社會變遷中的教育語意學：Luhmann系統理論的分析

The Educational Semantic in Relation to a Changing Society: An Approach via Luhmann's Social Systems Theory

10.6417/SJS.200706.0031

吳美瑤(Mei-Yao Wu)

Luhmann ； 社會系統 ； 語意學 ； 自我指涉 ； 溝通 ； Luhmann ； social systems ； semantic ； self-reference ； communication

東吳社會學報

22期（2007 / 06 / 01）

31 - 60

繁體中文

本文旨在從Luhmann系統理論的觀點解析教育系統的語意學，如何在社會結構變遷的背景中產生變化。依據Luhmann的分析，功能系統的語意學會受到社會的主要思想或時代精神以及社會結構變遷的影響，而產生意義形式與內涵的變化，並與社會結構的變遷有相互影響的關係。因此，本文主要分爲三個部分。首先，說明社會系統如何在自我指涉的溝通運作過程中、藉由形式的再引入而建構起其系統結構；以及意義的形式如何在溝通運作的過程中被建構起來。其次，闡釋語意學的基本建構方式，以及其如何在系統結構變遷的情況下產生意義形式及其內涵的變化。第三，進一步地說明教育系統如何在社會變遷的過程中分化出來並與其它功能系統共同被建構起來，以及教育系統的語意學如何在社會結構變遷的過程中產生意義形式的轉變與教育概念的分化。最後，綜述本研究的結果並對其理論作一簡要的評述。

This article investigates Luhmann's use of systems theory to clarify the changing of the educational semantic and its relation to the changing social structure. According to Luhmann's analysis, the constitution of the educational semantic is based upon the primary/dominant social semantic and the changing social structure. Therefore, I try to explain the changing process of this educational semantic in three sections. At first, I explain how social systems use the communication operations of self-reference and of binary schematisms, negation and re-entry into the form to constitute a dynamic social structure. Second, I look at the self-reference of meaning to clarify the relationship between social semantics and the changing social structure. Based upon the former argument, I then show how the educational System is differentiated front the society as a whole and emerges together with the other functional systems; here I also analyze how educational semantics changes its form to combine with the dominant social semantic, or Zeitgeist, which is based upon the changing social structure. Finally, I summarize the main points of this article and point out the special meaning of the educational semantic as a methodology for educational research.

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