At present, education often takes place in an organized setting. From the end of the 18th century onwards, the educational system has unmistakably become differentiated — into the nonorganized family and the organized school or university. This evolution is connected with the growing complexity of modern society and with evolutions in other social subsystems, such as politics and the economy. The family context normally creates numerous moments of casual education, but it can hardly provide adequate support for lengthy and complex processes of learning. Formal organizations are able to specify and preserve the criteria necessary to steer these complex processes in the right direction. Accordingly, the introduction of compulsory schooling — in Western Europe during the long 19th century, reaching from Prussia (1764) to Belgium (1914) — has strengthened the role of organized education. How has this fact, viz. that education now takes place in an organized setting, influenced the nature of educational interaction?
Vanderstraeten, R. (2010), "Chapter 16 The Autopoiesis of Decisions in School Organizations: Conditions and Consequences", Magalhães, R. and Sanchez, R. (Ed.) Advanced Series in Management (Advanced Series in Management, Vol. 6), Emerald Group Publishing Limited, Bingley, pp. 289-302. https://doi.org/10.1108/S1877-6361(2009)0000006017Download as .RIS
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