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Gert Biesta [108]Gert J. J. Biesta [16]
  1.  9
    The beautiful risk of education.Gert Biesta - 2013 - Boulder: Paradigm Publishers.
    Prologue: on the weakness of education -- Creativity -- Communication -- Teaching -- Learning -- Emancipation -- Democracy -- Virtuosity -- Epilogue: for a pedagogy of the event -- Appendix: coming into the world, uniqueness, and the beautiful risk of education: an interview with Gert Biesta by Philip Winter.
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  2. Reimagining the new pedagogical possibilities for universities post-Covid-19.Michael A. Peters, Fazal Rizvi, Gary McCulloch, Paul Gibbs, Radhika Gorur, Moon Hong, Yoonjung Hwang, Lew Zipin, Marie Brennan, Susan Robertson, John Quay, Justin Malbon, Danilo Taglietti, Ronald Barnett, Wang Chengbing, Peter McLaren, Rima Apple, Marianna Papastephanou, Nick Burbules, Liz Jackson, Pankaj Jalote, Mary Kalantzis, Bill Cope, Aslam Fataar, James Conroy, Greg Misiaszek, Gert Biesta, Petar Jandrić, Suzanne S. Choo, Michael Apple, Lynda Stone, Rob Tierney, Marek Tesar, Tina Besley & Lauren Misiaszek - forthcoming - Educational Philosophy and Theory:1-44.
    Michael A. Petersa and Fazal Rizvib aBeijing Normal University, Beijing, PR China; bMelbourne University, Melbourne, Australia Our minds are still racing back and forth, longing for a return to ‘no...
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  3.  70
    Reimagining the new pedagogical possibilities for universities post-Covid-19: An EPAT Collective Project.Lauren Misiaszek, Tina Besley, Marek Tesar, Rob Tierney, Lynda Stone, Michael Apple, Suzanne S. Choo, Petar Jandrić, Gert Biesta, Greg Misiaszek, James Conroy, Aslam Fataar, Bill Cope, Mary Kalantzis, Pankaj Jalote, Liz Jackson, Nick Burbules, Marianna Papastephanou, Rima Apple, Peter McLaren, Wang Chengbing, Ronald Barnett, Danilo Taglietti, Justin Malbon, John Quay, Susan Robertson, Marie Brennan, Lew Zipin, Yoonjung Hwang, Moon Hong, Radhika Gorur, Paul Gibbs, Gary McCulloch, Fazal Rizvi & Michael A. Peters - 2022 - Educational Philosophy and Theory 54 (6):717-760.
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  4. Receiving the Gift of Teaching: From 'Learning From' to 'Being Taught By'.Gert Biesta - 2012 - 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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  5. Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education.Gert Biesta - 2011 - 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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  6.  15
    Obstinate Education: Reconnecting School and Society.Gert Biesta - 2019 - Brill | Sense.
    _Obstinate Education: Reconnecting School and Society_ argues that education is not just there to give individuals, groups and societies what they want from it, but that education has a duty to resist.
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  7.  46
    Touching the soul? Exploring an alternative outlook for philosophical work with children and young people.Gert Biesta - 2017 - Childhood and Philosophy 13 (28).
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  8. Freeing Teaching from Learning: Opening Up Existential Possibilities in Educational Relationships.Gert Biesta - 2014 - Studies in Philosophy and Education 34 (3):229-243.
    In this paper I explore the relationship between teaching and learning. Whereas particularly in the English language the relationship between teaching and learning has become so intimate that it often looks as if ‘teaching and learning’ has become one word, I not only argue for the importance of keeping teaching and learning apart from each other, but also provide a number of arguments for suggesting that learning may not be the one and only option for teaching to aim for. I (...)
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  9. The Ignorant Citizen: Mouffe, Rancière, and the Subject of Democratic Education.Gert Biesta - 2011 - Studies in Philosophy and Education 30 (2):141-153.
    Much work in the field of education for democratic citizenship is based on the idea that it is possible to know what a good citizen is, so that the task of citizenship education becomes that of the production of the good citizen. In this paper I ask whether and to what extent we can and should understand democratic citizenship as a positive identity. I approach this question by means of an exploration of four dimensions of democratic politics—the political community, the (...)
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  10.  51
    The Rediscovery of Teaching: On robot vacuum cleaners, non-egological education and the limits of the hermeneutical world view.Gert Biesta - 2016 - Educational Philosophy and Theory 48 (4):374-392.
    In this article, I seek to reclaim a place for teaching in face of the contemporary critique of so-called traditional teaching. While I agree with this critique to the extent to which it is levelled at an authoritarian conception of teaching as control, a conception in which the student can only exist as an object of the interventions of the teacher and never as a subject in its own right, I argue that the popular alternative to traditional teaching, that is (...)
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  11.  14
    Good Education in an Age of Measurement: On the Need to Reconnect With the Question of Purpose in Education.Gert Biesta - 2023 - ENCYCLOPAIDEIA 27 (1S):9-20.
    In this paper I argue that there is a need to reconnect with the question of purpose in education, particularly in the light of a recent tendency to focus discussions about education almost exclusively on the measurement and comparison of educational outcomes. I first discuss why the question of purpose should always have a place in our educational discussion. I then explore some reasons why this question seems to have disappeared from the educational agenda. The central part of the paper (...)
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  12.  18
    School‐as‐Institution or School‐as‐Instrument? How to Overcome Instrumentalism without Giving Up on Democracy.Gert Biesta - 2022 - Educational Theory 72 (3):319-331.
    In contemporary societies, there is a strong push toward seeing education as an instrument for the delivery of particular societal agendas. On such a view, the only questions that remain are how effective education is at delivering such agendas and how its effectiveness can be increased. While this might be a desirable way forward for those who believe that a consensus about the agenda for education can easily be achieved, it is at odds with the idea that a democratic society (...)
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  13.  21
    Philosophy of education in a new key: Publicness, social justice, and education; a South-North conversation.Marek Tesar, Michael A. Peters, Robert Hattam, Leah O’Toole, Lester-Irabinna Rigney, Kathryn Paige, Suzanne O’Keeffe, Hannah Soong, Carl Anders Säfström, Jenni Carter, Alison Wrench, Deirdre Forde, Sam Osborne, Lotar Rasiński, Hana Cervinkova, Kathleen Heugh & Gert Biesta - 2022 - Educational Philosophy and Theory 54 (8):1216-1233.
    Public education is not just a way to organise and fund education. It is also the expression of a particular ideal about education and of a particular way to conceive of the relationship between education and society. The ideal of public education sees education as an important dimension of the common good and as an important institution in securing the common good. The common good is never what individuals or particular groups want or desire, but always reaches beyond such particular (...)
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  14. Witnessing deconstruction in education: Why quasi-transcendentalism matters.Gert Biesta - 2009 - 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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  15. Philosophy of Education for the Public Good: Five challenges and an agenda.Gert Biesta - 2012 - Educational Philosophy and Theory 44 (6):581-593.
  16. Learner, Student, Speaker: Why it matters how we call those we teach.Gert Biesta - 2010 - Educational Philosophy and Theory 42 (5-6):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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  17.  94
    Critical Thinking and the Question of Critique: Some Lessons from Deconstruction.Gert J. J. Biesta & Geert Jan J. M. Stams - 2001 - 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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  18.  17
    Opening: Derrida & education.D. Egéa-Kuehne & Gert Biesta - 2001 - In Gert Biesta & Denise Egéa-Kuehne (eds.), Derrida & Education. Routledge.
  19. From representation to emergence: Complexity's challenge to the epistemology of schooling.Deborah Osberg, Gert Biesta & Paul Cilliers - 2008 - 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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  20.  49
    Derrida & education.Gert Biesta & Denise Egéa-Kuehne (eds.) - 2001 - New York: Routledge.
    Among educational theorists and philosophers there is growing interest in the work of Jacques Derrida and his philosophy of deconstruction. This important new book demonstrates how his work provides a highly relevant perspective on the aims, content and nature of education in contemporary, multicultural societies.
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  21. What Kind of Society Does the School Need? Redefining the Democratic Work of Education in Impatient Times.Gert Biesta - 2019 - Studies in Philosophy and Education 38 (6):657-668.
    In many places around the world the modern school is under a relentless pressure to perform and the standards for such performance are increasingly being set by the global education measurement industry. All this puts a pressure on schools, teachers and students but also on policy makers and politicians, who all seem to have been caught up in a global educational rat-race. There is a discourse of panic about educational quality, which seems to drive an insatiable need for improvement, geared (...)
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  22. Learning from Levinas: A Response.Gert Biesta - 2003 - 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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  23.  55
    How is education possible? Preliminary investigations for a theory of education.Raf Vanderstraeten & Gert J. J. Biesta - 2001 - Educational Philosophy and Theory 33 (1):7–21.
  24.  45
    Education, Measurement and the Professions: Reclaiming a space for democratic professionality in education.Gert Biesta - 2017 - Educational Philosophy and Theory 49 (4):315-330.
    In this article, I explore the impact of the contemporary culture of measurement on education as a professional field. I focus particularly on the democratic dimensions of professionalism, which includes both the democratic qualities of professional action in education itself and the way in which education, as a profession, supports the wider democratic cause. I show how an initial authoritarian conception of professionalism was opened up in the 1960s and 1970s towards more democratic and more inclusive forms of professional action. (...)
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  25.  73
    Beyond curriculum: Groundwork for a non-instrumental theory of education.Deborah Osberg & Gert Biesta - 2020 - Educational Philosophy and Theory 53 (1):57-70.
    This paper problematizes current thinking about education by arguing that the question of educational purpose is not simply a socio-political question concerned with what the ends should be and why...
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  26. Bildung and Modernity: The Future of Bildung in a World of Difference.Gert Biesta - 2002 - 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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  27.  88
    Citizenship-as-Practice: The Educational Implications of an Inclusive and Relational Understanding of Citizenship.Robert Lawy & Gert Biesta - 2006 - 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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  28.  84
    How general can bildung be? Reflections on the future of a modern educational ideal.Gert Biesta - 2002 - Journal of Philosophy of Education 36 (3):377–390.
    Gert Biesta; How General Can Bildung Be? Reflections on the Future of a Modern Educational Ideal, Journal of Philosophy of Education, Volume 36, Issue 3, 16 Dec.
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  29. ‘This is My Truth, Tell Me Yours’. Deconstructive pragmatism as a philosophy for education.Gert Biesta - 2010 - 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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  30.  14
    Learner, Student, Speaker: Why it matters how we call those we teach.Gert Biesta - 2010 - Educational Philosophy and Theory 42 (5-6):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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  31.  55
    Resisting the seduction of the global education measurement industry: notes on the social psychology of PISA.Gert Biesta - 2015 - Ethics and Education 10 (3):348-360.
    The question I raise in this paper is why measurement systems such as PISA have gained so much power in contemporary education policy and practice. I explore this question from the bottom up by asking what might contribute to the ways in which people invest in systems such as PISA, that is, what are the beliefs, assumptions and desires that lead people to actively lending support to the global education measurement industry or fall for its seduction. I discuss three aspects (...)
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  32.  73
    Pragmatism as a pedagogy of communicative action.Gert Biesta - 1995 - Studies in Philosophy and Education 13 (3):273-290.
  33. 13 Pedagogy with Empty Hands.Gert Biesta - 2008 - In Denise Egéa-Kuehne (ed.), Levinas and Education: At the Intersection of Faith and Reason. Routledge. pp. 18--198.
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  34. Why “what works” won’t work: Evidence‐based practice and the democratic deficit in educational research.Gert Biesta - 2007 - Educational Theory 57 (1):1-22.
    In this essay, Gert Biesta provides a critical analysis of the idea of evidence‐based practice and the ways in which it has been promoted and implemented in the field of education, focusing on the tension between scientific and democratic control over educational practice and research. Biesta examines three key assumptions of evidence‐based education: first, the extent to which educational practice can be compared to the practice of medicine, the field in which evidence‐based practice was first developed; second, the role of (...)
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  35.  70
    " Preparing for the incalculable." Deconstruction, justice and the question of education.Gert Biesta - 2001 - In Gert Biesta & Denise Egéa-Kuehne (eds.), Derrida & Education. Routledge. pp. 32.
  36.  21
    Should Teaching be Recovered? Introduction to a Symposium.Gert Biesta - 2019 - Studies in Philosophy and Education 38 (5):549-553.
  37.  13
    Have we been paying attention? Educational anaesthetics in a time of crises.Gert Biesta - 2022 - Educational Philosophy and Theory 54 (3):221-223.
    It is remarkable to see how much has already been written about what is alternatively called the ‘Corona Crisis’ or the ‘Covid-19 Crisis’ and also about its impact on education. In addition to an i...
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  38.  56
    The Theory Question in Research Capacity Building in Education: Towards an Agenda for Research and Practice.Gert Biesta, Julie Allan & Richard Edwards - 2011 - 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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  39.  34
    Teaching, Teacher Education, and the Humanities: Reconsidering Education as a Geisteswissenschaft.Gert Biesta - 2015 - Educational Theory 65 (6):665-679.
    In this essay Gert Biesta asks what the humanities can contribute to the field of teacher education. In addressing this question he turns to the idea of education as a Geisteswissenschaft as it was developed in the German-speaking context in the first decades of the twentieth century. In this conception, education is configured as an interested academic discipline that engages with normative questions concerning the telos of education and does so with a focus on meaningful human action rather than human (...)
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  40.  29
    Towards Intercultural Philosophy of Education.Michael A. Peters & Gert Biesta - 2015 - Studies in Philosophy and Education 34 (6):635-649.
    In this paper, we propose an understanding of philosophy of education as cultural and intercultural work and philosophers of education as cultural and intercultural workers. In our view, the discipline of philosophy of education in North America is currently suffering from measures of insularity and singularity. It is vital that we justly and respectfully engage with and expand our knowledge and understanding of sets of conceptual and life-practice resources, and honor and learn from diverse histories, cultures, and traditions. Such honoring (...)
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  41.  34
    P4c after auschwitz: On immanence and transcendence in education.Gert Biesta - 2017 - Childhood and Philosophy 13 (28).
  42.  58
    How is education possible? Pragmatism, communication and the social organisation of education.Raf Vanderstraeten & Gert Biesta - 2006 - 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. Rethinking Contexts for Learning and Teaching.Richard Edwards, Gert Biesta & Mary Thorpe (eds.) - 2009 - Routledge.
    Drawing upon a variety of academic disciplines this book explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research.
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  44.  49
    Complexity, education, and politics: From the inside out and outside in.Gert Biesta & D. C. Osberg - 2010 - In Deborah Osberg & Gert Biesta (eds.), Complexity Theory and the Politics of Education. Sense Publishers.
  45.  52
    Editorial: Publishing in Studies in Philosophy and Education.Gert Biesta - 2010 - Studies in Philosophy and Education 29 (1):1-3.
  46.  7
    On the Weakness of Education.Gert Biesta - 2009 - Philosophy of Education 65:354-362.
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  47.  75
    Towards the knowledge democracy? Knowledge production and the civic role of the university.Gert Biesta - 2007 - Studies in Philosophy and Education 26 (5):467-479.
    In this paper I ask whether the University has a special role to play in democratic societies. I argue that the modern University can no longer lay claim to a research monopoly since nowadays research is conducted in many places outside of the University. The University can, however, still lay claim to a kind of knowledge monopoly which has to with the central role Universities play in the definition of what counts as scientific knowledge. The problem is, however, that the (...)
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  48.  66
    Can Management Ethics Be Taught Ethically? A Levinasian Exploration.Edward Trezise & Gert Biesta - 2009 - Philosophy of Management 8 (1):43-54.
    Courses in business ethics3 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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  49.  13
    No Education Without Hesitation: Exploring the Limits of Educational Relations.Gert Biesta - 2012 - Philosophy of Education 68:1-13.
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  50.  72
    Say you want a revolution… suggestions for the impossible future of critical pedagogy.Gert J. J. Biesta - 1998 - Educational Theory 48 (4):499-510.
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