_url":"https://workshop.closeclaw.top/ai/book/dc63b13d-e064-4d2f-83fb-aa8d3b8c79f8","title_url":"https://workshop.closeclaw.top/ai/title/%E6%95%B0%E5%AD%97%E7%A4%BE%E4%BC%9A%E5%AD%A6","fixed_page_url_template":"https://workshop.closeclaw.top/ai/book/dc63b13d-e064-4d2f-83fb-aa8d3b8c79f8/page/{printed_page}","path_api_url_template":"https://workshop.closeclaw.top/api/ai/book/dc63b13d-e064-4d2f-83fb-aa8d3b8c79f8/page/{printed_page}","read_url":"https://workshop.closeclaw.top/api/ai/read/dc63b13d-e064-4d2f-83fb-aa8d3b8c79f8","page_url":"https://workshop.closeclaw.top/api/ai/books/dc63b13d-e064-4d2f-83fb-aa8d3b8c79f8/page","search_url":"https://workshop.closeclaw.top/api/ai/books/dc63b13d-e064-4d2f-83fb-aa8d3b8c79f8/search"},"page":{"printed_page":27,"pdf_page":47,"physical_index":47,"physical_index_base":0,"printed_page_status":"recognized","page_sha256":"81adf3b7a8324fe34fcd001231dad00a075751c129793078d15a7cb20fb8f4bf"},"chapter":"第二章 数字社会的理论化","content":"集合(assemblage）的概念是理解人类和非人类行动者之间互动的杂合现象的有用方法。集合概念借鉴了行动者网络理论和德勒兹哲学，是指人类与非人类之间以各种动态方式杂合交融的形式(Haggerty and Ericson, 2000; Latour, 2005; Latour et al., 2012;Marcus，2006；Palmås，2011)。集合提供了一种理解个人与数字技术的关系及对数字技术的使用的方法，强调无论是人类还是非人类，每位行动者都在互构关系中形塑着另一位行动者。它还为理解非人类行动者之间如何相互作用提供了一个理论基础，如物联网中的情形。\n\n集合在其复杂性和易变性方面被视为“杂合体”(Fenwick andEdwards，2011)。例如，芬威克和爱德华(Fenwick and Edwards，2011）讨论了数据和用于创建数据的设备如何驱动当代教育，以及如何形塑教学内容和教学资源使用的决策。在这个过程中，教育系统对收集用于监测和计算学生的学习成果的数据负有责任。然而，这种用于治理目的的、庞大而复杂的数据集成集合是不稳定的。由于众多不同能动者的加入，它存在戏化系统或参与抵制行为的可能性，比如考试分数作弊、教师拒绝管理标准化测试，或数据受到复议和挑战，这种庞大的规模和复杂性使得其产生偶然和混乱。对抗网络(counter-networks)的出现挑战了现有的网络，这使得各种行动者网络的力量永远无法得到保证。\n\n第二章 数字社会的理论化\n\n27","previous_page":26,"next_page":28}