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Many educational practices are based upon ideas about what it means
to be human. Thus education is conceived as the production of
particular subjectivities and identities such as the rational
person, the autonomous individual, or the democratic citizen.
Beyond Learning asks what might happen to the ways in which we
educate if we treat the question as to what it means to be human as
a radically open question; a question that can only be answered by
engaging in education rather than as a question that needs to be
answered before we can educate. The book provides a different way
to understand and approach education, one that focuses on the ways
in which human beings come into the world as unique individuals
through responsible responses to what and who is other and
different. Beyond Learning raises important questions about
pedagogy, community and educational responsibility, and helps
educators of children and adults alike to understand what a
commitment to a truly democratic education entails.
This is a book about what many teachers know but are increasingly
being prevented from talking about: that real education always
involves a risk. The risk is there because, as W. B. Yeats has put
it, education is not about filling a bucket but about lighting a
fire. It is there because education is not an interaction between
machines, but an encounter between human beings. It is there
because students are not to be seen as objects to be molded and
disciplined, but as subjects of action and responsibility. Biesta's
book opposes the risk aversion that characterizes many contemporary
educational policies and practices and makes a strong argument for
giving risk a central place in our educational endeavours. The book
is organized around a critical discussion of seven key educational
concepts: creativity, communication, teaching, learning,
emancipation, democracy, and virtuosity.
Written by internationally acclaimed scholars on futures of
critical theory, this book attempts to renew and reinvigorate
critical theory by extending its range and its intellectual
trajectories through strategies of inclusiveness that respect and
build on parallel traditions. The authors reinterpret the work of
Nietzsche, Wittgenstein, and Heidegger in relation to central
figures (Kant, Marcuse, Foucault) and themes of critical theory-the
critique of modernity, theory of the self, and the question
concerning technology. Key chapters address the critical
significance of the work of the French theorists Levinas, Deleuze,
Derrida, Lyotard, Irigaray, and Bourdieu and while other chapters
focus on thinkers as diverse as Zizek, Giddens, Said, and Guattari,
and deal with contemporary topics such as cyberfeminism and
antiglobalization.
Bringing together the work of international experts in the field,
and two interviews with Derrida himself, this book provides a key
to the reflections that Derrida's work has prompted on all aspects
of educational studies. The contributors address fundamental
educational issues from a Derridian perspective to demonstrate the
relevance of his work in contemporary, multicultural societies.
The widespread use of the measurement of educational outcomes in
order to compare the performance of education within and across
countries seems to express a real concern for the quality of
education. This book argues that the focus on the measurement of
educational outcomes has actually displaced questions about
educational purpose. Biesta explores why the question as to what
constitutes good education has become so much more difficult to ask
and shows why this has been detrimental for the quality of
education and for the level of democratic control over education.
He provides concrete suggestions for engaging with the question of
purpose in education in a new, more precise and more encompassing
way, with explicit attention to the ethical, political and
democratic dimensions of education.
The widespread use of the measurement of educational outcomes in
order to compare the performance of education within and across
countries seems to express a real concern for the quality of
education. This book argues that the focus on the measurement of
educational outcomes has actually displaced questions about
educational purpose. Biesta explores why the question as to what
constitutes good education has become so much more difficult to ask
and shows why this has been detrimental for the quality of
education and for the level of democratic control over education.
He provides concrete suggestions for engaging with the question of
purpose in education in a new, more precise and more encompassing
way, with explicit attention to the ethical, political and
democratic dimensions of education.
Many educational practices are based upon ideas about what it means
to be human. Thus education is conceived as the production of
particular subjectivities and identities such as the rational
person, the autonomous individual, or the democratic citizen.
Beyond Learning asks what might happen to the ways in which we
educate if we treat the question as to what it means to be human as
a radically open question; a question that can only be answered by
engaging in education rather than as a question that needs to be
answered before we can educate. The book provides a different way
to understand and approach education, one that focuses on the ways
in which human beings come into the world as unique individuals
through responsible responses to what and who is other and
different. Beyond Learning raises important questions about
pedagogy, community and educational responsibility, and helps
educators of children and adults alike to understand what a
commitment to a truly democratic education entails.
This volume offers an overview of the pragmatic understanding of
knowledge and the acquisition of knowledge, and its implications
for the conduct of educational research. Pragmatism and Educational
Research focuses primarily on the work of John Dewey, and examines
the relationship between pragmatism and educational research both
in relation to research methodology and to a pragmatic educational
theory. Biesta and Burbules provide examples of characteristic
research questions and research methods and approaches, as informed
by a pragmatist outlook. Further, they argue that the major benefit
of a pragmatic approach to educational research lies in the
possibility of promoting intelligent and reflective action by
educational practitioners.
Contents: Introduction: Derrida and Education Denise Egéa-Kuehne and Gert J.J. Biesta 1. Derrida and the question of education: a new space for philosophy Didier Cahen 2. 'Preparing for the incalculable': deconstruction, justice and the question of education Gert J.J. Biesta 3. 'A certain 'madness' must watch over thinking': Jaques Derrida's interview with Fran^C,cois Ewald 4. The learning pharmacy Paul Standish 5. Teaching the other II: ethics, writing, community Peter Trifonas 6. Just decide! Derrida and the ethical aporias of education Julian Edgoose 7. Does speaking of the other involve receiving the 'other'? A Derridean reading of the postcolonial task of listening to others Zelia Gregoriou 8. The gift of Bildung: reflection on the relationship between singularity and justice in the concept of Bildung Michael Wimmer 9. 'Talking liberties': Jacques Derrida's interview with Alan Montefiore 10. Derrida's ethics of affirmation: the challenge of educational rights and responsibility Denise Egéa-Kuehne 11. Humanism, Derrida and the new humanities Michael Peters
Never before published, this book features George Herbert Mead 's
illuminating lectures on the Philosophy of Education at the
University of Chicago during the early 20th century. These lectures
provide unique insight into Mead 's educational thought and reveal
how his early psychological writings on the social character of
meaning and the social origin of reflective consciousness was
central in the development of what Mead referred to as his social
conception of education. The introduction to the book provides an
overview of Mead 's educational thought and places it against the
wider social, intellectual, and historical background of modern
educational concepts.
Never before published, this book features George Herbert Mead 's
illuminating lectures on the Philosophy of Education at the
University of Chicago during the early 20th century. These lectures
provide unique insight into Mead 's educational thought and reveal
how his early psychological writings on the social character of
meaning and the social origin of reflective consciousness was
central in the development of what Mead referred to as his social
conception of education. The introduction to the book provides an
overview of Mead 's educational thought and places it against the
wider social, intellectual, and historical background of modern
educational concepts.
This is a book about what many teachers know but are increasingly
being prevented from talking about: that real education always
involves a risk. The risk is there because, as W. B. Yeats has put
it, education is not about filling a bucket but about lighting a
fire. It is there because students are not to be seen as objects to
be moulded and disciplined, but as subjects of action and
responsibility. The Beautiful Risk of Education is organised around
a critical discussion of seven key educational concepts:
creativity, communication, teaching, learning, emancipation,
democracy, and virtuosity. By opposing the risk aversion that
characterises many contemporary educational policies and practices,
Gert J.J. Biesta makes a strong argument for giving risk a central
place in our educational endeavours and brings risk taking to the
forefront of a critical pedagogical practice.
This volume offers an overview of the pragmatic understanding of
knowledge and the acquisition of knowledge, and its implications
for the conduct of educational research. Pragmatism and Educational
Research focuses primarily on the work of John Dewey, and examines
the relationship between pragmatism and educational research both
in relation to research methodology and to a pragmatic educational
theory. Biesta and Burbules provide examples of characteristic
research questions and research methods and approaches, as informed
by a pragmatist outlook. Further, they argue that the major benefit
of a pragmatic approach to educational research lies in the
possibility of promoting intelligent and reflective action by
educational practitioners.
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