Rendszerevolúció és töredezett legitimitás
System Evolution and Fractured Legitimacy

Summary/Abstract: In this article we are looking at OECD PISA tests as assets of trans-national space that serve to play a role in the evolutionary changes of educational systems. The transnational supra-space coming via the PISA analysis provides policy variations for national education systems and thus opens the way for evolutionary change. PISA tests and the associated comparative analyses enhance opportunities for the self-interpretation of education systems and support autopoietic processes at a national level. However, the information coming from PISA result tables are not neutral by nature; the comparative analyses carried out by the OECD focus on innovations, best practices, good practices, and leaders and laggards – so the results are divided and sorted out hierarchically and by value preferences. From this trans-national normative assessment procedure arises the problem of legitimacy at the national level; and we interpret this legitimacy problem evolutionally: the accept/reject options refer to selection procedures – inter alia in relation to the OECD PISA.

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