Professor of Education
The Stirling Institute of Education - University of Stirling, Scotland, UK
| Journal Articles |
accepted for publication
Biesta, G.J.J. (in press). On the weakness of education. In D. Kerdeman et al. (eds), Philosophy of Education 2009.
Osberg, D.C. & Biesta, G. (in press). The End/s of School. Complexity and the Conundrum of the Inclusive Educational Curriculum. International Journal of Inclusive Education. Biesta, G.J.J. (in press). A new ‘logic’ of emancipation: The methodology of Jacques Ranciere. Educational Theory.
Biesta, G.J.J. (in press). How to exist politically and learn from it: Hannah Arendt and the problem of democratic education. Teachers College Record
Biesta, G.J.J. (in press). “This is my truth, tell me yours.” Deconstructive pragmatism as a philosophy for education. Educational Philosophy and Theory.
published 2009 available in preview Biesta, G.J.J. (in press). Witnessing deconstruction in education. Why quasi-transcendentalism matters. Journal of Philosphy of Education. [click here]
Lawy, R., Biesta, G.J.J., McDonnell, J., Lawy, H. & Reeves, H. (in press). The art of democracy. British Educational Research Journal. [click here]
106 Biesta, G.J.J. (2009). What kind of citizenship for European Higher Education? Beyond the competent active citizen. European Educational Research Journal 8(2): 146-157.
105 Biesta, G.J.J., Kwiek, N., Locke, G., Martins, H., Masschelein, J., Simons, M. & Zgaga, P. (2009). What is the public role of the university? A proposal for a public research agenda. European Educational Research Journal 8(2): 250-255. [full text available click here]
104 Biesta, G.J.J. & Simons, M. (2009). Introduction: Higher education and European citizenship as a matter of public concern. European Educational Research Journal 8(2): 142-145. http://dx.doi.orf/10.2304/eerj.2009.8.2.142 103 Tedder, M. & Biesta, G.J.J. (2009). Uczenie się bez nauczania? Potencjał iograniczenia biograficznego uczenia się dorosłych. Terazniejszosc Czlowiek Edukacja 46(2), 19-35.
102 Trezise, E. & Biesta, G.J.J. (2009). Can management ethics be taught ethically ? A Levinasian exploration. Journal of Philosophy of Management 8(1), 43-54.
101 Biesta, G.J.J. (2009). Towards a new ‘logic’ of emancipation: Foucault and Rancière. In R. Glass et al. (eds), Philosophy of Education 2008 (pp. 169-177). Urbana-Champaign, IL: Philosophy of Education Society.
100 Biesta, G.J.J. (2009). Good Education in an Age of Measurement. Educational Assessment, Evaluation and Accountability 21(1), 33-46. [DOI: 10.1007/s11092-008-9064-9]
99 Biesta, G.J.J., Lawy, R. & Kelly N. (2009). Understanding young people’s citizenship learning in everyday life: The role of contexts, relationships and dispositions. Education, Citizenship and Social Justice 4(1), 5-24.
98 Biesta, G.J.J. (2009). Building bridges or building people? On the role of engineering in education. Journal of Curriculum Studies 41(1), 13-16.
97 Biesta, G.J.J. (2009). Theorising learning through complexity: An educational critique. Complicity 6(1), 28-33. [http://www.complexityandeducation.ualberta.ca/COMPLICITY6/Complicity6_TOC.htm] 2008 96 Biesta, G.J.J. (2008). What kind of citizen? What kind of democracy? Citizenship education and the Scottish Curriculum for Excellence. Scottish Educational Review 40(2), 38-52. 95 Biesta, G.J.J. (2008). Wider das Lernen. Die Wiedergewinnung einer Sprache für Erziehung im Zeitalter des Lernens. Vierteljahresschrift für wissenschaftliche Pädagogik 84(2), 179-194. 94 Osberg, D.C. & Biesta, G.J.J. (2008). The emergent curriculum: Navigating a complex course between unguided learning and planned enculturation. Journal of Curriculum Studies 40(3), 313-328. 93 Rutten, E. A., Deković, M, Stams, G. J. J. M., Schuengel C., Hoeksma, J. B., & Biesta G. J. J. (2008). Antisocial and prosocial behavior in adolescent soccer players: A multilevel study. Journal of Adolescence, 31(3), 371-387. 92 Hodkinson, Ph., Biesta, G.J.J. & James, D. (2008). Understanding learning culturally: Overcoming the dualism between social and individual views of learning. Vocations and Learning 1(1), 27-47. [DOI: 10.1007/s12186-007-9001-y] 91 Osberg, D.C., Biesta, G.J.J. & Cilliers, P. (2008). From representation to emergence: Complexity’s challenge to the epistemology of schooling. Educational Philosophy and Theory 40(1): 213-227. [DOI: 10.1111/j.1469-5812.2007.00407.x]
2007 90 Biesta, G. (2007). Who is there? Finding the other in the self. In B. Stengel et al. (eds), Philosophy of Education 2007 (pp. 42-45). Urbana-Champaign: Philosophy of Education Society. 89 Biesta, G.J.J. (2007). The education-socialisation conundrum. Or : ‘Who is afraid of education ?’ Utbildning och demokrati 16(3), 25-36. 88 Biesta, G & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults 39(2), 132-149.
87 Hodkinson, Ph., Biesta, G. & James, D. (2007). Understanding learning cultures. Educational Review 59(4), 415-427.
86 Simons, M., Haverhals, B. & Biesta, G.J.J. (2007). Introduction: The university revisited. Studies in Philosophy of Education26 (5), 395-404. (Special Issue, edited by Simons, Haverhals, Lindblom-Ylänne, Ricken & Verburgh: The University Revisited: Questioning the Public Role of Universities in the European Knowledge Society)
85 Biesta, G.J.J. (2007). Towards the knowledge democracy? Knowledge production and the civic role of the university. Studies in Philosophy of Education 26(5), 467-479. (Special Issue, edited by Simons, Haverhals, Lindblom-Ylänne, Ricken & Verburgh: The University Revisited: Questioning the Public Role of Universities in the European Knowledge Society)
84 Biesta, Gert (2007). Bridging the gap between educational research and educational practice: The need for critical distance. Educational Research and Evaluation 13(3), 295-301.
83 Biesta, G (2007). Who is afraid of education? University of Tokyo Center for Philosophy Bulletin, 10, 25-31. [ISNN 1349-5550] 82 Rutten, E. A., Stams, G. J. J. M., Biesta, G. J. J., Schuengel, C., Dirks, E., & Hoeksma, J. B. (2007). The contribution of organized youth sport to antisocial and prosocial behavior in adolescent athletes. Journal op Youth and Adolescence, 36(3), 255-264. 81 Biesta, G.J.J. (2007). Interrupting hope. In D. Vokey et al. (eds), Philosophy of Education 2006 (pp. 280-282). Urbana-Champaign: Philosophy of Education Society.
80 Biesta, G.J.J. & Osberg, D.C. (2007). Beyond Re/Presentation: A Case for Updating the Epistemology of Schooling. Interchange38(1), 15-29. 79 Osberg, D.C. & Biesta, G.J.J. (2007). Beyond Presence: Epistemological and pedagogical implications of ‘strong’ emergence. Interchange 38(1), 31-51. 78 Biesta, G.J.J. (2007). Education and the democratic person: Towards a political understanding of democratic education. Teachers College Record 109(3), 740-769.
77 Biesta, G.J.J. (2007). Why ‘what works’ won’t work. Evidence-based practice and the democratic deficit of educational research. Educational Theory 57(1), 1-22. 76 Davies. J. & Biesta, G.J.J. (2007). Coming to college or getting out of school? Research Papers in Education 22(1), 23-41.
75 Biesta, G.J.J. (2007). “Don’t count me in.” Democracy, education and the question of inclusion. Nordisk Pedagogik 27(1), 18-31. 74 Biesta, G.J.J.(2005[published in 2007]). Knowledge production and democracy in educational research: The case of evidence-based education. South African Journal of Higher Education, 19 (Special Issue 2005), 1334-1349. 73 Biesta, G.J.J. (2006 [published in 2007]). Where do we learn democracy? [Russian translation.] The Democratic School, 2006-2, 53-61.
2006 72 Biesta, G.J.J. (2006). Educaţie, ni iniţiere. [Education, not initiation.] Paideia 50(2), 3-9.
71 Biesta, G.J.J. (2006). What’s the point of lifelong learning if lifelong learning has no point? On the democratic deficit of policies for lifelong learning. European Educational Research Journal 5(3-4), 169-180.
70 Vanderstraeten, R. & Biesta, G.J.J. (2006). How is education possible? A pragmatist account of communication and the social organisation of education. British Journal of Educational Studies 54(2), 160-174. 69 Biesta, G.J.J. (2006) Vad är det för mening med livslångt lärande, om livslångt lärande inte har någon mening? Från en lärande ekonomi till den lärande demokratin. Nät och bildning. Tidskrift för folkbildningens flexibla lärande, 2006, nr.3 [published on-line at http://www.cfl.se/natochbildning/html/nr_3_06/vad_ar_det_for_mening.htm]
68 Lawy, R.S. & Biesta, G.J.J. (2006). Citizenship-as-practice: the educational implications of an inclusive and relational understanding of citizenship. British Journal of Educational Studies 54(1), 34-50.
67 Biesta, G.J.J. & Lawy, R.S. (2006). From teaching citizenship to learning democracy. Overcoming individualism in research, policy and practice. Cambridge Journal of Education 36(1), 63-79.
2005 66 Biesta, G.J.J. (2005). How is practice possible? In K. Howe et al. (eds), Philosophy of Education 1995 (pp. 344-346). Urbana-Champaign: Philosophy of Education Society.
65 Biesta, G.J.J. (2005). The learning democracy? Adult learning and the condition of democratic citizenship. (Review article.) British Journal of Sociology of Education 26(5), 693-709.
64 Biesta, G.J.J. (2005). Kennen als een vorm van handelen. John Deweys transactionele kentheorie. Filosofie 15(1), 5-12. 63 Biesta, G.J.J. (2005). Against learning. Reclaiming a language for education in an age of learning. [Reprint for 25th Anniversary Issue of Nordisk Pedagogik. Selected as one of the three most significant articles in the 25-year history of the journal.] Nordisk Pedagogik 25(1), 54-66.
2004 62 Biesta, G.J.J. (2004). The community of those who have nothing in common. Education and the language of responsibility. Interchange 35 (3),307-324. 61 Vanderstraeten, R. & Biesta, G. (2004). Constructivism, educational research, and John Dewey. Karl Jaspers Forum, http://www.kjf.ca/76-TAVAN.htm. 60 Rutten E.A., Stams, G.J.J.M., Dekovic, M., Schuengel, C., Hoeksma, J.B., & Biesta, G.J.J. (2004). Jeugdsport en morele socialisatie: Effecten van fair-play, sociomoreel redeneren, moreel klimaat en relationele steun van de trainer op anti- en prosociaal gedrag in en om het veld (Youth sport and moral socialisation. The effects of fair-play, socio-moral reasoning, moral climate, and trainer support on anti- and pro-social behaviour in sport.). Pedagogiek, 24, 324-341. 59 Lawy, R.S., Bloomer, J.M. & Biesta, G.J.J. (2004). ‘School’s just a catalyst.’ Learning, identity and knowledge and the Post-16 curriculum. Journal of Vocational Education and Training 56(2), 205-226.
58 Biesta, G.J.J. (2004). Education, accountability and the ethical demand. Can the democratic potential of accountability be regained? Educational Theory 54 (3), 233-250.
57 Biesta, G.J.J. (2004). Kunskapande som ett sätt att handla – John Deweys transaktionella teori om kunskapande. [Knowing as a way of doing. John Dewey’s transactional theory of knowing.] Utbildning och Demokrati 13(1), 41-64. 56 Biesta, G.J.J. (2004). Against learning. Reclaiming a language for education in an age of learning. Nordisk Pedagogik 23, 70-82.
55 Miedema, S. & Biesta, G.J.J. (2004). Jacques Derrida’s religion with/out religion and the im/possibility of religious education. Religious Education 99(1), 23-37. 54 Osberg, D.C. & Biesta, G.J.J. (2004). Complexity, representation and the epistemology of schooling. In B. Davis, T. Fenwick, L. Laidlaw, E. Simmt & D. Sumara (eds), Proceedings of the 2003 Complexity Science and Educational Research Conference (pp. 39-55). Edmonton, Alberta: University of Alberta.
2003 53 Miedema, S. & Biesta, G.J.J. (2003). Instruction or educating for life? On the aims of religiously affiliated and other schools. International Journal of Education and Religion 4(1), 81-96.
52 Biesta, G.J.J. (2003). Demokrati – ett problem för utbildning eller ett utbildningsproblem? Utbildning och Demokrati 12(1), 59-80.
51 Berding, J., Biesta, G.J.J. & Miedema, S. (2003). John Dewey: retrospectief en prospectief. Naar aanleiding van zijn vijftigste sterfjaar. Pedagogiek 23(1), 68-72.
50 Biesta, G.J.J. (2003). Learning from Levinas: A response. Studies in Philosophy and Education (Special Issue “Levinas and Education: The Question of Implication”, S.Todd [Ed.]), 22(1): 61-68.
2002 49 Miedema, S. & Biesta, G.J.J. (2002). Jacques Derrida’s religion with/out religion and the im/possibility of regligious education. In R.G. Litchfield (Ed.), Leading with Hope: The Vocation of the Religious Educator. 2002 Proceedings of the Association of Professors and Researchers in Religious Education (pp. 313-328). APRRE: Philadelphia, Pennsylvania.
48 Biesta, G.J.J. (2002). Bildung and modernity. The future of Bildung in a world of difference. Studies in Philosophy and Education 21(4/5), 343-351.
47 Biesta, G.J.J. (2002). How general can Bildung be? Reflections on the future of a modern educational ideal. British Journal of Philosophy of Education 36(3), 377-390. 46 Biesta, G.J.J. & Mirón, L.F. (2002). The new discourses on educational leadership: An introduction. Studies in Philosophy and Education 21(2), 101-107.
45 Biesta, G.J.J. & Miedema, S. (2002). Instruction or pedagogy? The need for a transformative conception of education. The Journal of Teaching and Teacher Education 18, 173-181.
2001 44 Säfström, C.-A. & Biesta, G.J.J. (2001). Learning democracy in a world of difference. The School Field 12(5/6), 5-20. 43 Biesta, G.J.J. (2001). How difficult should education be? Educational Theory 51(4), 385-400.
42 Mirón, L.F., Bogotch, I., & Biesta, G.J.J. (2001). In pursuit of the good life. Cultural Studies ¬® Critical Methodologies, 1 (4): 490-516. 41 Biesta, G.J.J. (2001). Why Dewey now? Zeitschrift für pädagogische Historiographie, 7(2), 71-75. 40 Biesta, G.J.J., Nijnatten, C., & Miedema, S. (2001). Onderwijs en opvoeding en de terugkeer van de religie in een postmoderne samenleving. [Schooling and education and the return of religion in a postmodern society.] Pedagogiek, 21(2), 124-133. 39 Biesta, G.J.J. (2001). Responding: Levinas and Moral Education. In L. Stone (Ed.), Philosophy of Education 2000 (pp. 75-77). Urbana-Champaign: Philosophy of Education Society. 38 Vanderstraeten, R. & Biesta, G.J.J. (2001). How is education possible? Educational Philosophy and Theory, 33(1), 7-21. 37 Biesta, G.J.J. & Stams, G.J.J.M. (2001). Critical thinking and the question of critique. Some lessons from deconstruction. Studies in Philosophy and Education, 20(1), 57-74.
2000 36 Biesta, G.J.J. (2000). Om att-vara-med-andra. Pedagogikens svårighet såsom politikens svårighet. [On being with others. The difficulty of education as the difficulty of politics.] Utbildning & Demokrati, 9(3), 71-89.
35 Biesta, G.J.J. & Miedema, S. (2000). Context and interaction. How to asses Dewey's influence on educational reform in Europe? Studies in Philosophy and Education 19, 21-37.
1999 34 Biesta, G.J.J. (1999). Redefining the subject, redefining the social, reconsidering education: George Herbert Mead's course on Philosophy of Education at the University of Chicago. Educational Theory 49(4), 475-492. 33 Biesta, G.J.J. (1999). Radical intersubjectivity. Reflections on the "different" foundation of education. Studies in Philosohpy and Education, 18(4), 203-220. 32 Biesta, G.J.J. (1999). The right to philosophy of education. From critique to deconstruction. In S. Tozer (Ed.), Philosophy of Education 1998 (pp.476-484). Urbana-Champaign: Philosophy of Education Society.
1998 31 Biesta, G.J.J. (1998). "Say you want a revolution..." Suggestions for the impossibile future of critical pedagogy. Educational Theory 48 (4), 499-510.
30 Biesta, G.J.J. (1998). Mead, Intersubjectivity, and Education: The Early Writings. Studies in Philosophy and Education 17, 73-99. 29 Biesta, G.J.J. (1998). Deconstruction, justice and the question of education. Zeitschrift für Erziehungswissenschaft 1(3), 395-411. 28 Biesta, G.J.J. (1998). Pedagogy without humanism. Foucault and the subject of education. Interchange 29(1), 1-16. 27 Biesta, G.J.J. (1998). Revolutions that as yet have no model: Performance pedagogy and its audience. In S. Laird (Ed.), Philosophy of Education 1997 (pp. 198-200). Urbana-Champaign: Philosophy of Education Society. 26 Biesta, G.J.J. & Miedema, S. (1998). Dewey in Europa. Paradoxen van modernisering in de onderwijsvernieuwing: een case study. [Dewey in Europe. Paradoxes of modernisation in the renewal of education: A case study.] Nederlands Tijdschrift voor Opvoeding, Vorming en Onderwijs 14(6), 336-355.
1997 25 Biesta, G.J.J. (1997). Education, not initiation. In F. Margonis (ed.), Philosophy of Education 1996 (pp. 90-98). Urbana, Ill.: Philosophy of Education Society. 24 Biesta, G.J.J. (1997). A Return to the Dewey-Russell Opposition. [Review Essay] Culture & Psychology 3(1), 99-105. 23 Biesta, G.J.J. (1997). Onmogelijke opvoeding. Kanttekeningen bij de pedagogische overdrachtsmetafoor. [Impossible education. Reflections on the idea of education as transmission.] Comenius 17(4), 312-324. 22 Doornenbal, J., Heyting, G.F. & Biesta, G.J.J. (1997). Gezin en moraal: Gezinsopvoeding als het morele fundament van de samenleving? [The family and morality: Parenting as the moral foundation of society?] Comenius 17(4), 275-280. 21 Selten, P.J.H., Bakker, P.C.M. & Biesta, G.J.J. (1997). De toekomst van de historische pedagogiek. [The future of the history of education.] Comenius 17(3), 195-199.
1996 20 Biesta, G.J.J. (1996). Review article of John E. Tiles, John Dewey. London/New York: Routledge. Studies in Philosophy and Education 15, pp. 383-394. 19 Biesta, G.J.J. & Miedema, S. (1996). Dewey in Europe: A Case-Study on the International Dimensions of the Turn-of-the-Century Educational Reform. American Journal of Education, 105(1), pp. 1-26. 18 Biesta, G.J.J. (1996). Education/Communication: The two faces of communicative pedagogy. In A. Neiman (Ed.), Philosophy of Education 1995 (pp. 185-194). Urbana, Ill.: Philosophy of Education Society.
1995 17 Biesta, G.J.J. (1995). Postmodernism and the repoliticization of education. Interchange, 26, 161-183. 16 Biesta, G.J.J. (1995). The Identity of the Body. In M.S. Katz (Ed.), Philosophy of Education 1994 (pp. 223-232). Urbana, Ill.: Philosophy of Education Society. 15 Biesta, G.J.J. (1995). Opvoeding en intersubjectiviteit. Over de structuur en identiteit van de pedagogiek van John Dewey. [Education and intersubjectivity. John Dewey's theory of education.] Comenius, 15, 21-36. 14 Biesta, G.J.J. (1995). Kritische onderwijssociologie - vijftien jaar na dato (besprekingsartikel). [Critical sociology of education -- fifteen years after. Review article.] Pedagogisch Tijdschrift, 20, 367-379.
1994 13 Biesta, G.J.J. (1994). Education as Practical Intersubjectivity. Towards a critical-pragmatic understanding of education. Educational Theory, 44(3), 299-317. 12 Biesta, G.J.J. (1994). Pragmatism as a pedagogy of communicative action. Studies in Philosophy and Education, 13, 273-290. 11 Biesta, G.J.J. (1994). Dossier Dewey. Het ontwerp van een transactionele handelingspsychologie. [Dossier Dewey. The outline of a transactional psychology of action.] Psychologie en Maatschappij, 18(2), 123-140. 10 Biesta, G.J.J., Wardekker, W. & Zwart-Woudstra, H. (1994). Morele opvoeding en morele ontwikkeling; inleiding op het thema. [Moral education and development: An introduction.] Comenius, 14(1), 5-11.
1993 9 Biesta, G.J.J. (1993). De identiteit van het lichaam. [The identity of the body.] Comenius, 13(3), 274-290.
1992 8 Biesta, G.J.J. & Miedema, S. (1992). Feiten en waarden in de ontwikkeling van de Nederlandse academische pedagogiek. Een opmaat voor pedagogisch wetenschapsonderzoek. [Facts and values in the development of educational science in the Netherlands. An overture for the study of education as a science.] Pedagogisch Tijdschrift, 17, 396-411.
1991 7 Biesta, G.J.J. (1991). Cultuurpedagogiek en kentheorie. Of: Waarom ook voor cultuurpedagogen niets zo praktisch is als een goede kennistheorie. [A cultural theory of education and epistemology. Or: Why cultural theorists of education need a decent epistemology too.] Comenius, 11(4), 397-411. 6 Biesta, G.J.J. & Miedema, S. (1991). Wetenschapspedagogiek. Over de pedagogische bijdrage aan het wetenschapstheoretisch debat. [Pedagogy of science. The contribution of education to the study of science.] Comenius, 11(1), 20-36. 5 Biesta, G.J.J. & Miedema, S. (1991). De perspectivistische bijdrage van de wetenschapsfilosofie aan de pedagogische wetenschappen. Reactie op Wouter Pols': "Filosofie van de pedagogische wetenschappen: metapedagogiek versus protopedagogiek." Comenius, 11(2), 165-175.
1990 4 Biesta, G.J.J. & Miedema, S. (1990). Pedagogy of Science: The Contribution of Pedagogy to the Philosophy of Science. Phenomenology and Pedagogy, 8, 118-129. 3 Biesta, G.J.J. (1990). Pluraliteit, Pragmatisme en Pedagogiek. Een neopragmatistische kijk op wetenschapstheoretische pluraliteit in de pedagogiek. [Plurality, pragmatism and pedagogy. A neopragmatic understanding of paradigmatic plurality in the educational sciences.] Comenius, 10(1), 7-30. 2 Biesta, G.J.J. & Miedema, S. (1990). De 'psychological' en 'intellectualistic fallacy' voorbij. Kanttekeningen bij Sylvia Nossents "Over het ontstaan van de psyche bij mens en dier". [Beyond the psychological and the intellectualistic fallacy. Comments on Nossents 'On the origin of the psyche in men and animal.] Psychologie en Maatschappij, 53, 388-392.
1989 1 Miedema, S. & Biesta, G.J.J. (1989). Langeveld en Dewey: Reconstructie en poging tot bemiddeling. [Langeveld and Dewey: A reconstruction and attempt at reconciliation.] Pedagogisch Tijdschrift / Speciale Editie. Thema's uit de wijsgerige en historische pedagogiek, 102-109. |
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