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. (shrink)

Education cannot mean that the young are the product of the activities of their teachers. At the same time, we do not speak of education if students would simply learn something irrespective of the activities of their teachers. In this paper we focus on the question: How is education possible? Our aim is to contribute to a social theory of education, a theory that does not reduce our understanding of educational processes and practices to underlying 'constituting elements' but rather tries (...) to understand the social nature of education as a reality sui generis. (shrink)

ArgumentThis paper examines the early institutionalization of sociology in Belgium. It displays how different intellectual and social contexts bred their own research interests and research approaches. It shows, more particularly, how ideological affiliations and divisions defined the setting within which this new discipline had to develop in Belgium in the decades around 1900. As a consequence of the ideological controversies, sociology had difficulty gaining legitimacy as a theory-driven analysis of society. Most scholars in Belgium could not avoid taking an explicitly (...) normative position on society. This paper also displays how secularization and the reinforcement of the international level and its infrastructure gradually allowed for more academic autonomy for sociology in Belgium. (shrink)

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. (shrink)

ArgumentThe scientific system is primarily differentiated into disciplines. While disciplines may be wide in scope and diverse in their research practices, they serve scientific communities that evaluate research and also grant recognition to what is published. The analysis of communication and publication practices within such a community hence allows us to shed light on the dynamics of this discipline. On the basis of an empirical analysis ofIsis, we show how the process of discipline-building in history of science has led its (...) practitioners to be socialized and sensitized in relatively strong intra-disciplinary terms – with minimal interdisciplinary openness. (shrink)

Talcott Parsons is often identified as the ‘master’ of mid-twentieth-century social theory. In the 1960s and 1970s, however, his writings were hardly any longer discussed, but mostly neglected. The American University is Parsons’s last monograph published during his lifetime. On the basis of extensive archival research, this paper discusses the conception, construction and publication of this monograph. The first section clarifies how and why some fine distinctions were made within ‘the team,’ viz. between co-author, collaborator and editorial associate. The second (...) section focuses on the two epilogues of this monograph, viz. Smelser’s epilogue to The American University and Parsons’s epilogue to Smelser’s coeval study on Public Higher Education in California, in which the tensions within ‘the team’ surfaced most visibly. The third section looks at the publication of the monograph and the failed attempts to complete related research projects. Altogether, this reconstruction of the making of The American University clearly illuminates the descending phase of Parsons’s scientific career. It also sheds light on the substantive problems of the work Parsons produced in the latter part of his life and career. (shrink)

Science expanded rapidly from the second half of the nineteenth century onwards. This expansion was closely linked with the expansion and transformation of the university system. Especially within the US, science gained solid institutional footing in a period in which a series of reforms in higher education placed the scientific disciplines at the center of an emerging system of modern universities. The scientific university became a hallmark of the modern era.The expansion of science came with its differentiation. Within the system (...) of science, an increasing number of disciplines could emerge and crystallize. Scientific work also increasingly distinguished itself from its social and cultural environment. It.. (shrink)

In his late work on Christianity, Talcott Parsons obviously built upon the writings of both Durkheim and Weber. While he departed from the idea that increasing differentiation of the system of action did not have to threaten the unity of the system as a whole, his emphasis on structural differentiation was also complemented by one on value integration. He believed that, especially in the New World, religion has gradually become able to impose its definition of the situation in highly different, (...) highly heterogeneous contexts of action. In this paper, I reconstruct Parsons’ historical-sociological analyses of the relation between Christianity and modern society. I discuss how Parsons appropriated the writings of Durkheim and Weber – in ways which did not fully exploit the potential of some of these writings. I suggest some alternatives, which rely less on a concern with value integration but more on one with the differentiation of meaning systems. (shrink)

This paper analyses the coevolution of the concept of 'Bildung' (inner-formation, selfcultivation) and the structures of education and society. Although a newcomer to the German language, with a still somewhat obscure meaning, 'Bildung' becomes a key concept in social discourse around 1800. In this paper, I will focus on the concept and its social role in a mainly European context. This paper will deal with the meaning of the concept and with the coevolution of 'Bildung' and societal structures.

This paper analyses the coevolution of the concept of 'Bildung' (inner-formation, selfcultivation) and the structures of education and society. Although a newcomer to the German language, with a still somewhat obscure meaning, 'Bildung' becomes a key concept in social discourse around 1800. In this paper, I will focus on the concept and its social role in a mainly European context. This paper will deal with the meaning of the concept and with the coevolution of 'Bildung' and societal structures.

During the last ten or fifteen years of his life, Talcott Parsons (1902–79) discussed religion and secularization in a number of papers and essays. This work was left unfinished; in the last book that he saw into print, Parsons depicted these papers and essays as work-in-progress. This article focuses on Parsons’ approach to secularization in this late work. Building upon his AGIL-scheme, Parsons analyzed the relation between processes of inclusion and increasing differentiation, on the one hand, and secularization at the (...) value-oriented level, on the other. This article presents a reconstruction and an immanent critique of Parsons’ approach, which highlights both its possibilities and its limitations in order to contribute to the development of a contemporary social theory of secularization and religious change. (shrink)

This article examines the communication networks within and between science and technology studies (STS) and the history of science. In particular, journal relatedness data are used to analyze some of the structural features of their disciplinary identities and relationships. The results first show that, although the history of science is more than half a century older than STS, the size of the STS network is more than twice that of the history of science network. Further, while a majority of the (...) journals in the STS network are connected by weak ties, about half of the history of science network consists of strong ties. The history of science network is thus more cohesive than the STS network. The relatively strong cohesion within the history of science network is associated with comparatively high degrees of intra-disciplinary communication, but comparatively weak ties to only a few related disciplines. The analysis also shows that very few members of the history of science cliques are situated on the shortest path between both specialties. Moreover, given the relatively impermeable nature of the history of science network, the latter partially depends on STS to reach some of the neighboring disciplines. (shrink)