Abstract

Organizations are able to motivate and coordinate human activities in special ways. From the end of the 18th century onward, education predominantly takes place in school organizations. In this article, the consequences of this organizational framing of education are examined. How are schools able to organize processes of education, although education depends so much upon face-to-face interaction? How is education itself affected by the fact that it takes place in an organized context? These issues are discussed against the background of a systems theoretical framework that highlights the autonomy of organizations in modem society.

How to Cite:

Vanderstraeten, R., (2001) “Pedagogische interactie in organisatiesystemen.”, Tijdschrift voor Sociologie 22(2), 175–191. doi: https://doi.org/10.21825/sociologos.86525