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1.
Gert Biesta 《Educational theory》2020,70(1):89-104
In previous publications, Gert Biesta has suggested that education should be oriented toward three domains of purpose that he calls qualification, socialization, and subjectification. Many educators, policymakers, and scholars have found this suggestion helpful. Nonetheless, the discussion about the exact nature of each domain and about their relationships to each other has been ongoing, particularly with regard to the domain of subjectification. In this article, Biesta revisits the three domains and tries to provide further clarification with regard to the idea of subjectification. He highlights that subjectification has to do with the existence of the child or student as subject of her or his own life, not as object of educational interventions. Subjectification thus has to do with the question of freedom. Biesta explains that this is not the freedom to do what one wants to do, but the freedom to act in and with the world in a “grown-up” way. 相似文献
2.
WHY "WHAT WORKS" WON'T WORK: EVIDENCE-BASED PRACTICE AND THE DEMOCRATIC DEFICIT IN EDUCATIONAL RESEARCH 总被引：4，自引：0，他引：4
Gert Biesta 《Educational theory》2007,57(1):1-22
A bstract . 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 knowledge in professional actions, with special attention to what kind of epistemology is appropriate for professional practices that wish to be informed by the outcomes of research; and third, the expectations about the practical role of research implicit in the idea of evidence-based education. Biesta concludes that evidence-based practice provides a framework for understanding the role of research in educational practice that not only restricts the scope of decision making to questions about effectivity and effectiveness, but that also restricts the opportunities for participation in educational decision making. He argues that we must expand our views about the interrelations among research, policy, and practice to keep in view education as a thoroughly moral and political practice that requires continuous democratic contestation and deliberation. 相似文献
3.
Developments in international inclusive education policy, including in prominent UN documents, often refer to the aim of a quality education for all. Yet, it remains unclear: What exactly is meant by quality education? And, under what conditions are quality educational experiences possible for all learners? In this essay, Diana Murdoch, Andrea English, Allison Hintz, and Kersti Tyson bring together research on inclusive education with philosophy of transformative learning, in particular John Dewey and phenomenology, to further the discussion on these two questions. The authors argue that teacher–learner relationships, of a particular kind, are necessary for fostering environments wherein all learners have access to quality educational experiences associated with productive struggle as an indispensable aspect of transformative learning processes. They define such relationships as “educational relationships that support students to feel heard.” In developing their argument, the authors first analyze the concept of productive struggle, an aspect of learning increasingly recognized in research and policy as an indicator of quality education. Second, they discuss three necessary, though not sufficient, conditions for the teacher to cultivate educational relationships that support students to feel heard. Third, they draw out connections between environments that support feeling heard and those that support productive struggle, and they discuss teachers' challenges and risk-taking in creating such environments. The authors close with a discussion of implications for international policy, practice, and research. 相似文献
4.
ANTON SEVILLA‐LIU 《Journal of Philosophy of Education》2021,55(1):243-262
What does it mean to educate for self‐awareness? How does this fit within education, with its other objectives, and other learning processes? These are key questions for more comprehensive versions of the mindful education movement. In order to provide some responses to these questions from a cohesive philosophical position, this article examines the philosophy of education of Mori Akira (1915–1976). It closely analyses his philosophy of self‐awareness (jikaku), while drawing comparisons with other Kyoto School philosophers. In order to fully understand Mori's particular conception of self‐awareness, it traces how this idea developed throughout his entire career: from his first book, The Philosophical Quest for Educational Ideals (1948), which focusses on the questing self‐awareness of the teacher, to the early–middle period (particularly The Practicality and Inwardness of Education, 1955, and Philosophical Anthropology of Education, 1961), which develops a systematic view of the self‐awareness of students, and to his final book, The Fundamental Principles of Human Formation (1977), which re‐examines generativity in light of uncertainty and death. What this trajectory shows is a view of education centred on self‐awareness and dynamically wrestling with key educational paradoxes, potentially deepening the philosophical grounding of mindful education. 相似文献
5.
Through an exegesis of the dramatic elements of Plato's Laches, Brandon Buck and Rachel Longa argue that it is an especially valuable text to read with practicing and preservice teachers. Buck and Longa show how the dialogue illustrates three essential aspects of what education means and involves. First, they show how the dialogue foregrounds the often-obscured role of philosophical inquiry in addressing educational questions. Second, they show how the depiction of aporia in the Laches underscores the importance of uncertainty for the persistence of humanistic conversation, and thus for substantial engagement with core educational questions. Finally, they interpret Socrates to suggest that participation in humanistic conversation is not merely an incidental aspect of education as a profession, but rather precisely what it means to be an educator. In sum, Buck and Longa argue that the Laches illustrates the core idea that in order to educate at all, we must be deeply involved in the very questions that characterize humanistic conversation. 相似文献
6.
Gert Biesta 《Educational theory》2010,60(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 operates that it is possible to address its influence. In several of his publications the French philosopher Jacques Rancière has raised questions about the logic of this view of emancipation. Throughout his career Rancière has also worked consistently on the articulation of a different approach, an alternative way to understand and do emancipation. In this essay Gert Biesta provides a systematic reconstruction of Rancière's ideas on emancipation from three angles: political theory, political practice, and the practice of education. Biesta argues that Rancière provides us with a new and different way to understand how education might contribute to emancipation and also where and how, often in the name of emancipation and democracy, it actually hinders emancipation. 相似文献
7.
Ingrid Lindell 《Educational theory》2020,70(1):43-55
Contemporary Western educational systems have been described as a landscape of control and assessment meant to make education, in Gert J. J. Biesta's words, “strong, secure, and predictable,” and ultimately “risk-free.” Against this desire for strength, Biesta argues for weakness, focusing on the risks of the unpredictable and the unknown as primary features of an education worthy of the name. In this article, Ingrid Lindell promotes this weaker attitude specifically in the context of teaching literature. Guiding her analysis is the question, How might we create a practical approach to make the unmeasurable more accessible and assessible? In applying some of Biesta's concepts to the practical considerations of teaching literature and assessing student outcomes, Lindell identifies a tension that arises when demands for educational transparency and measurable outcomes are imposed on teachers of literature: in literary education, it is very often not desirable to know outcomes in advance. Against this background, Lindell introduces the methodological idea of teaching in the gap, an attempt to apply some of Biesta's concepts and ideas in the literature classroom in order to explore how we might embrace and teach “The Risk.” Lindell aims to strengthen the case for reading and assessing literature as a metacognitive activity rather than submitting to a ratio-based approach to literary education that focuses narrowly on reproductive knowledge that is measurable. 相似文献
8.
Michael Singh 《Asia-Pacific Journal of Teacher Education》2007,35(4):333-349
This paper focuses on the recommendations of Top of the class, the February 2007 report of an inquiry into teacher education conducted by the Australian House of Representatives Standing Committee on Education and Vocational Training. To do this action policy analysis, it presents Raymond Williams' dictum of “making hope practical” through five interdependent strategies. Then it scrutinises and uses them by exploring the relationship between this report's recommendations and, the deepening and extension of the basis for sound educational research. Critical self‐reflection focuses on rigorously re‐examining what is taken as good educational research. Framing entails identifying the good sense in policies, challenging teacher education stakeholders to collectively advance life‐enhancing agendas. Engaging in research with the real world of winners and losers in education is a third strategy. Assessing the desirability and dangers in current teacher education policies and programs is integral to making decisions about the field's future. Communicating the spirit of teacher education publicly is necessary for constructing the grounds for forward movements. It is argued that these strategies may provide support for new directions in researching productive innovations and policy actions in beginning teacher education. 相似文献
9.
Emile Bojesen 《Educational Philosophy and Theory》2018,50(10):928-935
AbstractThis paper does not present an advocacy of a passive education as opposed to an active education nor does it propose that passive education is in any way ‘better’ or more important than active education. Through readings of Maurice Blanchot, Jacques Derrida and B.S. Johnson, and gentle critiques of Jacques Rancière and John Dewey, passive education is instead described and outlined as an education which occurs whether we attempt it or not. As such, the object of critique for this essay are forms of educational thought which, through fate or design, exclude the passive dimension, either within or outside of formal educational settings. An underlying component of this argument is therefore also that education does occur outside of formal educational settings and that, contra Gert Biesta and his critique of ‘learnification’, we may gain rather than lose something by attending to it as education. 相似文献
10.
Terry Atkinson 《欧洲师范教育杂志》1997,20(1):101-106
This paper considers the traditional pedagogies underpinning the use of technology in order to deliver learning in educational settings and the lessons that can be drawn for the case of teacher education. It then considers the pedagogy of teacher education itself in order to propose an integrated pedagogical model for the delivery of teacher education by means of the new technologies. It concludes with the view that technology can and should be applied to teacher education but that this might best be viewed as an evolutionary process rather than a revolutionary one. 相似文献
11.
This article explores the idea that the future of a profession resides in the questions it might ask of itself and how such questions affect its thinking. We consider how current conditions in teacher education-its crisis-driven orientation, its manic pace, its focus on control and stable knowledge-foreclose the capacity to think creatively from the having of awful thoughts. Drawing an example from literature we ask, what can it mean, to the lives we already live, to encounter human relations at the most difficult moments and in their most generous and ethical attempts? From this question, we raise themes that might allow us to rethink teacher education: affiliation, commitment, trauma, destruction and community. 相似文献
12.
Helmut Dahncke 《欧洲师范教育杂志》1997,20(2):151-159
Environment protection and environment education on the one hand and elements of a new way of teacher education linked with the general world of work on the other hand, basically form the frame of reference of this study. At first, both references came along independently of each other. In view of the political and educational actuality of environment education, however, both references can easily be combined. On the one hand, many teacher students, while working on their projects, take an interest in topics of environment protection and environment education on their own initiative. On the other hand, in the general world of work and industry these topics have been taken up as for instance in developing hydrogen energy engines. In this paper we deal with the field of solar hydrogen energy and the solar hydrogen cycle, from curricular points of view and in particular from the aspect of communication and acceptance. Thus it builds the bridge from the first point of reference, environment protection and environment education, to the second point of reference, the new concept of teacher education in combination with the general world of work and industry. 相似文献
13.
《Journal of moral education》2012,41(4):259-265
Abstract The perplexity that characterizes moral education was the motive for undertaking this study. A field selection of terminal and instrumental values served as its frame of reference. Two questions were posed by the investigators: Is there any difference in the degree of importance which parents, teachers and pupils attach to these values? Do different schools rate these values differently? A sample consisting of 531 pupils, 251 parents and 38 teachers, randomly selected from five Israeli high schools, were asked to rate the degree of importance they attach to each value and the degree to which they think each value is cultivated in school. All subjects rated instrumental values higher than terminal values. A striking consensus between parents, teachers and pupils was disclosed. Between school variance was significant for both terminal and instrumental values. The study of approaches to values found in schools may contribute to curriculum development and planning of teacher education programmes. 相似文献
14.
Yusef Waghid 《Higher Education》2006,51(3):315-328
In this article I argue that the use of practical reasoning in university classrooms is necessary to establish conditions
under which university teachers and students can move beyond the dominant “transmission mode” of education (teaching and learning).
This mode of education had been, and in many cases remains to be prevalent in several (South African) university classrooms.
I argue what it could mean for university teachers and students to reason together with one another in classroom practices.
Central to reasoning together is the idea of deliberation which provides opportunities for teachers and students to experience
“intelligent action” (Biesta 2004a) that could enhance educational problem solving in (and beyond) university classrooms. 相似文献
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16.
In this paper, we attempt to address one of the central questions for teachers and teaching: how is it that teachers are able to see and act appropriately in concrete circumstances? To do so, we examine the ontological meaning of experience in teacher education. The discussion is anchored in the concrete particulars of a grade 5 art lesson. Our intent is to show the dynamic processes involved in becoming experienced as a teacher and to draw connections between experience and practical wisdom (phronesis). Thus, we argue that phronesis is not so much a form of knowledge as it is dynamic experience. We argue for the development of what John Dewey called educational experience in teacher education, and in particular its dynamic edge: the making of wise and practical judgments. We assert that such action is made possible, not so much by translating (unsituated) theory into practice through the deployment of specialized technique, or by inducing general, abstract propositions from concrete particulars, but primarily from being mindfully embodied. The primary task for teacher education then becomes to help prospective teachers be in touch, intimately related with the processes of actual experience, such that they learn to be open to their experience, to be radically undogmatic—in touch with self, others, and the character of the circumstances in which they find themselves. 相似文献
17.
This paper argues that the repositioning of Asian countries as new ‘centres’ for world trade and commerce and the transformation of Australian society and economy to accord with this global consolidation, includes a general restructuring of all levels of Australia's ‘education industry’ and specifically the (re)forming of its initial teacher and professional‐education programmes. The need for such reformation arises in part from the restructuring of the work of teaching based on a broader definition of the people and educational settings that are involved in the teaching/learning process, a reworking of this teaching/learning process, the higher status given to certain substantive areas of study, such as languages other than English, and the management of education along corporatist lines. This paper suggests further that teacher‐education programmes should also provide students with the resources to critically analyse these changes, giving consideration to issues such as identity, the impact of new technologies on culture and learning, the use of language in promoting particular discourses, and the repositioning of education as a tool for economic reform. 相似文献
18.
Samuel R. Hodge Takahiro Sato Takahito Mukoyama Francis M. Kozub 《International Journal of Disability, Development & Education》2013,60(4):332-346
The purpose of this study was to assess the validity and reliability of the Physical Educators’ Judgments about Inclusion (PEJI) survey for analysing the judgments of Japanese (361 male, 170 female) physical education teacher education majors. A secondary purpose was to examine group differences in judgments as a function of gender and past experiences. Data were collected and psychometrical properties of the PEJI were assessed using a maximum-likelihood extraction method. Confirmatory factor analysis resulted in salient loadings for all items on three hypothesised dimensions, resulting in 47% explained variance for measuring judgments about: Inclusion versus Exclusion, Acceptance of Students with Disabilities, and Perceived Training Needs. Supported by the three interpretable factors that emerged, construct validity evidence is presented. Although most of the physical education teacher education majors sampled had yet to teach students with disabilities, they had formed preliminary judgments about doing so. 相似文献
19.
David Elkind 《Educational Psychology Review》1999,11(3):271-287
This paper argues that educational research has not created a science of education in the sense of amassing the body of knowledge, skills, and values that, once acquired, would certify a candidate as a professional teacher. Educational research has not developed a science of education due to: the rigid boundaries between disciplines, the masculinization of research and the feminization of teaching, and the legacy of the grandmasters, Thorndike, James, and Dewey. The contemporary acceptance of interdisciplinary work, the occupational liberation of women and the advent of computers, and the availability of senior investigators in many different disciplines may make it a propitious time to create a true science of education. 相似文献
20.
Gert Biesta 《European Journal of Education》2015,50(1):75-87
Teaching and teachers have recently become the centre of attention of policy makers and researchers. The general idea here is that teaching matters. Yet the question that is either not asked or is only answered implicitly is why teaching matters. In this article I engage with this question in the context of a wider discussion about the role, status and significance of the question of purpose in education. I suggest that this is the most fundamental question in all educational endeavours. It is a normative question which poses itself as a multi-dimensional question, since education always functions in relation to three domains of purpose: qualification, socialisation and subjectification. Against this background I analyse the specific nature of teacher judgement in education and show how the space for teacher judgement is being threatened by recent developments in educational policy and practice that concern the status of the student, the impact of accountability and the role of evidence. I indicate how, where and why these are problematic and what this implies for regaining a space for teachers’ professional judgement. 相似文献