The Autonomy of Communication and the Structure of Education

Datos Bibliográficos

ID8105306
AutoresRaf Vanderstraeten (0000-0002-4155-2499, autor de correspondencia)
Año2001
Volumen27
Número4
Páginas381-391
Fecha de publicación2001-12-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaEducational Studies (JOURNAL)
Identificadores de la revistaISSN: 0013-1946 • E-ISSN: 1532-6993
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03055690120071867
OpenAlexW2074789332
IdiomaEN
Citas recibidas3
Referencias citadas14

Traditional analyses of education are subject centered. Education is either viewed from the perspective of the educator (teaching, parenting) or from that of the pupil (learning, child development). These analyses do not facilitate the study of education as a social phenomenon. This paper aims for the clarification of the 'conditio socialis' of education. It highlights the autonomy of social systems vis-à-vis their environment. Communication is described as the constitutive element of social systems. Education is analyzed as a process within which a double system-reference comes into play, viz. to social systems and to human beings. The structure of education is analyzed in the context of this interaction between social systems and human beings. In this context, the improbability of successful education comes to the fore

Autonomy · Context (archaeology · Epistemology · Geography · Pedagogy · Perspective (graphical · Phenomenon · Political science · Process (computing · Social change · Social environment · Social science · Social system · Sociology · Computer Science · Critical Realism in Sociology · Psychology · Social Representations and Identity · University-Industry-Government Innovation Models