The GENERAL CONTEXT of such use is:
the systemics of academic evolution: the evolution of a school system depends not only on the strength of external constraints but also on the coherence of its structures, that is, both the resistance it can counterpose to events (witness the media of today, the minute anything of news importance or relevance happens anywhere in the world, the media immediately seek out and call in for consultation, any academic or professor so eminently constituted as to be an "expert" or authority on whatever the situation may be) and it's (the institution's) power to select and reinterpret accidents, happenings and influences in accordance with a logic whose general principles are laid down as soon as the function of inculcating a culture inherited from the past is taken in hand by a specialized institution served by a body of specialists. Thus the history of a relatively autonomous system presents itself as the history of the systematizations to which the system subjects the societal constraints and innovations which it encounters, in accordance with the norms and dynamics which define it as a system.