Information Technology Reference
In-Depth Information
If one conceptualizes communication as the synthesis of three selections, as the unity of
information, utterance, and understanding, then communication is realized if and to the
extent that understanding comes about. Every thing else happens “outside” the unity of an
elemental communication and presupposes it. This is especially true for a fourth type of
selection: for the acceptance or the rejection of the specific meaning that was communi-
cated. One must distinguish the addressee's understanding of the selection of meaning that
has taken place from acceptance or rejection as a premise of the addressee's own behaviour.
This distinction is of considerable theoretical importance (Luhmann, 1995, p. 147)
Thus you need a minimum of two persons (psychic systems) to make a commu-
nication unit, hence a social system. We can observe the utterance but not the third
selection. The selection of understanding is so to speak invisible; that is, it is opera-
tions internal to the specific psychic system. That has of course implications for the
specific environment, designed for learning.
A main point is that communication can be successful if a
horizon of expectations
is established, and that can happen over time. These expectations might concern
teacher and student roles and functions and how to behave in class and participate
in a weblog or different discussion forums. It deals with routines, rules, and culture
in its broadest sense. In the beginning, systems observe each other as black boxes,
but over time systems build up expectations. This nevertheless does not mean that
systems become transparent to each other over time (Luhmann, 2002).
Some teaching environments have more advantages than disadvantages depend-
ing on the concrete context (including intentions concerning, among other things,
the aims and goals related to the concrete syllabus and curriculum as well as stu-
dents' abilities). Furthermore, different communication forums can be suitable for
different types of knowledge constructions. The challenge is to empower teach-
ers to rethink their ways of organizing teaching in the light of the premise for
communication, hence inherent complexity and contingency.
Learning and Teaching
We define learning as individual mental constructions and teaching as intended
communication. The intention is to change the participants' mental structures. The
teaching environment is seen as an environment where communication is intended
to bring about students' attention, so the students have the opportunity to learn what
is intended.
According to the theoretical frame, teaching and learning are two different modes
attributed to different kinds of systems. A related point is that understanding requires
someone with whom to communicate when it is a matter of testing one's own
understandings.
Knowledge is seen as a result of learning processes in which communication is in
focus. The theoretical framework therefore contains an important point, that exactly
the specific communication/communication forum plays an important role when it
comes to constructing different categories of knowledge. In this context, learning
involves the individual mental constructions. A psychic system has to continue the
