ABSTRACT

Luhmann’s theory allows for a reflection on teaching as interaction system. According to Luhmann, the interaction system of teaching accomplishes the function of the education system, i.e. transforming psychic systems in persons. The education system fixes the social structures of teaching, i.e. conveyance and evaluation of knowledge. However, the unpredictable effects of pupils’ reactions to teaching has led to observe the necessity of a unity of conveyance and evaluation of knowledge on the one hand, and sensitivity for pupils’ participation on the other. Sociological studies and pedagogical reflections have focused on the inclusion of sensitivity in teaching and on the relation between technical and sensitive systems of interaction in local communities and international settings. Sociological research shows that this relation implies a differentiation of structures of interactions. The relevant question is if and how far this differentiation can be pursued in the education system, and with what consequences.

摘要

卢曼的理论允许对作为交互系统的教学进行反思。卢曼认为，教学互动系统完成了教育系统的功能，即改造人的心理系统。教育系统确定了教学的社会结构，即知识的传播和评价。然而，学生对教学的反应的不可预测的影响使得我们一方面需要观察知识的传递和评价的统一的必要性，另一方面也需要观察学生参与的敏感性。社会学研究和教学反思的重点是在教学中纳入敏感性，以及当地社区和国际环境中技术和敏感互动系统之间的关系。社会学研究表明，这种关系意味着互动结构的差异。相关问题是，这种差异化能否在教育体系中推行、推行到什么程度，以及会产生什么后果。