This paper discusses the efforts of teachers at a progressive U.S. middle school to socially engineer the ontology of a group of 7th and 8th grade girls to become more inclusive in their relationships with their peers. I argue that this effort was authoritative and that the teacher-promoted civility discourse usurped students' genuine dialogic investigation of the realities faced in their relationships with each other. In response to these social engineering efforts, I discuss the need for ontological, eventful dialogue as characterised by Bakhtin's (1999) notion of internally persuasive discourse to sensitively and meaningfully address interpersonal conflict and social exclusion.

本文讨论了美国一所进步中学的教师为一群七年级和八年级女孩的本体论进行社会工程，以使其在与同龄人的关系中变得更加包容。我认为这种努力是权威的，教师提倡的文明话语篡夺了学生对彼此关系中面临的现实进行真正的对话调查。为了回应这些社会工程的努力，我讨论了本体论的、多事的对话的必要性，以巴赫金（Bakhtin，1999）的内部说服性话语概念为特征，以敏感且有意义地解决人际冲突和社会排斥。