Luhmann's theory is fascinating and complex. It offers incomparably enlightening insights, references and research opportunities, but reveals its utility only after a quite high competence threshold. Using the reticular form of the glossary, this book makes the theory accessible while maintaining its complexity. Without being obstructed by knowledge gaps or by references to concepts presented elsewhere, readers inside and outside sociology get the required support to explore sociological systems theory and to engage with it. Luhmann himself, in his introduction, praises the form of the glossary to cope with the challenges of the theoretical description of our highly complex society.
This book provides an insight into the ideas of one of the world’s greatest sociologists: Niklas Luhmann. It explains, in clear and concise language, the basic concepts of Social Systems Theory and their application to the specific case of the Education System, which was considered by Luhmann as a primary subsystem of modern society. It illustrates the complex and sophisticated thinking that characterises Luhmann’s work and explains that Luhmann’s theory has given an important and original contribution to the study of education from a sociological point of view. His contribution has some resonance in recent social constructionist and relational approaches to education, as well as in studies of educational interaction. In addition, research methodologies, in particular mixed methods strategies, draw heavily on epistemological issues. The book finally argues that educationists can appreciate the extent of Luhmann’s contribution to the field of education, although their perspective cannot be fully harmonised with, nor reduced to, the sociological one. This divergence of perspectives can stimulate pedagogy to call into question its conceptual framework as well its approach to social situations in the classroom.
This invaluable book offers a comprehensive overview of the technologies and applications of optoelectronic sensors. Based on the R&D experience of more than 70 engineers and scientists, highly representative of the Italian academic and industrial community in this area, this book provides a broad and accurate description of the state-of-the-art optoelectronic technologies for sensing. The most innovative approaches, such as the use of photonic crystals, squeezed states of light and microresonators for sensing, are considered. Application areas range from environment to medicine and healthcare, from aeronautics, space, and defence to food and agriculture. Written in a self-contained manner, this volume presents both the sensing methodologies and the fundamental of the various technologies, as well as their applications in the real world.
This book offers an account of ten crucial moments in the history of ideas, which represent ten key moments of the discovery of pluralism. From the Indian emperor Ashoka to Origen and from Nicola Cusano to Las Casas, Montaigne, Lessing, giants who opened the way to the thought of tolerance, challenging the dogma of a unique truth dictated by authority, followed in this reconstruction by other glowing thinkers of the twentieth century, such as Horace Kallen, Margaret Mead, and Jacques Dupuis. These protagonists, each in their own way, battled against monism for the respect of differences and for the knowledge of otherness. This kind of hall of fame of pluralist thinkers ends with the most important figure of the pluralism of values, Isaiah Berlin, of whom an unpublished interview appears here for the first time in English. The volume is unique in this two-thousand-year-old variety of voices gathered under the denominator of cultural pluralism that they embody in the deepest and most challenging sense, often at the limits and beyond the limits of heresy. It is of great value and interest to scholars and students of theoretical, moral, political philosophy, sociology, comparative studies, comparative literature, religious diversity, religious studies, anthropology, and all those interested in the history of tolerance.
This is the fourth version of a model that five years ago we set out to build and estimate along the lines of the continuous time approach clarified In chapter 1. Previous versions appeared in journal articles and conference proceedings, where the space is notoriously limited. Therefore we welcome the possibility of publishing a book-length treatment of this fourth version, so that we can describe its theoretical and empirical aspects in some detail. Although we have worked closely together and accept joint responsibility for the whole book, chs. 1 and 2 and appendix I have been written by G. Gandolfo, whilst chs. ] and 4 and appendix II have been written by P.c. Padoan. Different parts of this version of the model have been discussed In various lectures at the European University Institute (Florence) in 1984, In a seminar organized by the Bank of Italy (Sadiba, Perugia, Italy, February 16-18, 1984), in the second Viennese Workshop on Economic Applications of Control Theory (Vienna, May 16-18, 1984), and in the sixth annual Conference of the Society for Economic Dynamics and Control (Nice, France, June 13-15, 1984). In all of these we received helpful comments; similarly helpful were the comments of Clifford R .. Wymer, who, however, is absolved of any responsibility.
This book provides an insight into the ideas of one of the world’s greatest sociologists: Niklas Luhmann. It explains, in clear and concise language, the basic concepts of Social Systems Theory and their application to the specific case of the Education System, which was considered by Luhmann as a primary subsystem of modern society. It illustrates the complex and sophisticated thinking that characterises Luhmann’s work and explains that Luhmann’s theory has given an important and original contribution to the study of education from a sociological point of view. His contribution has some resonance in recent social constructionist and relational approaches to education, as well as in studies of educational interaction. In addition, research methodologies, in particular mixed methods strategies, draw heavily on epistemological issues. The book finally argues that educationists can appreciate the extent of Luhmann’s contribution to the field of education, although their perspective cannot be fully harmonised with, nor reduced to, the sociological one. This divergence of perspectives can stimulate pedagogy to call into question its conceptual framework as well its approach to social situations in the classroom.
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