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Raf Vanderstraeten 《教育政策杂志》2013,28(5):507-522
Modern society is characterized by the form of functional differentiation. This form organizes communication processes around special functions to be fulfilled at the level of society. The inclusion of individuals into these functional subsystems is, in modern society, not determined by birth. An individual's career is the temporal structure of the process of inclusion. These structural characteristics affect the development of the educational system within modern society, and of the demand for education of individuals. In this article, I present figures about the evolution of educational participation in Belgium. Using a systems theoretical perspective, I try to provide an explanation of this evolution. I focus on characteristics of the modern society in general, and of the educational system in particular. It follows that educational policy cannot steer or control this educational expansion. The educational system can only react autonomously 相似文献
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Raf Vanderstraeten 《Journal of Philosophy of Education》2004,38(2):195-206
In the course of the ‘long’ eighteenth century, ways of thinking in the Western world transformed in fundamental ways; even words that remained the same took on new meanings. In the field of the history of ideas, the period 1700–1850 is also called the ‘saddle‐period’. Philosophers of history have argued that the new basic concepts that emerged at this time indicate how social reality has come to be comprehended in the modern era. Various segments of the population relied on them to act, understand, interpret and reform reality. These concepts are crucial to the discursive constitution of the world—in the economy, politics, science, art, education and so on. They play their part in the dissolution of the ‘old’ world and the emergence of a ‘new’ one. They can thus also be studied with regard to their functioning as both factors in and indicators of evolutionary processes. This article deals with a small aspect of the historical co‐evolution of concepts and structures in education. It examines the non‐random character of the variations in the discourses on the social function of education, especially in the eighteenth century. 相似文献
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Raf Vanderstraeten 《British Journal of Sociology of Education》2007,28(5):621-635
Professions are occupational arrangements for dealing with human problems. Professional ‘people work’ requires a certain interactive closeness; face‐to‐face communication is prominent in professional–client relations. This also seems the case in the educational system. But in education, organization provides the raison d’être of this profession. This organizational infrastructure enables and delimits educational interaction. The school bureaucracy is criticized by the profession; the profession has an outspoken interest in reforming its organizational infrastructure again, again and again. This article provides a theoretical analysis of teaching, which elucidates this relation between profession, organization and work. 相似文献
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Raf Vanderstraeten 《Paedagogica Historica: International Journal of the History of Education》2014,50(4):494-513
In Europe, the nineteenth and twentieth centuries are characterised not only by processes of secularisation, but also by religious reactions to the perceived secularisation of society. In the Catholic Church, the rise of active congregations constitutes a prominent part of this reaction. With their work “in the world”, the members of the active congregations (brothers and sisters) had to represent and disseminate religious values in a modernising and secularising world. In the latter part of the nineteenth century, many of them became active in the field of education. Until well into the twentieth century, teaching sisters and teaching brothers were a customary feature in the system of Catholic education. This article provides a theory-driven historical–sociological and historical–educational analysis of this form of religious activism in the field of education. Overall, its focus is on mechanisms of social differentiation and inclusion in modern society at large, and on the opportunities and problems they create for fields such as religion and education. Empirically, the focus is on the rise and fall of the congregations of teaching brothers and teaching sisters in the Low Countries, especially Belgium. 相似文献
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LUHMANN ON SOCIALIZATION AND EDUCATION 总被引：1，自引：0，他引：1
Raf Vanderstraeten 《Educational theory》2000,50(1):1-23
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Dewey's Transactional Constructivism 总被引：1，自引：0，他引：1
Raf Vanderstraeten 《Journal of Philosophy of Education》2002,36(2):233-246
Constructivism is very influential in education. However, its underlying ideas and assumptions have not yet been critically analysed sufficiently. In this paper, I argue that John Dewey's analyses of the transaction of organism and environment can be read as an account of the construction processes that lie beneath all human activity. Dewey's work anticipates, if it does not explicitly articulate, much of what is important and interesting about constructivist epistemology and constructivist pedagogy. The paper is devoted to a reconstruction of the formulation of this transactional constructivism, and to an analysis of its consequences for a constructivist understanding of communication and education. 相似文献
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Raf Vanderstraeten 《Educational studies》2001,27(4):381-391
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. 相似文献