Study on Moral Education in the Diversified Society from the Perspective of N. Luhmann

Abstract

 In recent years, as a consequence of the diversification of Japanese society, attempts are taking place to reconstruct the commonalities in the norms and customs of people that are essential for the unity of one society. However, since people living in the society have become quite diverse, this diversity must be also maintained, even when the commonalities are indispensable. Though there are already some approaches in the field of moral education to construct some kind of universality and agreement, they seem still not to be enough. In this study, I will discuss, with the help of the theories of N. Luhmann, how we should deal with moral education in a diversified society.

 According to the theories of Luhmann, known as social system theory, the continuance of communication among individuals is essential for existence of the social system (in this sense, we are definitely autonomic systems). However, our communication with other people is caused by the social system itself. Luhmann says that our psychological systems do not cause or control our communication directly. Only communication can communicate. For smooth communication, individuals as systems have developed several forms of strategic communication. Luhmann focuses on “trust” and “expectation” as forms of communication in particular.

 These two forms work, however, exclusively between the systems (individuals) that have already started communication. Before the beginning of communication, it is necessary to distinguish those with whom communication is effective from those with whom it is not. For this distinction, we use morals based on the binary code “respect/disregard.” If we regard other systems (individuals) as “worthy of respect”, we “include” them in the network of communication. If they are disregarded, then they are automatically excluded from communication.

 Nevertheless, this binary code “respect/disregard” does not always end up with exclusion, but also includes the possibility of re-inclusion among the excluded systems (individuals) as long as the programs they are based on have commonalities. Even groups based on different programs are able to learn the tendencies of behavior of other groups, when they continuously observe each other, so that they can acknowledge another group as a communication partner. The mutual observation of groups can inform them of the tendencies of behavior of other groups and, therefore, come up to the mutual “expectations” (namely, “respect”) of each group.