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Publikation Nr. 614 - Details Schieferdecker, R. & Lang-Wojtasik, G. (2020). Amongst Normativity and Descriptiveness – Inclusion as Communication Offer of World Society to the Educational System (Conference canceled), Glasgow, Scotland, United Kindom.. Abstract The global-universalized demand for inclusion (UN, 2009; UNESCO, 2008) for all people in society has consequences for all social subsystems. For the educational system, this new demand can be understood as a reformulation of an old pedagogical dilemma: Teach all things to all (Comenius, 1954). This dilemma can be located between the target perspectives of expectations (should), desires (want) and pragmatism (can). From a pedagogical perspective, the functional question of inclusion becomes evident. On the one hand, it is the normatively generated demand for inclusion for all in the sense of Education For All (UNESCO, 1994; 2017). On the other hand, inclusion is descriptively the other side of exclusion, which in systems-theoretical sense is understood as the unity of difference. The aim of this contribution is to use the example of the discourse on inclusion to show how a functional analytical perspective based on the theory of social systems (Luhmann, 1995) can be used for pedagogical topics (Treml, 2000; Lang-Wojtasik, 2008). For this purpose, the normative demand for inclusion is examined in regards to its function within the social systems. The functional distinction between inclusion and exclusion serves as an analytical instrument. With the help of the function of inclusion (and exclusion), the pedagogical theme of inclusion as a norm is systematically analysed. This is systematically distinguished from the concepts of integration and separation. With recourse of the theory of social systems, a double perspective on inclusion is designed and used as an analytical instrument. Thereby, the theoretical analysis relates to the theory of social systems from Niklas Luhmann (1995). We uses this metatheory to describe the current worldwide challenges of educational systems. Our aim is to work out key mechanisms and system-inherent mechanisms which on the one hand describe the limits of the realisation of inclusion in the system ‘school’ and on the other hand to uncover altenatives to foster the aim of inclusion through the sozialisation instance school. The world society as universal reference horizon (Luhmann, 1971) means a fundamental change of perspective in space. This creates a framework in which institutional (temporally generated norms and values between continuity and constancy), organisational (factually significant aspects of purpose rationality) and interactional levels (socially perveivable phenomena) are described as aspects of the educational system. In this understanding, the educational system of the world society superimposes nation-state boundaries (related to history of thoughts). Different forms of national educational institutions (related to actual history) are entered in the following as differentiations of an overall system. To describe these relationships, the paper distinguishes between inclusion as a descriptive function and inclusion as normative functional. Through this double perspective, description and normativity can be systematically distinguished in the educational system of world society in order to relate them to each other with the aim of. Attribute:
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