Pieter Vanden Broeck
Biographic Data
| ID | 5135949 |
|---|---|
| NAME | Pieter Vanden Broeck |
| GIVEN NAMES | Pieter Vanden |
| FAMILY NAME | Broeck |
| SIGNATURE | BROECK P V |
| AFFILIATIONS | Institut d’analyse du changement dans l’histoire et les sociétés contemporaines, UCLouvain, Louvain-la-Neuve, Belgium |
| ORCID | 0000-0003-4943-8938 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Principios de la administración algorítmica
Nuestro título remite al influyente libro de Frederick W. Taylor. Pero nuestra identificación de los principios de la administración algorítmica no es ciertamente una apología. Nuestra tarea en este ensayo es desarrollar una teoría de la administración algorítmica en relación con los cambios fundamentales en la forma y la estructura de la organización en el siglo XXI, que están reconfigurando los límites, las funciones y las relaciones entre dire…
Education in world society
In his posthumously published work on education, Niklas Luhmann (1927–1998) described his approach to the sociological observation of the educational system as a formal one. Only by refraining from more substantial definitions, based on what teachers hope to convey, he claimed, can education be understood in all its historical and geographical varieties. By rereading his oeuvre as a socio-historical account of modern school education’s morphogene…
Worlds apart? On Niklas Luhmann and the sociology of education
In an effort to address the relationship between globalisation, education and Niklas Luhmann’s branch of systems theory, we present his essay, published here for the first time in English translation, ‘Education: Forming the life course’, next to the nine contributions that compose this special issue and build on this and his other writings to take up the theme of education in world society. To conclude, we underline that systems theory’s emphasi…
Doctoral Theses
Beyond school
In 2014 the European Commission introduced a reform of its previous funding efforts in the realm of education, which grouped them together under a single banner, baptised ‘Erasmus+’. The programme offers financial support for projects of transnational networks that are capable of gathering, even if only temporarily, a plurality of organisations, educational and non-educational alike, around a once-only objective, that is not expected to be repeat…
Ambiguous Coexistence and Social Transaction
Time and educational (re-)forms—Inquiring the temporal dimension of education
Let me say a word on the idea of progress. We conceive of time as an irreversible line, whether interrupted or continuous, of acquisitions and inventions. We go from generalizations to discoveries, leaving behind us a trail of errors finally corrected (...) I cannot help thinking that this idea is the equivalent of those ancient diagrams we laugh at today, which place the Earth at the center of everything, or our galaxy at the middle of the unive…
The history of the future and the shifting forms of education
Across the globe, education has recently been through a major semantic shift, where new notions such as ‘learning’, ‘competences’, ‘projects’ came to replace or complement an older, more established, educational vocabulary. The political approach to education has also evolved, as many authors have underlined, from established national forms of governing to global, transnational forms of governance. These evolutions, often abbreviated to shifts ‘f…
The problem of the present
The current inclination, at the European level, to fund education in the form of projects radicalises the modern orientation towards the present as the attempt to bind a yet indeterminate future. This article proposes a close re-reading of Niklas Luhmann’s sociological oeuvre in order to problematise the place of the present in modern education. In an effort to sketch out the need for a new educational ecology, it then draws attention to how tran…
Time and educational (re-)forms—Inquiring the temporal dimension of education
Let me say a word on the idea of progress. We conceive of time as an irreversible line, whether interrupted or continuous, of acquisitions and inventions. We go from generalizations to discoveries, leaving behind us a trail of errors finally corrected (...) I cannot help thinking that this idea is the equivalent of those ancient diagrams we laugh at today, which place the Earth at the center of everything, or our galaxy at the middle of the unive…
The history of the future and the shifting forms of education
Across the globe, education has recently been through a major semantic shift, where new notions such as ‘learning’, ‘competences’, ‘projects’ came to replace or complement an older, more established, educational vocabulary. The political approach to education has also evolved, as many authors have underlined, from established national forms of governing to global, transnational forms of governance. These evolutions, often abbreviated to shifts ‘f…
The problem of the present
The current inclination, at the European level, to fund education in the form of projects radicalises the modern orientation towards the present as the attempt to bind a yet indeterminate future. This article proposes a close re-reading of Niklas Luhmann’s sociological oeuvre in order to problematise the place of the present in modern education. In an effort to sketch out the need for a new educational ecology, it then draws attention to how tran…
Ambiguous Coexistence and Social Transaction
Beyond school
In 2014 the European Commission introduced a reform of its previous funding efforts in the realm of education, which grouped them together under a single banner, baptised ‘Erasmus+’. The programme offers financial support for projects of transnational networks that are capable of gathering, even if only temporarily, a plurality of organisations, educational and non-educational alike, around a once-only objective, that is not expected to be repeat…
Ambiguous Coexistence and Social Transaction
Time and educational (re-)forms—Inquiring the temporal dimension of education
Let me say a word on the idea of progress. We conceive of time as an irreversible line, whether interrupted or continuous, of acquisitions and inventions. We go from generalizations to discoveries, leaving behind us a trail of errors finally corrected (...) I cannot help thinking that this idea is the equivalent of those ancient diagrams we laugh at today, which place the Earth at the center of everything, or our galaxy at the middle of the unive…
The history of the future and the shifting forms of education
Across the globe, education has recently been through a major semantic shift, where new notions such as ‘learning’, ‘competences’, ‘projects’ came to replace or complement an older, more established, educational vocabulary. The political approach to education has also evolved, as many authors have underlined, from established national forms of governing to global, transnational forms of governance. These evolutions, often abbreviated to shifts ‘f…
The problem of the present
The current inclination, at the European level, to fund education in the form of projects radicalises the modern orientation towards the present as the attempt to bind a yet indeterminate future. This article proposes a close re-reading of Niklas Luhmann’s sociological oeuvre in order to problematise the place of the present in modern education. In an effort to sketch out the need for a new educational ecology, it then draws attention to how tran…
Education in world society
In his posthumously published work on education, Niklas Luhmann (1927–1998) described his approach to the sociological observation of the educational system as a formal one. Only by refraining from more substantial definitions, based on what teachers hope to convey, he claimed, can education be understood in all its historical and geographical varieties. By rereading his oeuvre as a socio-historical account of modern school education’s morphogene…
Worlds apart? On Niklas Luhmann and the sociology of education
In an effort to address the relationship between globalisation, education and Niklas Luhmann’s branch of systems theory, we present his essay, published here for the first time in English translation, ‘Education: Forming the life course’, next to the nine contributions that compose this special issue and build on this and his other writings to take up the theme of education in world society. To conclude, we underline that systems theory’s emphasi…
Doctoral Theses
Principios de la administración algorítmica
Nuestro título remite al influyente libro de Frederick W. Taylor. Pero nuestra identificación de los principios de la administración algorítmica no es ciertamente una apología. Nuestra tarea en este ensayo es desarrollar una teoría de la administración algorítmica en relación con los cambios fundamentales en la forma y la estructura de la organización en el siglo XXI, que están reconfigurando los límites, las funciones y las relaciones entre dire…
Sociology (8 works) · Epistemology (7 works) · Law (7 works) · Political science (7 works) · Philosophy (6 works) · Law (5 works) · Social science (5 works) · Critical Theory and Philosophy (3 works) · Global Educational Policies and Reforms (3 works) · Higher education (3 works)