The Medium in the Sociology of Niklas Luhmann: From Children to Human Beings

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

EDUCATIONAL THEORY Pub Date : 2024-01-03 DOI:10.1111/edth.12609

Christian Morgner

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Abstract

In this paper, Christian Morgner provides a critical reading of Niklas Luhmann's thinking as ignoring human beings or even as antihumanist. Here, he presents an alternative view that centers on Luhmann's idea of the child or human being as a medium. To explain Luhmann's use of these ideas to conceptualize the child and the consequences for research, Morgner refers to the translation of Luhmann's paper “The Child as the Medium of Education” and to as yet unpublished material from his famous card-box reference system. Drawing on these materials, Morgner can more clearly illuminate Luhmann's novel perspective and how it could inform further theoretical development, supported by new analysis of existing research in other fields, including developmental psychology, education, philosophy, and sociology. He concludes that, far from neglecting the human, Luhmann's theory takes human being very seriously and acknowledges its key role as a form-giving medium in addressing the challenges faced by contemporary society. This renewed perspective should be of particular interest to educational theorists, enabling them to more freely apply his ideas in various settings.

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尼克拉斯-卢曼社会学中的媒介：从儿童到人

在本文中，克里斯蒂安-莫格纳（Christian Morgner）对尼克拉斯-卢曼的思想进行了批判性解读，认为其忽视人类，甚至是反人道主义的。在此，他提出了另一种观点，即卢曼以儿童或人类为媒介的思想。为了解释卢曼使用这些思想来构思儿童及其对研究的影响，莫格纳参考了卢曼论文《作为教育媒介的儿童》的译文，以及他著名的卡片盒参考系统中尚未发表的材料。利用这些材料，莫格纳可以更清晰地阐明卢曼的新观点，以及如何通过对其他领域（包括发展心理学、教育学、哲学和社会学）现有研究的新分析，为进一步的理论发展提供依据。他的结论是，卢曼的理论非但没有忽视人类，反而非常认真地对待人类，并承认人类在应对当代社会所面临的挑战时作为赋予形式的媒介所发挥的关键作用。这种全新的视角对教育理论家尤其有意义，使他们能够在各种环境中更自由地运用他的观点。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

EDUCATIONAL THEORY EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.20

自引率

0.00%

发文量

期刊介绍： The general purposes of Educational Theory are to foster the continuing development of educational theory and to encourage wide and effective discussion of theoretical problems within the educational profession. In order to achieve these purposes, the journal is devoted to publishing scholarly articles and studies in the foundations of education, and in related disciplines outside the field of education, which contribute to the advancement of educational theory. It is the policy of the sponsoring organizations to maintain the journal as an open channel of communication and as an open forum for discussion.