What an Institution Is For
A river runs past the west wall of a paper mill; a few kilometers downstream, a household farms fish at the water’s edge. Every day the mill says “ought” to people. What is an institution for, and what ought it to achieve? The series begins with to whom such oughts are said: they take the construct as their normative object, not persons. The construct takes the ought, the position takes accountability, the person takes his own law.
Five oughts follow: cross no line; guard the lines between those inside; provide conditions for cultivation; let cultivation between people happen; remain open to questioning. Together they make one main line: toward its internal subjects, an institution holds to anti-colonization and strives for cultivation; it itself remains open to questioning. The series does not say how any of this is to be achieved, nor whether it can be; it is a ruler, and where to measure is up to the reader.
Eight essays from the eight papers of SAE Institution Theory: a prequel, six essays and an interface essay. They speak through one invented mill, one river and a few people: a monitoring technician, a shift supervisor, a veteran technician and his apprentice, and the household downstream.
A paper mill, a river, a household farming fish downstream: here the series asks what an institution is for and what it ought to achieve. First it clears away what an institution is not — not an end, not a subject, no issuer of anyone’s standing, not neutral, no maker of a “we” — and says this is not a design manual.
Essay 01The mill’s new document opens with “This mill ought.” To whom are such oughts addressed? To the construct: the construct takes the ought, the position takes accountability, the person takes his own law. On what grounds they stand, how they land on a post, and how they legislate for no one.
Essay 02A sample over the limit at two in the morning, six hours of wastewater, and no one wanted it. The first ought: an institution’s acts cross no line against anyone inside it. Where the line is, why it is held in full, how it is crossed when no one means it, and how rules each within the line can cross it together.
Essay 03A veteran technician sits on his apprentice’s transfer request and says “What I’m doing is mentoring you”; the apprentice himself says “Leave it.” The second ought: an institution guards the lines between those inside it. What securing is, why protection does not wait for cultivation, why guarding must itself be a limit, when to act, and how guarding keeps from becoming a new oppression.
Essay 04Three years into the training program: twelve trained, three left. The mill makes paper; does it owe anything to the growth of the people who work in it? The third ought: provide conditions for the cultivation of those inside, by relational thickness, concerned with conditions and not outcomes; asymmetric help moves toward withdrawing; no condition carries a demand of direction.
Essay 05The mill made mentoring a formal scheme, yet the mentoring that mattered most happened at the lunch table: a young man six months in taught a veteran of twenty years. The fourth ought: let cultivation between those inside happen. Leave room, seal no channel; where support turns into demand; an institution cannot make a “we”; staying is not success.
Essay 06The mill switches to a dye that is not on the monitoring list; the fish downstream die again, and the letter goes to the very office that keeps the list, which replies that everything meets the standard. The fifth ought: an institution remains open to questioning, through a channel that is independent, reachable and free of reprisal, and answers for what it has produced. Why questioning cannot stop, why reform buys no exemption, why survival proves nothing; and the Kingdom of Ends as a direction, not an ought.
InterfaceWith the six essays written, a conversation with the tradition: Kant, Rawls, Miller, Habermas, Pettit, Sen and Nussbaum, Honneth, Hirschman, and Xunzi with Huang Zongxi. Several differences fall on two lines: to whom the ought is addressed, and whether, on the side of cultivation, it reaches conditions or outcomes. The series places its ought on the construct, the address of attribution — for every person inside, and always open to questioning.
制度为了什么
一条河从一家造纸厂的西墙外流过,往下游几公里,有一户人家在河边养鱼。厂每天都在对人说“应当”。制度为了什么,它应当做到什么?这个系列先说这些应当说给谁:它们以构为规范对象,不说给人。构用应当,位置用职责,人用他自己的法。
接下来是五条应当:不越线;守住内部的人彼此之间的线;为涵育提供条件;让人与人之间的涵育能够发生;始终可被追问。合起来是一句主线:对内部主体,制度坚持反殖民,争取涵育;它自己始终可被追问。它不写怎样做到,也不判做不做得到;它是一把尺子,量哪里,在读者自己。
八篇散文,改写自《SAE 制度论》八篇论文:一篇前置篇,六篇正文,一篇对接篇。它们在一家虚构的造纸厂、一条河和几个人身上说话:监测员,值班主管,老技工和他的学徒,还有下游那户人家。
一家造纸厂,一条河,下游一户养鱼的人家:这个系列在这里问,制度为了什么,它应当做到什么。动笔之前,先清开几样制度不是的东西:不是目的,不是主体,不发目的地位的证,不中立,生不出“我们”;这个系列也不是一本设计书。
第一篇造纸厂的新文件,第一句写着“本厂应当”。这些应当是说给谁的?说给构:构用应当,位置用职责,人用他自己的法。它们凭什么,怎样落到岗位上,又怎样不替任何人立法。
第二篇凌晨两点取样超标,污水流了六个多小时,没有一个人想让它发生。第一条应当:制度的施为,对它内部的每一个人都不越线。线在哪里,为什么整条坚持,没有人存心为什么也会越线,一项一项都在线内为什么合起来也会越线。
第三篇老技工压着学徒的调岗申请,说“我这是在带你”;学徒自己却说“别管了”。第二条应当:制度守住它内部的人彼此之间的线。保障是什么,保护为什么不等涵育,守卫本身为什么也须是限,什么时候动手,守卫的构造怎样不变成新的压迫。
第四篇培训班办到第三年:培训了十二个人,走了三个。厂是造纸的,它对在里面干活的人的成长欠不欠什么?第三条应当:按关系厚度为内部的人的涵育提供条件,只管条件,不管结果;非对称的扶助往“退”的方向走;条件不附带方向的要求。
第五篇厂里把带教办成了正式制度,可最要紧的一次带教发生在午饭桌上:进厂半年的年轻人,教会了修了二十多年设备的老技工。第四条应当:让内部的人彼此之间的涵育能够发生。留出空间,不封通道;支持在哪三处变成要求;制度生不出“我们”;不以留下为成功。
第六篇厂换了一种染料,不在监测清单上;下游的鱼又死了,信转到管清单的科室,回了一句“全部达标”。第五条应当:制度始终可被追问,通道独立、够得着、不遭报复,并对自己造出来的东西负说明之责。追问为什么不能停,改好了为什么不能免问,存续为什么不能自证;目的王国是方向,不是应当。
对接篇六篇写完以后,与传统对一次话:康德、罗尔斯、米勒、哈贝马斯、佩蒂特、森与努斯鲍姆、霍耐特、赫希曼,以及荀子与黄宗羲。差异有几处落在两条线上:应当说给谁;在涵育这一侧,管的是条件还是结果。这个系列把应当放在构这个归责的地址上,为内部的每一个人而立,始终可以被问。