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  • 1
    Online Resource
    Online Resource
    ¿Cuál es la tarea de la educación? Despertando el deseo de querer existir en el mundo de una manera adulta
    Universidad Pedagogica Nacional ; 2018
    In:  Pedagogía y Saberes , No. 50 ( 2018-12-26), p. 63-74
    Details
    In: Pedagogía y Saberes, Universidad Pedagogica Nacional, , No. 50 ( 2018-12-26), p. 63-74
    Abstract: Las discusiones sobre educación a menudo están enfocadas en los propósitos que deberían lograrse o en los resultados que deberían producirse. En este artículo abordamos la cuestión del propósito de la educación de forma diferente, al preguntarnos en qué debería enfocarse el trabajo de los profesores y demás educadores. La respuesta que proponemos es que el objetivo de este trabajo es despertar en los niños y en los jóvenes el deseo de querer existir en este mundo, de la forma que denominamos como “adulta”. Explicamos nuestra idea de “crecimiento”, sobre la que argumentaremos que no deberíamos pensar en ella como el resultado de una trayectoria de desarrollo, sino como una forma en la que los seres humanos pueden tratar de existir en y con el mundo. Esto sugiere que es importante, en el trabajo educativo, interrumpir las formas en las que los niños y los jóvenes están completamente enfocados en sí mismos, llevándolos así al mundo en que solo se puede dar su existencia como sujetos adultos. La educación enfocada en eso tiene la tarea de ofrecer tiempo, espacio y formas curriculares a través de las cuales los niños y los jóvenes puedan trabajar “en” su crecimiento. Adicionalmente, la educación debe proveer sustento para que niños y jóvenes puedan recibir apoyo y nutrirse en su tarea de intentar existir de forma adulta.
    Type of Medium: Online Resource
    ISSN: 2500-6436 , 0121-2494
    URL: Article
    DOI: 10.17227/pys.num50-9499
    Language: Unknown
    Publisher: Universidad Pedagogica Nacional
    Publication Date: 2018
    detail.hit.zdb_id: 3001002-0
    SSG: 7,36
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  • 2
    Online Resource
    Online Resource
    «Don't count me in» – Democracy, education and the question of inclusion
    Scandinavian University Press / Universitetsforlaget AS ; 2007
    In:  Nordic Studies in Education Vol. 27, No. 01 ( 2007-02-28), p. 18-31
    Details
    In: Nordic Studies in Education, Scandinavian University Press / Universitetsforlaget AS, Vol. 27, No. 01 ( 2007-02-28), p. 18-31
    Type of Medium: Online Resource
    ISSN: 1891-5949 , 1891-5914
    URL: Journal
    URL: Article
    DOI: 10.18261/issn.1891-5949
    DOI: 10.18261/ISSN1891-5949-2007-01-02
    Language: Unknown
    Publisher: Scandinavian University Press / Universitetsforlaget AS
    Publication Date: 2007
    detail.hit.zdb_id: 2806683-2
    SSG: 5,3
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  • 3
    Online Resource
    Online Resource
    Reconquistando o coração democrático da educação
    UNISINOS - Universidade do Vale do Rio Dos Sinos ; 2021
    In:  Educação Unisinos Vol. 25 ( 2021-03-12), p. 1-7
    Details
    In: Educação Unisinos, UNISINOS - Universidade do Vale do Rio Dos Sinos, Vol. 25 ( 2021-03-12), p. 1-7
    Abstract: No presente ensaio, o filósofo Gert Biesta aprofunda-se na análise das relações entre educação, aprendizagem e democracia. Sua abordagem teórica tem contribuído significativamente para as teorizações pedagógicas contemporâneas, tanto no Brasil, quanto no cenário internacional.
    Type of Medium: Online Resource
    ISSN: 2177-6210
    URL: Article
    DOI: 10.4013/edu.2021.251.01
    Language: Unknown
    Publisher: UNISINOS - Universidade do Vale do Rio Dos Sinos
    Publication Date: 2021
    detail.hit.zdb_id: 2629261-0
    SSG: 7,36
    SSG: 5,3
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  • 4
    Online Resource
    Online Resource
    Is There a Need for the Re(dis)covery of Teaching?
    Auckland University of Technology (AUT) Library ; 2017
    In:  Teachers' Work Vol. 14, No. 2 ( 2017-12-14), p. 73-79
    Details
    In: Teachers' Work, Auckland University of Technology (AUT) Library, Vol. 14, No. 2 ( 2017-12-14), p. 73-79
    Abstract: Earlier this year I published a book with the title The Rediscovery of Teaching (Biesta 2017). In the book I make the case that teaching matters. But unlike a significant part of contemporary discourse, I argue against the idea that the reason why teaching matters is that it has the capacity for driving test scores in the narrow set of curricular subjects that the Global Education Measurement Industry is keen to measure, not just to identify ‘quality,’ but also to ‘name and shame’ countries that are apparently not performing ‘well’ – a naming and shaming where, unfortunately, teachers often find themselves at the receiving end.
    Type of Medium: Online Resource
    ISSN: 1176-6662
    URL: Article
    DOI: 10.24135/teacherswork.v14i2.231
    Language: Unknown
    Publisher: Auckland University of Technology (AUT) Library
    Publication Date: 2017
    detail.hit.zdb_id: 2187655-1
    SSG: 5,3
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  • 5
    Online Resource
    Online Resource
    With Socrates on Your Heels and Descartes in Your Hand: On the Notion of Conflict in John Dewey’s Democracy and Education
    MDPI AG ; 2017
    In:  Education Sciences Vol. 7, No. 1 ( 2017-01-03), p. 7-
    Details
    In: Education Sciences, MDPI AG, Vol. 7, No. 1 ( 2017-01-03), p. 7-
    Type of Medium: Online Resource
    ISSN: 2227-7102
    URL: Article
    DOI: 10.3390/educsci7010007
    Language: English
    Publisher: MDPI AG
    Publication Date: 2017
    detail.hit.zdb_id: 2704213-3
    SSG: 5,3
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  • 6
    Online Resource
    Online Resource
    Boa educação na era da mensuração
    FapUNIFESP (SciELO) ; 2012
    In:  Cadernos de Pesquisa Vol. 42, No. 147 ( 2012-12), p. 808-825
    Details
    In: Cadernos de Pesquisa, FapUNIFESP (SciELO), Vol. 42, No. 147 ( 2012-12), p. 808-825
    Abstract: In this paper I argue that there is a need to reconnect with the question of purpose in education, particularly in the light of a recent tendency to focus discussions about this issue almost exclusively on the measurement and comparison of educational outcomes. I first discuss why the question of purpose should always have a place in our educational discussion. I then explore some reasons why this question seems to have disappeared from the educational agenda. The central part of the paper is a proposal for addressing the question of purpose in education - the question as to what constitutes good education - in a systematic manner. I argue that the question of purpose is a composite question and that in deliberating about the purpose of education we should make a distinction between three functions of education to which I refer as qualification, socialisation and subjectification. In the final section of the paper I provide examples of how this proposal can help in asking more precise questions about the purpose and direction of educational processes and practices.
    Type of Medium: Online Resource
    ISSN: 0100-1574
    URL: Article
    DOI: 10.1590/S0100-15742012000300009
    RVK:
    DA 1000
    Language: Unknown
    Publisher: FapUNIFESP (SciELO)
    Publication Date: 2012
    detail.hit.zdb_id: 2120503-6
    SSG: 5,3
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  • 7
    Online Resource
    Online Resource
    What Kind of Citizenship for European Higher Education? Beyond the Competent Active Citizen
    SAGE Publications ; 2009
    In:  European Educational Research Journal Vol. 8, No. 2 ( 2009-06), p. 146-158
    Details
    In: European Educational Research Journal, SAGE Publications, Vol. 8, No. 2 ( 2009-06), p. 146-158
    Abstract: How might European higher education contribute to the promotion and development of European citizenship? In this article, the author addresses this question through a critical discussion of the notions of ‘active citizenship’ and ‘civic competence’, which play a central role in current policy and research on the role of education in the development of European citizenship. The author argues that there is a tendency within the idea of ‘active citizenship’ to depoliticise the very idea of citizenship because it is based upon a consensus notion of democracy and a functionalist understanding of citizenship and the formation of citizens. The author also argues that the idea of civic competence reduces civic learning and political education to a form of socialisation which undermines rather than supports political agency. For these reasons, the author argues that European higher education should not aim to become a socialising agent for the production of the competent active citizen but should seek to support modes of political action and civic learning that embody a commitment to a more critical and more political form of European citizenship than what is envisaged in the ideas of ‘active citizenship’ and ‘civic competence’.
    Type of Medium: Online Resource
    ISSN: 1474-9041 , 1474-9041
    URL: Article
    DOI: 10.2304/eerj.2009.8.2.146
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2009
    detail.hit.zdb_id: 2081549-9
    SSG: 5,3
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  • 8
    Online Resource
    Online Resource
    What is the Public Role of the University? A Proposal for a Public Research Agenda
    SAGE Publications ; 2009
    In:  European Educational Research Journal Vol. 8, No. 2 ( 2009-06), p. 249-254
    Details
    In: European Educational Research Journal, SAGE Publications, Vol. 8, No. 2 ( 2009-06), p. 249-254
    Type of Medium: Online Resource
    ISSN: 1474-9041 , 1474-9041
    URL: Article
    DOI: 10.2304/eerj.2009.8.2.249
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2009
    detail.hit.zdb_id: 2081549-9
    SSG: 5,3
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  • 9
    Online Resource
    Online Resource
    On the two cultures of educational research, and how we might move ahead: Reconsidering the ontology, axiology and praxeology of education
    SAGE Publications ; 2015
    In:  European Educational Research Journal Vol. 14, No. 1 ( 2015-01), p. 11-22
    Details
    In: European Educational Research Journal, SAGE Publications, Vol. 14, No. 1 ( 2015-01), p. 11-22
    Abstract: In this paper I focus on a split within the field of educational research between those who approach education as an activity or practice governed by cause–effect relationships and those who see education as a human event of communication, meaning making and interpretation. Rather than just arguing against the former and in favour of the latter view, I outline a way forward in which the question of how education works and how it can be made to work better is considered a legitimate question, but where the answer to this question takes into consideration the specific nature of educational processes and practices. In order to do so I explore the ontology, the axiology and the praxeology of education through a discussion of the question of how education actually works (ontology), the question of what education might work for (axiology), and the question of what this means for making education work and making it work better in the everyday practice of teaching (praxeology). I preface this discussion with observations about the differing ways in which education as a field of academic scholarship has developed in Europe, in order to highlight that ‘educational research’ exists in at least two distinctively different configurations, and to show how the way in which the field has established itself in the German-speaking world might provide helpful resources for conceiving of educational research in a more educational manner.
    Type of Medium: Online Resource
    ISSN: 1474-9041 , 1474-9041
    URL: Article
    DOI: 10.1177/1474904114565162
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2015
    detail.hit.zdb_id: 2081549-9
    SSG: 5,3
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  • 10
    Online Resource
    Online Resource
    A Manifesto for Education
    SAGE Publications ; 2011
    In:  Policy Futures in Education Vol. 9, No. 5 ( 2011-10), p. 540-547
    Details
    In: Policy Futures in Education, SAGE Publications, Vol. 9, No. 5 ( 2011-10), p. 540-547
    Abstract: In November 2010 the authors finished the writing of a manifesto for education. The manifesto was an attempt to respond to a number of issues concerning education, both in the field of educational research and in the wider socio-political environment. This is the text of that manifesto followed by two commentaries in which the authors try to highlight some of the reasons that have led to the writing of the manifesto, and in which an attempt is made to situate the manifesto in a number of discussions and debates.
    Type of Medium: Online Resource
    ISSN: 1478-2103 , 1478-2103
    URL: Article
    DOI: 10.2304/pfie.2011.9.5.540
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2011
    detail.hit.zdb_id: 2167789-X
    SSG: 5,3
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