Figure 2.1: Three Message Systems of Bernstein’s Theoretical Concepts
*A sense of what each of the three message systems mean. and how it intertwine and integrate (interdependent).
That which has to be
A way or means
A way of measuring the
transmitted to the acquirer as legitimate message.
The message to be transmitted.
How this message is gets transmitted? Structure/ form of the message system (Bernstein, 1982).
level/ depth acquisition of legitimate message.
Contents clearly bounded. Mathematics concepts only for mathematics
No overlapping/ integration (subjects do not speak to each other).
Contents isolated/ insulated/ delineated.
Distinct content and status of subject (school).
Contents overlap/ speak to each other. Shared concepts between EMS and
Open relation to one another (integration).
The degree of boundary maintenance between learning areas. To what degree does La‟s share concepts.
Level at which subjects relate to each other (integration).
Classification on broader sense: “Relation between contents, between agents, between discourses, or between practices.” (Bernstein, 1996)
Graven (2002): “it does not simply refer to what is classified but also to the relations between these areas of learning.”
Explains the structure of the curriculum.
Prevein Marnewicke: Forms and meanings of Integration. A case study towards completion
of a Master of Education degree.