Beyond Presence: Epistemological and Pedagogical Implications of ‘Strong’ Emergence   总被引：2，自引：0，他引：2  

Deborah Osberg  Gert J. J. Biesta 《Interchange》2007,38(1):31-51

In this paper we argue that the notion of strong emergence offers a challenge to the idea, currently dominant in schooling, that knowledge somehow relates to a pre-existing world, present in itself. We do this first by providing an account of strong emergence, showing how it brings into question the assumption of determinism. Following this we explain the epistemological consequences of this failure of determinism and in so doing develop an “emergentist” epistemology which has some compatibilities with deconstruction. Finally, we show that the emergentist critique of determinism makes it possible to imagine a form of schooling which is no longer concerned with questions about how best to teach the child about a pre-existing world (which, largely, are questions about whether this would or should be presented or represented in schools). Instead it becomes possible to imagine a form of schooling which is concerned with questions about responsibility and response.  相似文献   

Education,Measurement and the Professions: Reclaiming a space for democratic professionality in education     

Gert Biesta 《Educational Philosophy and Theory》2017,49(4):315-330

Abstract

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. I then show how, in the wake of the transformation of the welfare state and the rise of neo-liberal forms of governing, the democratic dimension of professionalism became distorted. I discuss three distortions: having to do with the position of clients, the nature of accountability and the status of professional knowledge. While at first sight, the developments in each of these areas can be seen as furthering the democratisation of the professions, I argue that in fact they have eroded the democratic dimension of the professions and show the contribution of the culture of measurement to this erosion process. In the final step of my argument, I suggest how a more democratic mode of professional action might be regained and how such a mode of professional action might contribute to wider processes of democratisation.  相似文献   

How General Can Bildung Be? Reflections on the Future of a Modern Educational Ideal     

Gert Biesta 《Journal of Philosophy of Education》2002,36(3):377-390

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Teaching,Teacher Education,and the Humanities: Reconsidering Education as a Geisteswissenschaft          下载免费PDF全文

Gert Biesta 《Educational theory》2015,65(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 behavior. Viewing education this way highlights the role of value judgments in teaching. The values that are at stake in such judgments, Biesta argues, are not to be understood as moral values but as educational values, a view that raises some important questions about the specific nature of educational normativity. In a final step Biesta discusses how the idea of education as a Geisteswissenschaft makes a difference for the field of teacher education.  相似文献   

Cultivating humanity or educating the human? Two options for education in the knowledge age     

Gert Biesta 《Asia Pacific Education Review》2014,15(1):13-19

Ever since the idea of the ‘knowledge society’ came into circulation, there have been discussions about what the term empirically might mean and normatively should mean. In the literature we can find a rather wide spectrum, ranging from a utilitarian interpretation of the knowledge society as a knowledge economy, via a more humanistic conception of the knowledge society as a knowledge sharing society, up to an explicitly political interpretation of the knowledge society as a knowledge democracy. Although in theory there is a wide range of interpretations and manifestations, in practice there has been a strong convergence towards the idea of the knowledge society as a knowledge economy. On this interpretation the particular task for education is seen as that of the production of flexible lifelong learners who are able to adjust and adapt to the ever-changing conditions of global capitalism. In this paper I raise the question how we might conceive of the educational task in light of the particular expectations that come from such an interpretation of the knowledge society. Against the idea that an adequate response requires that educators focus on the cultivation of the human being’s humanity, I challenge the humanistic underpinnings of the idea of education as cultivation. Instead, I suggest a different direction that moves the educational task away from the cultivation of the self towards the exposure towards the world.  相似文献   

Effective learning activities in observation taks when learning to write and read argumentative texts     

Martine A. H. Braaksma  Huub van den Bergh  Gert Rijlaarsdam  Michel Couzijn 《European Journal of Psychology of Education - EJPE》2001,16(1):33-48

On repeated occasions, observational learning has proved itself to be an effective instruction method. Experimental studies have shown to be effective for complex tasks such as reading and writing for both teachers and students as models. The problem when interpreting the results of such research is that, in observation tasks, several mental activities play a simultaneous role. In this study we therefore set out to identify the effective elements of observation tasks. We focused on two elements of the observation tasks, both aimed at stimulating monitoring activities: evaluation of the model’s performance and elaboration on this evaluation. We have also distinguished between elaboration on the observed products (the models’ written answers), and elaboration on the observed processes (the models’ verbalisations of their mental activities). The data were subjected to a LISREL analysis. First of all, it was observed that subjects who performed “evaluation” and “productelaboration” better, and “process-elaboration” more often in one lesson, also performed these activities better or more often in the subsequent lesson. Next, we observed an effect of aptitude on the learning activities: pre skill scores influence “evaluation” and “product-elaboration”. The most important finding is that “evaluation” and “product-elaboration” contribute positively to argumentative writing skills. It is discussed that these findings confirm the importance of the monitoring, evaluative and reflective activities when learning complex tasks as writing.  相似文献   

In search of an effective source use pattern for writing argumentative and informative synthesis texts     

Vandermeulen  Nina  van den Broek  Brenda  Van Steendam  Elke  Rijlaarsdam  Gert 《Reading and writing》2020,33(2):239-266

Reading and Writing - In order to design effective instruction and feedback for synthesis writing on both writing processes and products, a clear insight into synthesis writing processes underlying...  相似文献   

What constitutes the good of education? Reflections on the possibility of educational critique     

Gert Biesta 《Educational Philosophy and Theory》2020,52(10):1023-1027

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Investigating the effect of teaching as a generative learning strategy when learning through desktop and immersive VR: A media and methods experiment     

Sara Klingenberg  Maria L. M. Jørgensen  Gert Dandanell  Karen Skriver  Aske Mottelson  Guido Makransky 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2115-2138

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Learning paths in synthesis writing: Which learning path contributes most to which learning outcome?     

Mateos  Mar  Rijlaarsdam  Gert  Martín  Elena  Cuevas  Isabel  Van den Bergh  Huub  Solari  Mariana 《Instructional Science》2020,48(2):137-157

Instructional Science - This paper presents a secondary analysis of data collected during an intervention study in which students learnt to synthesise pairs of texts presenting opposite views on...  相似文献