17 found
Order:
Disambiguations
Raf Vanderstraeten [17]R. Vanderstraeten [4]
  1.  35
    How is Education Possible? Preliminary Investigations for a Theory of Education.Raf Vanderstraeten & Gert J. J. Biesta - 2001 - Educational Philosophy and Theory 33 (1):7–21.
  2.  23
    Dewey’s Transactional Constructivism.Raf Vanderstraeten - 2002 - Journal of Philosophy of Education 36 (2):233–246.
  3.  34
    How is Education Possible? Pragmatism, Communication and the Social Organisation of Education.Raf Vanderstraeten & Gert Biesta - 2006 - British Journal of Educational Studies 54 (2):160-174.
    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 (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  4.  44
    Disciplinary Networks and Bounding: Scientific Communication Between Science and Technology Studies and the History of Science. [REVIEW]Frédéric Vandermoere & Raf Vanderstraeten - 2012 - Minerva 50 (4):451-470.
    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 (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  5.  6
    Disciplined by the Discipline: A Social-Epistemic Fingerprint of the History of Science.Raf Vanderstraeten & Frederic Vandermoere - 2015 - Science in Context 28 (2):195-214.
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  6.  27
    Education and Society: A Plea for a Historicised Approach.Raf Vanderstraeten - 2004 - Journal of Philosophy of Education 38 (2):195–206.
  7.  32
    Luhmann on Socialization and Education.Raf Vanderstraeten - 2000 - Educational Theory 50 (1):1-23.
  8.  10
    The Making of Parsons’s The American University.Raf Vanderstraeten - 2015 - Minerva 53 (4):307-325.
    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 (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  9.  19
    Education and the Condicio Socialis: Double Contingency in Interaction.Raf Vanderstraeten - 2003 - Educational Theory 53 (1):19-35.
  10.  10
    Who Had Faith in Sociology? Scholarly and Ideological Divergences in Belgium Around 1900.Raf Vanderstraeten - 2018 - Science in Context 31 (4):457-475.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  11.  26
    Observing Systems: A Cybernetic Perspective on System/Environment Relations.Raf Vanderstraeten - 2001 - Journal for the Theory of Social Behaviour 31 (3):297–311.
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  12.  12
    The Autonomy of Communication and the Structure of Education.Raf Vanderstraeten - 2001 - Educational Studies 27 (4):381-391.
    Traditional analyses of education are subject centered. Education is either viewed from the perspective of the educator or from that of the pupil . 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 (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  13.  44
    The Social Foundations of Educational Ideas.Raf Vanderstraeten - 2006 - The Proceedings of the Twenty-First World Congress of Philosophy 4:129-133.
    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.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  14.  19
    Parsons on Christianity.R. Vanderstraeten - 2016 - Thesis Eleven 132 (1):50-61.
    No categories
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark  
  15.  18
    The Autopoiesis of Social Systems.R. Vanderstraeten - 2014 - Constructivist Foundations 9 (2):181-183.
    Open peer commentary on the article “Social Autopoiesis?” by Hugo Urrestarazu. Upshot: It is not possible to conceive of social systems as autopoietic systems if one departs from actions. But Luhmann’s theory opts for communication as the basic unit of social systems. The autopoiesis of social systems emerges from communication, triggering further communication.
    Direct download  
     
    Export citation  
     
    Bookmark  
  16.  13
    The Forgotten Temporal Dimension of Luhmann’s Constructivism.R. Vanderstraeten - 2015 - Constructivist Foundations 10 (2):212-214.
    Open peer commentary on the article “Ontology, Reality and Construction in Niklas Luhmann’s Theory” by Krzysztof C. Matuszek. Upshot: Matuszek’s article points to some ambiguities in Luhmann’s late work, but the reinterpretations he offers suffer from various sociological and philosophical difficulties. By elaborating on the relevance of time in Luhmann’s operational constructivism, this commentary opens up some alternative interpretations.
    Direct download  
     
    Export citation  
     
    Bookmark  
  17.  5
    Who Communicates?R. Vanderstraeten - 2016 - Constructivist Foundations 12 (1):44-45.
    Open peer commentary on the article “Constructivism as a Key Towards Further Understanding of Communication, Culture and Society” by Raivo Palmaru. Upshot: Palmaru claims that communication and social processes cannot be understood unless models describing them are based on the individual and his or her consciousness. Based on a brief discussion of recent sociocultural evolutions, I ask for the social conditions allowing radical constructivism to locate communication in the individual and his or her consciousness.
    Direct download  
     
    Export citation  
     
    Bookmark