Abstract
The European social system shows a number of disparities between highly differentiated functional elements on the one hand, and quite unorganized structures on the other.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Gf. in connection with futurible 1 the “surprise-free future” described by Kahn, H., Wiener, A.: The Year 2000. New York 1967.
In connection with futurible 2 cf. Gross, B. (ed.): A Great Society? New York, London 1966, and the Declaration of the Ad Hoc Committee on the Triple Revolution, 1964, and American Academy of Arts and Sciences: Towards the Year 2000: Work in Progress, Daedalus, 1967.
In connection with futurible 3 cf. Marcuse, H.: Ideen zu einer kritischen Theorie der Gesellschaft. Frankfurt, 1969 and: Versuch über die Befreiung. Frankfurt, 1969.
Gass, J. R.: “Reflections on Equality, Quantity and Quality in Education,” in: Hufner, K., Naumann, J. (eds.): Bildungsökonomie — Eine Zwischenbilanz/Economics of Education in Transition. Stuttgart, 1969.
Cf. Konneffke, G.: “Integration und Subversion. Zur Funktion des Bildungswesens in der spätkapitalistischen Gesellschaft,” in: Das Argument, Vol. 11, 5/6, 1969, pp. 389, 390.
Here, we follow an argument developed by Myrdal who suggests that the economies of Eastern Europe now enter a stage of development which permits a rapid expansion of trade with the Third World, whereas Western markets are “saturated.” Gf. Myrdal, G.: Asian Drama. An Enquiry into the Poverty of Nations. New York, 1968.
For a general treatment of these issues, cf. Luckmann, T. and Berger, P.: “Social Mobility and Personal Identity,” in: Archives Européennes de Sociologie, Vol. 5 (1964), pp. 331–344.
Schaar, J. H. and Wolin, S. S.: “Education and the Technological Society.” in: New York Times Review of Books, 13 (6/1969).
Cf. Schwartz, B.: Prospective Thoughts on permanent Education and continuous Adult Education. Fondation Européenne de la Culture, Plan Europe 2000, 1969, p. 50.
Cf. Parsons, T.: “An Approach to the Sociology of Knowledge,” in: Sociological Theory and Modern Society. New York, London, 1967, pp. 139–165.
For the notion of reflexivity cf. Luhmann, N.: “Reflexive Mechanismen,” in: Soziale Welt, Bd. 17 (1/1966) pp. 1–23.
Gf. Lesse, S. and Wolf, W.: “Medicine and Our Future Society — A Projection,” in: Jungk, R. and Galtung, J. (eds.): Mankind 2000. London, 1969, pp. 220
221.
“Thus the schooling period, hitherto passive, will become active and involve personal responsibility and leisure time for the absorption of culture.” Janne, H., op. cit., p. 27.
“The present dichotomy ‘school’ and ‘post-school education’ — the latter grafted on to the former — will be replaced permanently by a double structure: the ‘Permanent education’ sector and the ‘Information-Culture’ sector.” Janne, H., op. cit., p. 28.
Cf. Fuller, B.: Education Automation. Carbondale, 1962.
Cf. Popper, K. R.: Poverty of Historicism. New York, Evanston, 1964, pp. vi
vii: “The course of human history is strongly influenced by the growth of human knowledge … We cannot predict, by rational or scientific methods the further growth of our scientific knowledge. We cannot, therefore, predict the future course of human history.”
The problem posed here is always present if one seeks the specific patterns of culture in an action system because the central functional need of the interrelations between a society or a social sub-system and culture is the legitimation of the system’s normative order. Legitimation systems (or value patterns) define the reasons for the special structures and the normative order of the system in question, because no normative order, since it is always a cultural and thus an artificial creation, is ever self-legitimating in the sense that the approved (or prohibited) way of life is simply right or wrong. Gf. Parsons. T.: “An Approach to the Sociology of Knowledge,” op. cit.
Luckmann, T. and Berger, P.: “Social Mobility and Personal Identity,” op. cit.
We are following here, of course, Mead. cf. Mead, G. H.: Mind, Self and Society, Chicago, 1934.
Schutz, A.: Collected Papers, I, op. cit.
For such a concept of education planning cf. Jensen, S.: Bildungsplanung als Systemtheorie. Bielefeld 1970.
For the conversion of behaviour originally concerned with unworldly matters into “worldly” meaningful action and eventually fully economically interpreted patterns of actions cf. Max Weber: “Kirchen und Sekten in Nordamerika,” in: Soziologie, weltgeschichtliche Analysen, Politik. Ed. J. Winckelmann. Stuttgart 1964, pp. 382–397.
Berger, P. L. and Luckmann, T.: “Sociology of Religion and Sociology of Knowledge,” in: Sociology and Social Research 47 (4/1963). See also Muhlmann, W. E.: Chiliasmus und Nativismus, op. cit.
Cf. Parsons, T.: “An Approach to the Theory of Knowledge,” op. cit.
Rights and permissions
Copyright information
© 1972 Martinus Nijhoff, The Hague, Netherlands
About this chapter
Cite this chapter
Jensen, S. (1972). Trends in the System’s Development. In: Possible Futures of European Education. Plan Europe 2000, Project 1: Educating Man for the 21st Century, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-2375-7_5
Download citation
DOI: https://doi.org/10.1007/978-94-010-2375-7_5
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-247-1293-9
Online ISBN: 978-94-010-2375-7
eBook Packages: Springer Book Archive