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Abstract:
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This article analyzes institutional processes involved in the development of the Bloomington School. Such processes are closely connected to the conceptual and methodological heritage of Elinor Ostrom, and her colleagues and students. The author underlines the importance of a new institutional methodology in contemporary economic thought, in studies of social dilemmas, common-pool resources, collective actions and identity. In the author’s opinion, by using new institutional methodology, studies at the Bloomington School have attempted to solve the problem of stable socio-economic development of traditional societies. The article suggests that future development of the Bloomington School depends on further defining social dilemmas and common-pool resources, studies of institutional stability and disintegration and transformations of institutions from dynamic equilibrium with positive nested externalities to dynamic non-equilibrium
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