16 found
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  1.  37
    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.  25
    Dewey’s Transactional Constructivism.Raf Vanderstraeten - 2002 - Journal of Philosophy of Education 36 (2):233–246.
  3.  39
    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.  36
    Luhmann on Socialization and Education.Raf Vanderstraeten - 2000 - Educational Theory 50 (1):1-23.
  5.  48
    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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  6.  27
    Education and Society: A Plea for a Historicised Approach.Raf Vanderstraeten - 2004 - Journal of Philosophy of Education 38 (2):195–206.
  7.  1
    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 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 (...)
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  8.  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.
    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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  9.  21
    Education and the Condicio Socialis: Double Contingency in Interaction.Raf Vanderstraeten - 2003 - Educational Theory 53 (1):19-35.
  10.  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 (...)
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  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.
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  12. 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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  13.  45
    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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  14.  10
    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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  15.  19
    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 has gradually become able to impose its definition of the situation in highly different, (...)
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  16.  13
    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 (...)
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