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  1. 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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  2. 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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  3. 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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  4. 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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  5. 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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  6. 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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  7. Gert J. J. Biesta (2001). How Difficult Should Education Be? Educational Theory 51 (4):385-400.
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  8. Gert J. J. Biesta & Geert Jan J. M. Stams (2001). Critical Thinking and the Question of Critique: Some Lessons From Deconstruction. Studies in Philosophy and Education 20 (1):57-74.
    This article provides somephilosophical ``groundwork'' for contemporary debatesabout the status of the idea(l) of critical thinking.The major part of the article consists of a discussionof three conceptions of ``criticality,'' viz., criticaldogmatism, transcendental critique (Karl-Otto Apel),and deconstruction (Jacques Derrida). It is shown thatthese conceptions not only differ in their answer tothe question what it is ``to be critical.'' They alsoprovide different justifications for critique andhence different answers to the question what giveseach of them the ``right'' to be critical. It is arguedthat (...)
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  9. Raf Vanderstraeten & Gert J. J. Biesta (2001). How is Education Possible? Preliminary Investigations for a Theory of Education. Educational Philosophy and Theory 33 (1):7–21.
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  10. Gert J. J. Biesta & Siebren Miedema (2000). Context and Interaction. How to Assess Dewey's Influence on Educational Reform in Europe? Studies in Philosophy and Education 19 (1):21-37.
    This article addresses somemethodological questions that are at stake inassessing the influence of the ideas of John Dewey onthe renewal of European education in the twentiethcentury, using examples from the history of Dutcheducation. It is argued that in this kind of researchthe focus should not be on the process of influence assuch, but rather on the activity of reception. This,in turn, requires a contextual reconstruction of theinteraction between Deweyan ideas and practices andexisting ones. The case studies presented in thisarticle exemplify (...)
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  11. Gert J. J. Biesta (1999). Radical Intersubjectivity: Reflections on the €œDifferent” Foundation of Education. [REVIEW] Studies in Philosophy and Education 18 (4):203-220.
    This article addresses the question how educational theory can overcome the assumptions of the tradition of the philosophy of consciousness, a tradition which can be seen as the foundation of the modern project of education. While twentieth century philosophy has seen several attempts to make a shift from consciousness to intersubjectivity (Dewey, Wittgenstein, Habermas) it is argued that this shift still remains within the humanistic tradition of modern thought in that it still tries to define, still tries to develop a (...)
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  12. Gert J. J. Biesta (1999). Redefining the Subject, Redefining the Social, Reconsidering Education: George Herbert Mead's Course on Philosophy of Education at the University of Chicago. Educational Theory 49 (4):475-492.
  13. Gert J. J. Biesta (1998). Mead, Intersubjectivity, and Education: The Early Writings. [REVIEW] Studies in Philosophy and Education 17 (2/3):73-99.
    This article seeks to reconstruct the early writings of George Herbert Mead in order to explore the significance of his work for the development of an intersubjective conception of education. The reconstruction takes its point of departure in Mead's claim that reflective consciousness has a social situation as its precondition. In a mainly chronological account of Mead's writings on psychology and philosophy from the period 1900–1925, it is shown how Mead explains the social origin of conscious reflection and self-consciousness. It (...)
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  14. Gert J. J. Biesta (1998). Say You Want a Revolution... Suggestions for the Impossible Future of Critical Pedagogy. Educational Theory 48 (4):499-510.
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  15. Gert J. J. Biesta (1996). Review Article on John Tiles' Dewey. Studies in Philosophy and Education 15 (4):383-394.
  16. Gert J. J. Biesta (1994). Education as Practical Intersubjectivity: Towards a Critical-Pragmatic Understanding of Education. Educational Theory 44 (3):299-317.
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