N. Luhmann社會語意學及其在教育研究上的運用 摘 要 本論文旨在闡釋Luhmann解析社會與教育系統的語意學如何在社會系統形成過程中被建構起來的基本方式,及其在教育研究上的運用。對Luhmann而言,語意學是社會系統的深層結構,亦可說是社會中長久被保存下來的文化形式或意義內容,它存在於一般社會系統之中並與社會系統的形成過程密切關聯。故本論文分為五個部份闡釋Luhmann如何運用其理論的概念架構解析社會中教育系統的語意學及其與整體社會之間的關聯。首先,指出當今的教育研究正需要一個新的理論架構以剖析教育與整體社會之間的複雜關聯,而Luhmann的系統理論較其它理論更適合於解析這種複雜性的問題。其次,從其理論的觀點說明社會系統結構形成的基本方式和過程。第三,闡釋社會系統的意義結構如何在溝通運作過程中產生變化,以及Luhmann解析語意學的基本方法。第四,闡釋教育系統與整體社會之間的相互影響關係,以及Luhmann如何解讀教育系統的語意學與整體社會之間的關聯。第五,進一步地說明當今世界社會中的教育系統及其語意學的發展趨勢。最後,除了綜述本研究的結果之外,並對後續可能的相關研究提出一些建議。 關鍵字:N.Luhmann、社會系統理論、教育系統、語意學、溝通、意義
The Educational Semantic in Relation to a Changing Society: An Approach via Luhmann’s Social Systems Theory Abstract This thesis investigates Niklas Luhmann’s use of systems theory to analyze the educational semantic and its relation to our emerging society. In Chapter 1 I argue that we need a new theoretical framework for analyzing the complex educational problems now arising in society, and that Luhmann’s systems-theory model is very suitable for this purpose. His analysis of the relation of educational semantics to the social structure is always set in the context of the whole society, taken as a dynamic process of change In Chapter 2 I show how systems constantly use the operations of self-reference and of binary schematisms to constitute a dynamic social structure. Then in Chapter 3 I begin with the selection process of meaning, through which meaning is differentiated during the operation of communication. Here I am looking at the self-reference of meaning itself to clarify the relationship between social semantics (deep meaning structure) and social structure. In Chapter 4, I show how educational systems emerge together with their environment, and how they self- generate and resonate with other functional systems; here I also analyze how educational semantics are constituted within different historically-grounded cultural forms, and clarify the relationship of educational semantics to the changing social structure. In Chapter 5, I explore ways in which Luhmann’s theory may be used to analyze educational semantics within a more generalized model of the ever-changing “world society” (Weltgesellschaft); here again I also move to the second, self- referential or semantic level of interpretation. Finally, in my Conclusion, I summarize the main findings of this investigation, suggest certain limitations and problems inherent in Luhmann’s theory, and point to several possible areas for further study. Keywords: Luhmann, Social Systems Theory, Educational System, Communication, Semantic ,Meaning



N.Luhmann, 社會系統理論, 教育系統, 語意學, 溝通, 意義, Luhmann, Social Systems Theory, Educational System, Semantic, Communication, Meaning