In this paper, Christian Morgner provides a critical reading of Niklas Luhmann's thinking as ignoring human beings or even as antihumanist. Here, he presents an alternative view that centers on Luhmann's idea of the child or human being as a medium. To explain Luhmann's use of these ideas to conceptualize the child and the consequences for research, Morgner refers to the translation of Luhmann's paper “The Child as the Medium of Education” and to as yet unpublished material from his famous card-box reference system. Drawing on these materials, Morgner can more clearly illuminate Luhmann's novel perspective and how it could inform further theoretical development, supported by new analysis of existing research in other fields, including developmental psychology, education, philosophy, and sociology. He concludes that, far from neglecting the human, Luhmann's theory takes human being very seriously and acknowledges its key role as a form-giving medium in addressing the challenges faced by contemporary society. This renewed perspective should be of particular interest to educational theorists, enabling them to more freely apply his ideas in various settings.

中文翻译：

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尼克拉斯·卢曼社会学的媒介：从儿童到人类

在本文中，克里斯蒂安·莫格纳 (Christian Morgner) 对尼克拉斯·卢曼 (Niklas Luhmann) 的思想进行了批判性解读，认为其忽视人类，甚至反人道主义。在这里，他提出了一种以卢曼将儿童或人类作为媒介的观点为中心的另一种观点。为了解释卢曼使用这些思想来概念化儿童及其研究后果，莫格纳引用了卢曼论文《儿童作为教育媒介》的翻译以及他著名的卡片盒参考系统中尚未发表的材料。借助这些材料，莫格纳可以更清楚地阐明卢曼的新颖观点，以及它如何为进一步的理论发展提供信息，并得到对其他领域（包括发展心理学、教育、哲学和社会学）现有研究的新分析的支持。他的结论是，卢曼的理论远非忽视人类，而是非常认真地对待人类，并承认人类作为一种赋予形式的媒介在应对当代社会所面临的挑战中的关键作用。这种新的视角应该引起教育理论家的特别兴趣，使他们能够更自由地在各种环境中应用他的想法。