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Gert Biesta [84]Gert J. J. Biesta [19]
  1. Receiving the Gift of Teaching: From 'Learning From' to 'Being Taught By'.Gert Biesta - 2013 - 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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  2.  31
    Beyond Curriculum: Groundwork for a Non-Instrumental Theory of Education.Deborah Osberg & Gert Biesta - forthcoming - Educational Philosophy and Theory:1-14.
    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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  3.  22
    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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  4.  50
    Freeing Teaching From Learning: Opening Up Existential Possibilities in Educational Relationships.Gert Biesta - 2015 - 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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  5. Why ‘What Works’ Still Won’T Work: From Evidence-Based Education to Value-Based Education. [REVIEW]Gert J. J. Biesta - 2010 - Studies in Philosophy and Education 29 (5):491-503.
    The idea that professional practices such as education should be based upon or at least be informed by evidence continues to capture the imagination of many politicians, policy makers, practitioners and researchers. There is growing evidence of the influence of this line of thought. At the same time there is a growing body of work that has raised fundamental questions about the feasibility of the idea of evidence-based or evidence-informed practice. In this paper I make a further contribution to this (...)
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  6.  85
    A New Logic of Emancipation: The Methodology of Jacques Rancière.Gert Biesta - 2010 - Educational Theory 60 (1):39-59.
    The idea of emancipation plays a central role in modern educational theories and practices. The emancipatory impetus is particularly prominent in critical traditions and approaches where the aim of education is conceived as that of emancipating students from oppressive structures in the name of social justice and human freedom. What is needed to effect emancipation, so it is assumed in this tradition, is an exposition of the workings of power, as it is only when one sees and understands how power (...)
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  7.  23
    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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  8. 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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  9.  74
    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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  10. 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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  11.  64
    Philosophy of Education for the Public Good: Five Challenges and an Agenda.Gert Biesta - 2012 - Educational Philosophy and Theory 44 (6):581-593.
  12. 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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  13.  49
    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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  14.  86
    Education, Accountability, and the Ethical Demand: Can the Democratic Potential of Accountability Be Regained?Gert J. J. Biesta - 2004 - Educational Theory 54 (3):233-250.
    This paper analyzes the impact of the idea of accountability on education. It considers the kind of relationships that are promoted or produced by the culture of accountability, both in order to understand what kind of relationships are made possible and to understand what kind of relationships are made difficult, or even impossible, as a result of the accountability regime. The paper explores how the managerial uses of the idea of accountability have become pervasive in contemporary education and how this (...)
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  15.  53
    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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  16.  71
    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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  17.  5
    Opening: Derrida & Education.D. Egéa-Kuehne & Gert Biesta - 2001 - In Gert Biesta & Denise Egéa-Kuehne (eds.), Derrida & Education. Routledge.
  18.  35
    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.
  19.  82
    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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  20.  8
    Should Teaching Be Recovered? Introduction to a Symposium.Gert Biesta - 2019 - Studies in Philosophy and Education 38 (5):549-553.
  21.  29
    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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  22.  51
    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.
  23.  35
    Derrida & Education.Gert Biesta & Denise Egéa-Kuehne (eds.) - 2001 - 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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  24.  47
    Radical Intersubjectivity: Reflections on the €œDifferent” Foundation of Education. [REVIEW]Gert J. J. Biesta - 1999 - 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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  25. Using Forum Theatre in Organised Youth Soccer to Positively Influence Antisocial and Prosocial Behaviour: A Pilot Study.Esther A. Rutten, Gert J. J. Biesta, Maja Deković, Geert Jan J. M. Stams, Carlo Schuengel & Paul Verweel - 2010 - Journal of Moral Education 39 (1):65-78.
    The aim of this pilot study was to examine the possible effects of a forum theatre intervention on moral team atmosphere, moral reasoning, fair play attitude and on- and off-field antisocial and prosocial behaviour in male adolescent soccer players from 10 to 18 years of age . From pre-test to post-test, small but positive changes were found in moral atmosphere, but not in moral reasoning or fair play attitude. Changes were also found in on-field antisocial behaviour, which showed a significant (...)
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  26.  15
    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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  27. 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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  28.  26
    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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  29.  53
    Mead, Intersubjectivity, and Education: The Early Writings. [REVIEW]Gert J. J. Biesta - 1998 - 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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  30. Rethinking Contexts for Learning and Teaching: Communities, Activites and Networks.Richard Edwards, Gert Biesta & Mary Thorpe (eds.) - 2009 - 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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  31.  35
    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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  32.  48
    Pragmatism as a Pedagogy of Communicative Action.Gert Biesta - 1995 - Studies in Philosophy and Education 13 (3-4):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.  39
    Editorial: Publishing in Studies in Philosophy and Education.Gert Biesta - 2010 - Studies in Philosophy and Education 29 (1):1-3.
  35.  36
    How Difficult Should Education Be?Gert J. J. Biesta - 2001 - Educational Theory 51 (4):385-400.
  36.  43
    " 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.
  37.  16
    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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  38.  4
    Notes on Contributors_694 706.. 708.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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  39.  8
    P4c After Auschwitz: On Immanence and Transcendence in Education.Gert Biesta - 2017 - Childhood and Philosophy 13 (28).
  40.  16
    Education After Deconstruction.Gert Biesta - 2004 - In James Marshall (ed.), Poststructuralism, Philosophy, Pedagogy. Kluwer Academic Publishers. pp. 27--42.
  41.  42
    ‘It Was the Best of Times, It Was the Worst of Times …’: Philosophy of Education in the Contemporary World.Michael A. Peters & Gert Biesta - 2015 - Studies in Philosophy and Education 34 (6):623-634.
    This article considers the state of philosophy of education in our current age and assesses prospects for the future of the field. I argue that as philosophers of education, we live in both the best of times and the worst of times. Developments in one key organisation, the Philosophy of Education Society of Australasia, are examined in relation to broader international trends. Informed by the work of Pierre Hadot, I also reflect on what it might mean to talk of philosophy (...)
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  42. Context and Interaction. How to Assess Dewey’s Influence on Educational Reform in Europe?Gert J. J. Biesta & Siebren Miedema - 2000 - 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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  43.  30
    After Postmodernism … Let’s Talk About Education.Gert Biesta - 2018 - Educational Philosophy and Theory 50 (14):1557-1558.
  44. Rethinking Contexts for Learning and Teaching: Communities, Activites and Networks.Richard Edwards, Gert Biesta & Mary Thorpe (eds.) - 2009 - Routledge.
    Now that learning is seen as lifelong and lifewide, what specifically makes a learning context? What are the resultant consequences for teaching practices when working in specific contexts? Drawing upon a variety of academic disciplines, Rethinking Contexts for Learning and Teaching 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. It specifically addresses What constitutes a context for learning? How do we engage (...)
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  45.  49
    An Adventure in Publishing Revisited: Fifty Years of Studies in Philosophy and Education.Gert Biesta - 2011 - Studies in Philosophy and Education 30 (5):429-432.
  46.  36
    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.
  47.  24
    Movement, Memory and Mathematics: Henri Bergson and the Ontology of Learning.Michael A. Peters & Gert Biesta - 2015 - Studies in Philosophy and Education 34 (6):565-585.
    Using the work of philosopher Henri Bergson to examine the nature of movement and memory, this article contributes to recent research on the role of the body in learning mathematics. Our aim in this paper is to introduce the ideas of Bergson and to show how these ideas shed light on mathematics classroom activity. Bergson’s monist philosophy provides a framework for understanding the materiality of both bodies and mathematical concepts. We discuss two case studies of classrooms to show how the (...)
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  48.  25
    So Much for Cosmopolitanism? Refugees, Asylum and World Politics.Gert Biesta - 2015 - Educational Philosophy and Theory 47 (13-14):1381-1382.
  49. Deconstruction, Justice, and the Vocation of Education.Gert Biesta - 2009 - In Michael A. Peters (ed.), Derrida, Deconstruction, and the Politics of Pedagogy. Peter Lang.
  50.  17
    The Philosophy of Education as the Economy and Ecology of Pedagogical Knowledge.Michael A. Peters & Gert Biesta - 2015 - Studies in Philosophy and Education 34 (6):651-664.
    What does reflection on educational theory and education today actually aim at, if theory and practice can no longer be formulated as a unity? This article describes the German discourse of educational philosophy and outlines its critical view discussing the “limits of understanding subjectivity”. In the following parts it is argued that the philosophy of education of the future will encompass an “economy” as well as an “ecology” of pedagogical or educational knowledge. Here, analyses of contemporary educational practices are brought (...)
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