The pressures of functional differentiation: education, homework, and schooled families

The idea of functional differentiation is central to the framework which Luhmann developed for observing and analyzing the complexity of modern society. He analyzed its key social systems as functionally differentiated and specialized systems, such as the economy, politics, science, law, religion, or education. The modern family, however, is often defined as a multi-functional institution. It is seen to fulfill and integrate different functions, both for the adult members (emotional and psychological support, love) and for the children (education). Departing from Luhmann's framework, we examine whether and how such a multi-functional institution fits within a context defined by functional differentiation. We look at the structural pressures with which the family is confronted, especially in educational contexts. We argue that the school system has increasingly become able to claim jurisdiction over education. We look at specific forms of structural coupling, such as homework, which the school system uses to take control of its dependence on the family, and discuss why the family is now often reduced to some kind of preparatory institution, whose yardstick, as far as education is concerned, ultimately is their children's success at school. We conclude with more general reflections on the characteristics of functional specialization and differentiation.