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Gert Biesta [52]Gert J. J. Biesta [16]
  1. Gert Biesta (forthcoming). Who is There? Finding the Other in the Self. Philosophy of Education.
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  2. Gert Biesta (2014). Editorial: On Academic Generosity. Studies in Philosophy and Education 33 (1):1-3.
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  3. Gert Biesta (2013). Receiving the Gift of Teaching: From 'Learning From' to 'Being Taught By'. Studies in Philosophy and Education 32 (5):449-461.
    This paper is an enquiry into the meaning of teaching. I argue that as a result of the influence of constructivist ideas about learning on education, teaching has become increasingly understood as the facilitation of learning rather than as a process where teachers have something to give to their students. The idea that teaching is immanent to learning goes back to the Socratic idea of teaching as a maieutic process, that is, as bringing out what is already there. Against the (...)
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  4. Gert Biesta (2012). Philosophy of Education for the Public Good: Five Challenges and an Agenda. Educational Philosophy and Theory 44 (6):581-593.
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  5. Gert Biesta & Charles Bingham (2012). Response to Caroline Pelletier's Review of Jacques Rancière: Education, Truth, Emancipation. Studies in Philosophy and Education 31 (6):621-623.
  6. Gert Biesta, Michael Hand & Jeong-Hee Kim (2012). Notes on Contributorsepat_865 679.. 680. Educational Philosophy and Theory 44 (6).
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  7. Gert Biesta (2011). An Adventure in Publishing Revisited: Fifty Years of Studies in Philosophy and Education. Studies in Philosophy and Education 30 (5):429-432.
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  8. Gert Biesta (2011). Education, Politics and Religion: Reconciling the Civil and the Sacred in Education. By J. Arthur, L. Gearon and A. Sears: Pp. 167. London/New York: Routledge. 2010.£ 24.99 (Pbk). ISBN 978-0-415-56549-3. [REVIEW] British Journal of Educational Studies 59 (4):502-503.
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  9. Gert Biesta (2011). Education, Politics and Religion: Reconciling the Civil and the Sacred in Education. By J. Arthur, L. Gearon and A. Sears. [REVIEW] British Journal of Educational Studies 59 (4):502-503.
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  10. Gert Biesta (2011). Fifty Years of Studies in Philosophy and Education: A Special Anniversary Issue. Studies in Philosophy and Education 30 (5).
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  11. Gert Biesta (2011). Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education. Journal of Philosophy of Education 45 (2):305-319.
    The use of philosophy in educational programmes and practices under such names as philosophy for children, philosophy with children, or the community of philosophical enquiry, has become well established in many countries around the world. The main attraction of the educational use of philosophy seems to lie in the claim that it can help children and young people to develop skills for thinking critically, reflectively and reasonably. By locating the acquisition of such skills within communities of enquiry, the further claim (...)
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  12. Gert Biesta (2011). Review of Arthur, J., Gearon, L. & Sears, A.(2010). Education, Politics and Religion: Reconciling the Civil and the Sacred in Education. [REVIEW] British Journal of Educational Studies 59 (4).
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  13. Gert Biesta (2011). The Ignorant Citizen: Mouffe, Rancière, and the Subject of Democratic Education. Studies in Philosophy and Education 30 (2):141-153.
  14. Gert Biesta, Julie Allan & Richard Edwards (2011). The Theory Question in Research Capacity Building in Education: Towards an Agenda for Research and Practice. British Journal of Educational Studies 59 (3):225 - 239.
    The question of capacity building in education has predominantly been approached with regard to the methods and methodologies of educational research. Far less attention has been given to capacity building in relation to theory. In many ways the latter is as pressing an issue as the former, given that good research depends on a combination of high quality techniques and high quality theorising. The ability to capitalise on capacity building in relation to methods and methodologies may therefore well be restricted (...)
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  15. Gert Biesta (2010). A New Logic of Emancipation: The Methodology of Jacques Rancière. Educational Theory 60 (1):39-59.
  16. Gert Biesta (2010). Editorial: Publishing in Studies in Philosophy and Education. Studies in Philosophy and Education 29 (1):1-3.
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  17. Gert Biesta (2010). Learner, Student, Speaker: Why It Matters How We Call Those We Teach. Educational Philosophy and Theory 42 (5):540-552.
    In this paper I discuss three different ways in which we can refer to those we teach: as learner, as student or as speaker. My interest is not in any aspect of teaching but in the question whether there can be such a thing as emancipatory education. Working with ideas from Jacques Rancière I offer the suggestion that emancipatory education can be characterised as education which starts from the assumption that all students can speak. It starts from the assumption, in (...)
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  18. Gert Biesta (2010). Notes on Contributors_694 706.. 708. Educational Philosophy and Theory 42 (5-6).
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  19. Gert Biesta (2010). 'This is My Truth, Tell Me Yours'. Deconstructive Pragmatism as a Philosophy for Education. Educational Philosophy and Theory 42 (7):710-727.
    One way to characterise pragmatism is to see it as a philosophy that placed communication at the heart of philosophical, educational and political thinking. Whereas the shift from consciousness to communication can be seen as a major innovation in modern philosophy, it is not without problems. This article highlights some of these problems and suggests a way ‘forward’ by staging a discussion between pragmatism and deconstruction. Although there are striking similarities between pragmatism and deconstruction, it is argued that pragmatism and (...)
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  20. Gert J. J. Biesta (2010). Review of Andrew Stables, Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective. [REVIEW] Studies in Philosophy and Education 29 (6):579-585.
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  21. Gert J. J. Biesta (2010). Why 'What Works' Still Won't Work: From Evidence-Based Education to Value-Based Education. [REVIEW] Studies in Philosophy and Education 29 (5):491-503.
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  22. Gert Biesta & D. C. Osberg (2010). Complexity, Education, and Politics: From the Inside Out and Outside In. In Deborah Osberg & Gert Biesta (eds.), Complexity Theory and the Politics of Education. Sense Publishers.
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  23. Esther Rutten, Gert Biesta, Maja Dekovic, Geert Jan Stams, Carlo Schuengel & Paul Verweel (2010). Using Forum Theatre in Organised Youth Soccer to Positively Influence Antisocial and Prosocial Behaviour: A Pilot Study. Journal of Moral Education 39 (1):65-78.
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  24. Gert Biesta (2009). Deconstruction, Justice, and the Vocation of Education. In Michael A. Peters (ed.), Derrida, Deconstruction, and the Politics of Pedagogy. Peter Lang.
     
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  25. Gert Biesta (2009). Education After Deconstruction : Between Event and Invention. In Michael A. Peters (ed.), Derrida, Deconstruction, and the Politics of Pedagogy. Peter Lang.
     
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  26. Gert Biesta (2009). From Critique to Deconstruction : Derrida as a Critical Philosopher. In Michael A. Peters (ed.), Derrida, Deconstruction, and the Politics of Pedagogy. Peter Lang.
     
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  27. Gert Biesta (2009). Pragmatism's Contribution to Understanding Learning-in-Context. In Richard Edwards, Gert Biesta & Mary Thorpe (eds.), Rethinking Contexts for Learning and Teaching. Routledge.
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  28. Gert Biesta (2009). Response to Megan Laverty's Review of Beyond Learning. Studies in Philosophy and Education 28 (6):577-579.
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  29. Gert Biesta (2009). Witnessing Deconstruction in Education: Why Quasi-Transcendentalism Matters. Journal of Philosophy of Education 43 (3):391-404.
    Deconstruction is often depicted as a method of critical analysis aimed at exposing unquestioned metaphysical assumptions and internal contradictions in philosophical and literary language. Starting from Derrida's contention that deconstruction is not a method and cannot be transformed into one, I make a case for a different attitude towards deconstruction, to which I refer as 'witnessing'. I argue that what needs to be witnessed is the occurrence of deconstruction and, more specifically, the occurrence of metaphysics-in-deconstruction. The point of witnessing metaphysics-in-deconstruction (...)
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  30. Gert J. J. Biesta (2009). How to Use Pragmatism Pragmatically?: Suggestions for the Twenty-First Century. Education and Culture 25 (2):pp. 34-45.
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  31. Richard Edwards, Gert Biesta & Mary Thorpe (eds.) (2009). Rethinking Contexts for Learning and Teaching. Routledge.
    It specifically addressesWhat constitutes a context for learning?How do we engage the full resources of learners for learning?What are the relationships between ...
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  32. Michael A. Peters & Gert Biesta (2009). Introduction: The Promise of Politics and Pedagogy. In , Derrida, Deconstruction, and the Politics of Pedagogy. Peter Lang.
     
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  33. Edward Trezise & Gert Biesta (2009). Can Management Ethics Be Taught Ethically? A Levinasian Exploration. Philosophy of Management 8 (1):43-54.
    Courses in business ethics are part of most Higher Education programmes in Management and Business Studies. Such courses are commonly aimed at providing students with knowledge about ethics, usually in the form of a set of ethical and meta-ethical theories which are presented as ‘tools’ for ethical decision making. This reveals an approach to the teaching of management and business ethics which is based upon a cognitive view of moral education – one which sees ethical knowledge as at least a (...)
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  34. Gert Biesta (2008). Heesoon Bai is Associate Professor at Simon Fraser University in Canada. She Teaches Philosophy of Education, and Her Research Interests Are in Ethics, Epistemology, Ecology, and Asian Philosophies. Recent Publications Include Co-Authored Article,“'To See a World in a Grain of Sand': Complexity and Moral Education,” in Complicity: An International Journal of Complex. [REVIEW] In Denise Egéa-Kuehne (ed.), Levinas and Education: At the Intersection of Faith and Reason. Routledge. 287.
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  35. Gert Biesta (2008). 13 Pedagogy with Empty Hands. In Denise Egéa-Kuehne (ed.), Levinas and Education: At the Intersection of Faith and Reason. Routledge. 18--198.
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  36. Deborah Osberg, Gert Biesta & Paul Cilliers (2008). From Representation to Emergence: Complexity's Challenge to the Epistemology of Schooling. Educational Philosophy and Theory 40 (1):213–227.
    In modern, Western societies the purpose of schooling is to ensure that school-goers acquire knowledge of pre-existing practices, events, entities and so on. The knowledge that is learned is then tested to see if the learner has acquired a correct or adequate understanding of it. For this reason, it can be argued that schooling is organised around a representational epistemology: one which holds that knowledge is an accurate representation of something that is separate from knowledge itself. Since the object of (...)
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  37. Gert Biesta (2007). Towards the Knowledge Democracy? Knowledge Production and the Civic Role of the University. Studies in Philosophy and Education 26 (5):467-479.
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  38. Gert Biesta (2007). Why "What Works" Won't Work: Evidence-Based Practice and the Democratic Deficit in Educational Research. Educational Theory 57 (1):1-22.
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  39. Maarten Simons, Barbara Haverhals & Gert Biesta (2007). Introduction: The University Revisited. Studies in Philosophy and Education 26 (5):395-404.
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  40. Gert Biesta (2006). Educaţie, Ni Iniţiere.(Education, Not Initiation). Paideia 50 (2):3-9.
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  41. Robert Lawy & Gert Biesta (2006). Citizenship-as-Practice: The Educational Implications of an Inclusive and Relational Understanding of Citizenship. British Journal of Educational Studies 54 (1):34 - 50.
    Over the last few years there has been a renewed interest in questions of citizenship and in particular its relation to young people. This has been allied to an educational discourse where the emphasis has been upon questions concerned with 'outcome' rather than with 'process' - with the curriculum and methods of teaching rather than questions of understanding and learning. This paper seeks to describe and illuminate the linkages within and between these related discourses. It advocates an inclusive and relational (...)
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  42. Raf Vanderstraeten & Gert Biesta (2006). How Is Education Possible? Pragmatism, Communication and the Social Organisation of Education. British Journal of Educational Studies 54 (2):160 - 174.
    Education cannot mean that the young are the product of the activities of their teachers. At the same time, we do not speak of education if students would simply learn something irrespective of the activities of their teachers. In this paper we focus on the question: How is education possible? Our aim is to contribute to a social theory of education, a theory that does not reduce our understanding of educational processes and practices to underlying 'constituting elements' but rather tries (...)
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  43. Gert Biesta (2004). Education After Deconstruction. In James Marshall (ed.), Poststructuralism, Philosophy, Pedagogy. Kluwer Academic Publishers. 27--42.
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  44. Gert J. J. Biesta (2004). Education, Accountability, and the Ethical Demand: Can the Democratic Potential of Accountability Be Regained? Educational Theory 54 (3):233-250.
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  45. Gert Biesta (2003). Learning From Levinas: A Response. Studies in Philosophy and Education 22 (1):61-68.
    In this paper I explore the question of how toapproach the writings of Emmanuel Levinas fromthe point of view of education. I argue thatLevinas has challenged the modern conception ofsubjectivity which underpins modern education.Instead of providing a new conception ofsubjectivity, his work should be understood asan attempt to account for the awakening of theuniqueness of the subject in ethical terms. Thecentral idea is that we come into presencethrough responding, through taking up – or notdenying – the undeniable responsibility whichprecedes our (...)
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  46. Gert Biesta (2002). Bildung and Modernity: The Future of Bildung in a World of Difference. Studies in Philosophy and Education 21 (4/5):343-351.
    This paper asks whether there is afuture for the age-old educational ideal ofBildung. It is argued that the modernconception of Bildung in terms of``rational autonomy'' should be understood as theeducational answer that was given to thepolitical question about citizenship in anemerging (modern) civil society. Raising thequestion about the future of Bildungtherefore means to ask what educationalresponse would be appropriate in our time. Itis argued that our time is one in which theidea of a universal or total perspective hasbecome problematic. We (...)
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  47. Gert Biesta (2002). How General Can Bildung Be? Reflections on the Future of a Modern Educational Ideal. Journal of Philosophy of Education 36 (3):377–390.
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  48. Gert J. J. Biesta & Louis F. Mirón (2002). The New Discourses on Educational Leadership: An Introduction. Studies in Philosophy and Education 21 (2):101-107.
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  49. Louis F. Mirón & Gert J. J. Biesta (2002). The Philosophy of Educational Leadership: Emerging Themes and Emerging Perspectives. Studies in Philosophy and Education 21 (2).
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  50. Gert Biesta (2001). How Can Philosophy of Education Be Critical? How Critical Can Philosophy of Education Be? Deconstructive Reflections on Children's Rights. In Frieda Heyting, Dieter Lenzen & John White (eds.), Methods in Philosophy of Education. Routledge.
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