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Collective Agency

We claim that we can better approach collective agency by a communicative perspective based on the concept of speech act. Like Searle (2010), we are committed to a linguistic account of collective intentionality that has joint acceptance in its base. We assume that human society operates via three types of agents: individuals, members of groups and groups. Differently of Gilbert (1987), we consider a joint acceptance account of the semantics-pragmatics of everyday collective position statements.

Collective Agency by Dialogic Interaction: A Speech-Act Mechanism in the Base of Society Stéphane Dias (PUCRS, BR / Rutgers University, USA) We claim that we can better approach collective agency by a communicative perspective based on the concept of speech act. Like Searle (2010), we are committed to a linguistic account of collective intentionality that has joint acceptance in its base. We assume that human society operates via three types of agents: individuals, members of groups and groups. Differently of Gilbert (1987), we consider a joint acceptance account of the semantics-pragmatics of everyday collective position statements. E Imagination in Ethical Argumentation and Decision-Making Dan Egonsson (Lund University, SE) An intuitively reasonable assumption is that imagining what it is like to be in a situation adds to the competence of judging its value or choiceworthiness. Proponents of what has been called the literary turn have argued that ethics ought to turn to fiction and literature for this reason. I argue that imagination – particularly in fiction and literature – will not always add to the rationality of ethical decisionmaking. H Argumentation and Citizenship in the Adult ESOL Classroom Michael Hepworth (University of Leeds, UK) The Adult ESOL (English to Speakers of Other Languages) classroom is a key domain where migrants to the UK are socialized as citizens. Argumentation plays an important role in this process, connecting with wider policy agendas on participation and social cohesion. A discourse analysis of argumentation suggests that the classroom can be seen as an agora in which teachers and migrants enact and model, as well as struggle for, full democratic citizenship. 83