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The autopoiesis of educational organizations: the impact of the organizational setting on educational interaction
Author(s) -
Vanderstraeten Raf
Publication year - 2002
Publication title -
systems research and behavioral science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.371
H-Index - 45
eISSN - 1099-1743
pISSN - 1092-7026
DOI - 10.1002/sres.481
Subject(s) - autopoiesis , autonomy , framing (construction) , sociology , educational organization , face (sociological concept) , context (archaeology) , social system , public relations , pedagogy , political science , epistemology , social science , engineering , paleontology , philosophy , structural engineering , law , biology
Organizations are able to motivate and coordinate human activities in special ways. In modern society, organizations are present in almost every social subsystem. From the end of the eighteenth century onward, education also predominantly takes place in school organizations. In this article, the consequences of this organizational framing of education are examined. How are schools able to organize processes of education, although education depends so much upon face‐to‐face interaction? How is education itself affected by the fact that it takes place in an organized context? This article deals with these questions, while making use of a systems‐theoretical framework that highlights the autopoietic autonomy of educational organizations in modern society. Copyright © 2002 John Wiley & Sons, Ltd.