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  1.  38
    Dewey’s Transactional Constructivism.Raf Vanderstraeten - 2002 - Journal of Philosophy of Education 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 (...)
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  2.  67
    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.
  3.  41
    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 (...)
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  4.  22
    Who Had Faith in Sociology? Scholarly and Ideological Divergences in Belgium around 1900.Raf Vanderstraeten - 2018 - Science in Context 31 (4):457-475.
    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 (...)
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  5.  43
    Education and society: A plea for a historicised approach.Raf Vanderstraeten - 2004 - Journal of Philosophy of Education 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 (...)
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  6.  21
    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.
    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 (...)
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  7.  23
    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 (...)
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  8.  36
    Observing systems: A cybernetic perspective on system/environment relations.Raf Vanderstraeten - 2001 - Journal for the Theory of Social Behaviour 31 (3):297–311.
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  9.  6
    History, Metahistory, and Autology.Raf Vanderstraeten - 2002 - Philosophy of Education 58:473-475.
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  10.  25
    Parsons on Christianity.Raf Vanderstraeten - 2016 - Thesis Eleven 132 (1):50-61.
    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 (i.e. Christianity) has gradually become able to impose its definition of the situation in (...)
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  11.  33
    Science, Democracy, and the American University: From the Civil War to the Cold War By Andrew Jewett.Raf Vanderstraeten - 2013 - Transactions of the Charles S. Peirce Society 49 (4):575.
    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 (...)
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  12.  11
    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.
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  13.  15
    Talcott Parsons and the enigma of secularization. [REVIEW]Raf Vanderstraeten - 2013 - European Journal of Social Theory 16 (1):69-84.
    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 (...)
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  14.  75
    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 (...)
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  15.  9
    An Observation of Luhmann's Observation of Education. [REVIEW]Raf Vanderstraeten - 2003 - European Journal of Social Theory 6 (1):133-143.
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