Critical Succession of Luhmannʼs Educational System Theory

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  • ルーマン教育システム理論の批判的継承
  • ルーマン教育システム理論の批判的継承 : ヨッヘン・カーデの場合
  • ルーマン キョウイク システム リロン ノ ヒハンテキ ケイショウ : ヨッヘン ・ カーデ ノ バアイ
  • ──ヨッヘン・カーデの場合──

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The aim of this paper is to review Jochen Kadeʼs critical succession and elaboration of Luhmannʼs educational theory and to discuss it theoretically. According to Kade, the contemporary educational system is a functional system which has universalized beyond the domain of scholastic organization. It is also a network-like system of educational communications which contributes to the educateesʼ acquisition of knowledge and helps them to construct their life courses by mediating them with ʻmediatable knowledgeʼ filtered from knowledge circulating in the whole of society. The educational system can access the individual acquisition of knowledge indirectly by regarding it as reflected in communicational acquisition. The educational system operates on the basis of the general social medium of ʻlife course,ʼ and has two kinds of codes, ʻmediationʼ and ʻselection,ʼ by which it can continue to reproduce and stabilize itself. The intention to educate, which Luhmann had considered to symbolize the unity of the educational system, can also be related to these codes, and if they are considered as the specializations of ʻlife courseʼ medium on the dimensions of matter and sociality, respectively, the time dimension can be assumed to be ʻprospective/retrospective.ʼ On the other hand, Kade has defined ʻknowledgeʼ and ʻcertificateʼ as the communication media of the educational system, but this definition is problematic.

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