The community of those who have nothing in common: Education and the language of responsibility     

Gert Biesta 《Interchange》2004,35(3):307-324

In this paper I explore different ways to understand the idea of community. Using the work of Alphonso Lingis, I make a distinction between the rational community and the community of those who have nothing in common. The latter community is the community in which we are all strangers for each other. I argue that the language of the latter community is the language of responsibility. It is this language that enables us to speak with our own, unique and individual voice. I argue that education and educators should be concerned with the latter form of speaking. Therefore, the community without community, which exists as the interruption of the rational community, is the most important, and ultimately the only relevant educational community.  相似文献   

Book reviews     

Rainer H. Lehmann  Pierre Furter  Udo Bude  Gert Loose  Beate Buchwald 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(2):279-285

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Pedagogy Without Humanism: Foucault and the Subject of Education   总被引：2，自引：0，他引：2  

Gert J.J. Biesta 《Interchange》1998,29(1):1-16

Education is commonly understood as an interaction between subjects; an interaction between the educator, who already is a subject, and the child, who has to become a subject by means of the pedagogical activities of the educator. Postmodernism has seriously challenged the common (modern) understanding of human subjectivity. The question therefore is what his challenge entails for our understanding of the process of education.In this paper this question is taken up in the context of a distinction between two conceptions of education: education as manipulation and education as communication. It is argued that the manipulative conception is closely related to the modern understanding of human subjectivity, as is the critique leveled against the communicative conception. In order to find out whether the postmodern "deconstruction" of the modern understanding of human subjectivity opens up new possibilities for a communicative understanding of education, Foucault's analysis of the emergence and subversion of the modern conception of man is presented and discussed.Although Foucault's work points into the direction of the recognition of the primacy of the intersubjective - and in this sense supports a communicative understanding of education - his deconstruction also makes clear that intersubjectivity cannot be understood as a new deep truth about man. This means that pedagogy has to do without humanism. The paper concludes with some reflections on such a pedagogy without humanism.  相似文献   

Writing as a learning tool: Testing the role of students’ writing strategies   总被引：1，自引：0，他引：1  

Marleen Kieft  Gert Rijlaarsdam  Huub van den Bergh 《European Journal of Psychology of Education - EJPE》2006,21(1):17-34

The claim that writing facilitates students’ learning, although widely accepted, has little support from empirical research. A possible explanation for the lack of empirical evidence is that writing-to-learn research has disregarded that students use different writing strategies. The purpose of the present experimental study is to test whether it is effective to adapt writing-to-learn tasks to different writing strategies when teaching literature. A course “Learning to write argumentative texts about literature” was developed in two different versions: one adapted to a planning writing strategy, the other to a revising writing strategy. Participants were 113 tenth-grade high school students in the Netherlands. Our hypothesis is an adaptation hypothesis: we expect that the more a student will use a planning writing strategy, the more the student will profit from the lessons in the planning condition, and that the more a student uses a revising writing strategy, the more beneficial the revising condition will be. However, results show that for improving literary interpretation skill, a course adapted to the planning writing strategy is more effective for almost all students.  相似文献   

Postmodernism and the repoliticization of education     

Gert Biesta 《Interchange》1995,26(2):161-183

Postmodernism seriously questions the possibility of the modern project of education, because postmodern relativism seems to undermine the very possibility of justification, bothin and of education. Some educators have therefore concluded that postmodernism is the proclaimed end of education; others hold a more ambivalent stance. Educators in the critical tradition have especially criticized the depoliticizing tendencies of postmodernism.In this paper it is argued that postmodernism should not be understood as radical relativism, but as the articulation of a tension between contingency and commitment. The concern for radical plurality is identified as the typically postmodern commitment. It is argued that this commitment can also be characterized as a typically pedagogical commitment. Educators, therefore, have at least one strong reason to stay within postmodernism.In order to explore in what way postmodernism might contribute to the emancipatory interests of education, an overview is given of the feminist debate on postmodernism. This shows that the emancipatory potential of postmodernism can only be put into use by political means. The question the is, what a postmodern politics might look like. An answer to this question is found in the work of Richard Rorty, albeit that the theoretical hard core of his position — the separation between the public sphere and the private sphere — is criticized for its ideological charcter and its rather unpedagogical repercussions. After a reconstruction of the private-public-dichotomy has been given, three consequences for education are spelled out, all of which center around the conclusion that postmodernism inevitably leads to a repoliticization of education.  相似文献   

CITIZENSHIP-AS-PRACTICE: THE EDUCATIONAL IMPLICATIONS OF AN INCLUSIVE AND RELATIONAL UNDERSTANDING OF CITIZENSHIP   总被引：2，自引：0，他引：2  

Robert  Lawy  Gert  Biesta    《British Journal of Educational Studies》2006,54(1):34-50

ABSTRACT:  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 view of citizenship-as-practice within a distinctive socio-economic and political, and cultural milieu. Drawing upon some empirical insights from our research we conclude that an appropriate educational programme would respect the claim to citizenship status of everyone in society, including children and young people. It would work together with young people rather than on young people, and recognise that the actual practices of citizenship, and the ways in which these practices transform over time are educationally significant.  相似文献   

Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education     

Casado-Ledesma  Lidia  Cuevas  Isabel  Van den Bergh  Huub  Rijlaarsdam  Gert  Mateos  Mar  Granado-Peinado  Miriam  Martín  Elena 《Instructional Science》2021,49(4):515-559

Instructional Science - Dialogical argumentation practice contributes positively to argumentative writing skills. Specifically, deliberative dialogues are effective in promoting argument and...  相似文献   

Effects of self-questioning on EFL students’ engagement in literary reading / Los efectos del autocuestionamiento en la lectura comprometida de textos literarios de estudiantes de inglés como lengua extranjera     

Phuong Nam T. Nguyen  Gert Rijlaarsdam  Wilfried Admiraal 《Cultura y Educación》2016,28(4):702-737

This study examines the effects of self-questioning on EFL students’ literary reading engagement. Two interventions were tested: (1) students generating questions while reading short stories, and then exploring their questions in small-groups; and (2) students generating questions while reading, and then reflecting through a free writing activity. Participants were 59 Vietnamese undergraduate students enrolled in an English as a foreign language course. A pre-test post-test control group design with switching replications was used, with a control condition in which the teacher (instead of the students) posed the questions. Students’ reading engagement was measured by a written response to a short story and a questionnaire. Results showed that both self-questioning interventions positively influenced students’ reading engagement compared to the control condition. A maintenance of effects was also observed. We conclude that self-questioning combined with group discussions or free writing promotes students’ reading engagement.  相似文献   

Talking about education: exploring the significance of teachers’ talk for teacher agency     

Gert Biesta  Mark Priestley  Sarah Robinson 《课程研究杂志》2017,49(1):38-54

Abstract

The interest in teachers’ discourses and vocabularies has for a long time been studied under the rubric of knowledge, most notably teachers’ professional knowledge. This interest can be traced back to Shulman’s distinction between different kinds of teacher knowledge and Schwab’s interest in the role of practical reasoning and judgement in teaching. Within the research, a distinction can be found between a more narrow approach that focuses on teachers’ propositional or theoretical knowledge and a more encompassing approach in which teachers’ knowledge is not only the knowledge for teachers generated elsewhere, but also the knowledge of teachers. This is the ‘stock of knowledge’ gained from a range of sources and experiences, including teachers’ ongoing engagement with the practice of teaching itself. In this paper, we focus on the role of teachers’ talk in their achievement of agency. We explore how, in what way and to what extent such talk helps or hinders teachers in exerting control over and giving direction to their everyday practices, bearing in mind that such practices are not just the outcome of teachers’ judgements and actions, but are also shaped by the structures and cultures within which teachers work.  相似文献   

Kinematic and kinetic analysis of the goalkeeper’s diving save in football     

Rony Ibrahim  Vosse A de Boode  Gert S. Faber  Jaap H. van Dieën 《Journal of sports sciences》2019,37(3):313-321

Kinetics and full body kinematics were measured in ten elite goalkeepers diving to save high and low balls at both sides of the goal, aiming to investigate their starting position, linear and angular momentum, and legs' contribution to end-performance. Our results showed that goalkeepers adopted a starting position with a stance width of 33 ± 1% of leg length, knee flexion angle of 62 ± 18° and hip flexion angle of 63 ± 18°. The contralateral leg contributed more than the ipsilateral leg to COM velocity (p < 0.01), both for the horizontal (2.7 ± 0.1 m·s^?1 versus 1.2 ± 0.1 m·s^?1) and for the vertical component (3.1 ± 0.3 m·s^?1 versus 0.4 ± 0.2 m·s^?1). Peak horizontal and peak angular momenta were significantly larger (p < 0.01) for low dives than for high dives with a mean difference of 55 kg·m·s^?1 and 9 kg·m²·s^?1, respectively. In addition, peak vertical momentum was significantly larger (p < 0.01) for high dives with a mean difference between dive heights of 113 kg·m·s^?1. Coaches need to highlight horizontal lateral skills and exercises (e.g. sideward push-off, sideward jumps), with emphasis on pushing-off with the contralateral leg, when training and assessing goalkeeper’s physical performance.  相似文献