Communication and Language in Niklas Luhmann's Systems-Theory

Abstract

This article investigates the function and reality of language in Niklas Luhmann's systems theory. How can one interpret the systems-theoretical assumption that language is based on communication? Luhmann describes language as a dynamic media/form relationship, which is able to couple the social and psychological system. This structural coupling, which constructs consciousness and language as two autonomous systems, raises problems if one defines language from a cognitive point of view. This article discusses these problems and aims to develop assumptions and questions within the systems-theoretical approach.

The communication system in the school operation and development: The case of the Greek educational legislation

“…The process of communication is connected to the observation that no longer constitutes a characteristic of mental / consciousness systems, but becomes an abstract process whereby the systems observe each other and allow communication to continuously consider options and take decisions (Maurer, 2010). In other words, communication in social systems is not accomplished through deterministic links but through a loose structural coupling, which is based on the choice ability (Blaschke, 2007).…”

Sentido, definición de lo social y representaciones: una reinterpretación de las propuestas de Giddens, Bourdieu, Habermas y Luhmann

“…Esto ocurre en el marco de la ampliación de los "grados de libertad" entre ambos sistemas a partir de su complejidad interna, en especial, de los sistemas sociales modernos, y el mencionado relegamiento de los sistemas de interacción. Así, además de facilitar la diferenciación de pensamientos y ser un medio de comunicación, el lenguaje acopla estructuralmente la conciencia con la comunicación, al atraerlas mediante su carácter arbitrario (Maurer, 2010).…”

Ανάπτυξη Σχολικών Μονάδων Ως Αυτοαναφορική Διαδικασία Βελτίωσης Της Οργανωσιακής Μάθησης Και Νοημοσύνης

“…Δ δηαδηθαζία ηεο επηθνηλσλίαο ζπλδέεηαη κε ηελ παξαηήξεζε, πνπ δελ απνηειεί, πιένλ, ραξαθηεξηζηηθφ ησλ ςπρηθψλ ζπζηεκάησλ, αιιά γίλεηαη κηα αθεξεκέλε δηαδηθαζία θαηά ηελ νπνία ηα ζπζηήκαηα αιιεινπαξαηεξνχληαη θαη δίλνπλ ηε δπλαηφηεηα ζηελ επηθνηλσλία λα επεμεξγάδεηαη ζπλερψο επηινγέο θαη λα ιακβάλεη απνθάζεηο (Maurer, 2010). Πην απιά, νη επηθνηλσλίεο επηθνηλσλνχλ φρη νη άλζξσπνη.…”