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Journal articles on the topic 'Gert Biesta'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 January 2023

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1

Alves, Nilda, Virgina Louzada, Claudia Chagas, and Alessandra Nunes Caldas. "Conversations with Gert Biesta and Carl Anders Säfström." Praxis Educativa 22, no. 2 (2018): 133–46. http://dx.doi.org/10.19137/praxiseducativa-2018-220211.

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2

Østern, Anna-Lena. "Voksenhet som en måte å prøve å være hjemme på i verden – en oppgave for pedagogikk i kunstfagene." Journal for Research in Arts and Sports Education 3, no. 1 (2019): 123–25. http://dx.doi.org/10.23865/jased.v3.1233.

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3

van den Brand, Jos. "Gert Biesta. Educational Research: An Unorthodox Introduction." Pedagogiek 40, no. 3 (2021): 351–55. http://dx.doi.org/10.5117/ped2020.3.007.vand.

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4

Yosef-Hassidim, Doron. "The Beautiful Risk of Education (Gert Biesta)." Philosophical Inquiry in Education 23, no. 2 (2020): 222–28. http://dx.doi.org/10.7202/1070468ar.

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5

Saevi, Tone. "Does Gert Biesta’s book, The Rediscovery of Teaching, matter to education?" Phenomenology & Practice 14, no. 1 (2020): 130–40. http://dx.doi.org/10.29173/pandpr29403.

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6

Guilherme, Alexandre Anselmo, and Ana Lucia Souza de Freitas. "PAULO FREIRE E GERT BIESTA: UM DIÁLOGO FECUNDO SOBRE A EDUCAÇÃO PARA ALÉM DA FACILITAÇÃO DA APRENDIZAGEM." Revista Inter Ação 42, no. 1 (2017): 069. http://dx.doi.org/10.5216/ia.v42i1.44003.

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A aproximação entre Paulo Freire e Gert Biesta foi realizada a partir de estudos bibliográficos, tendo como foco a compreensão de ambos acerca das relações entre risco e educação. Por que é importante compreender (e exercer) a educação como risco? Qual a função dos educadores que assumem a educação como risco? São os questionamentos que orientam o desenvolvimento do estudo realizado, o qual proporcionou a compreensão de que o conceito de learnification, traduzido como aprenderismo, e a concepção de educação como risco são relevantes proposições do pensamento de Gert Biesta que contribuem para

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7

Mendonça, Samuel, and Ana Carolina Godoy Tercioti. "A superação da aprendizagem na perspectiva da democracia educacional." Educação Online, no. 16 (August 31, 2014): 1–6. http://dx.doi.org/10.36556/eol.v0i16.61.

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8

Heaton, Rebecca. "Letting Art Teach: Art Education ‘After’ Joseph Beuys, Gert Biesta (2017)." International Journal of Education Through Art 16, no. 3 (2020): 459–61. http://dx.doi.org/10.1386/eta_00044_5.

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9

Kaitz, Ed. ""The Beautiful Risk of Education," by Gert Biesta." Teaching Philosophy 37, no. 3 (2014): 436–40. http://dx.doi.org/10.5840/teachphil201437331.

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10

Rømer, Thomas Aastrup. "Gert Biesta – Education between Bildung and post-structuralism." Educational Philosophy and Theory 53, no. 1 (2020): 34–45. http://dx.doi.org/10.1080/00131857.2020.1738216.

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11

Silvennoinen, Heikki. "Narratiivinen oppiminen elämänkulussa." Aikuiskasvatus 33, no. 2 (2013): 150–52. http://dx.doi.org/10.33336/aik.94040.

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Improving learning through the lifecourse : learning lives / Gert J. J. Biesta, John Field, Phil Hodkinson, Flora J. Macleod and Ivor F. Goodson ; with Norma Adair ... [et al.]. London : Routledge, 2011.

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12

Biesta, Gert. "Reconquistando o coração democrático da educação." Educação Unisinos 25 (March 12, 2021): 1–7. http://dx.doi.org/10.4013/edu.2021.251.01.

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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.

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13

Lewis, Tyson E. "Gert J. J. Biesta, The Beautiful Risk of Education." Educational Theory 64, no. 3 (2014): 303–9. http://dx.doi.org/10.1111/edth.12063.

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14

Coulter, Xenia, and Alan Mandell. "The Rediscovery of Teaching by Gert J. J. Biesta." Review of Higher Education 43, no. 2 (2019): E—15—E—17. http://dx.doi.org/10.1353/rhe.2019.0116.

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15

Terhart, Ewald. "Eine neo-existenzialistische Konzeption von Unterricht und Lehrerhandeln? Zu Gert Biestas Wiederentdeckung und Rehabilitation des Lehrens und des Lehrers." Vierteljahrsschrift für wissenschaftliche Pädagogik 94, no. 3 (2018): 475–88. http://dx.doi.org/10.30965/25890581-09403009.

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Neo-Existentialism as a Theory of Classroom Teaching? Reviewing Gert Biesta’s Re(dis) -covery of Teaching Gert Biesta is well known as a critic of a dominantly psychological interpretation of education and learning. He is also sceptic towards the evidence-based approach to educational reform and administration. Instead of this current dominating paradigm he defends and praises »the beautiful risk of education« based on a non-technological, dialogical interpretation of education. But what about teaching? In his new book Biesta rediscovers and recovers teaching and the teacher. His central idea

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16

Siegel, Stefan T., and Gert Biesta. "El problema de la Teoría de la Educación." Teoría de la Educación. Revista Interuniversitaria 34, no. 1 (2021): 33–48. http://dx.doi.org/10.14201/teri.27157.

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Esta entrevista arroja luz sobre varios desarrollos actuales que amenazan el «núcleo» disciplinario de la educación. Partiendo de la «configuración» continental del campo, Gert Biesta y Stefan T. Siegel argumentan que existen formas de teoría consideradas distintivamente educativas. Basándose en esta premisa, discuten por qué resulta tan difícil definir las teorías de la educación (Erziehungswissenschaftliche Theorien) y por qué es, no obstante, una tarea provechosa. Al distinguir entre teorías de la educación (genuinamente) educativas en un sentido acotado y teorías de la educación (educativa

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17

O’Shea, Andrew. "Natality and Development in Education: A Rapprochement Between Hannah Arendt and Gert Biesta?" Teachers College Record: The Voice of Scholarship in Education 124, no. 6 (2022): 176–95. http://dx.doi.org/10.1177/01614681221114494.

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Background/Context: Recent accounts of learning from experience in education tend to impoverish development and temporal processes as constructive categories for thinking about freedom and action. Drawing on Jacques Rancière’s critique of development, Gert Biesta’s 2010 article, “How to Exist Politically and Learn from It: Hannah Arendt and the Problem of Democratic Education,” makes the case for a mode of democratic education that excludes the concept of development. In doing so, Biesta interprets Hannah Arendt’s work as both problematic and constructive for democratic education. Purpose: Thi

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18

Englund, Tomas. "Gert J J Biesta & Nicholas Burbules:Pragmatism and Educational Research." Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitk 15, no. 1 (2006): 127–30. http://dx.doi.org/10.48059/uod.v15i1.820.

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19

Santoro, Doris A., and Samuel D. Rocha. "Review of Gert J.J. Biesta, The Beautiful Risk of Education." Studies in Philosophy and Education 34, no. 4 (2015): 413–18. http://dx.doi.org/10.1007/s11217-015-9468-1.

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20

Teschers, Christoph. "Insights from an Editor’s Journey: An interview with Gert Biesta." Educational Philosophy and Theory 49, no. 2 (2015): 141–54. http://dx.doi.org/10.1080/00131857.2015.1069032.

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21

Rømer, Thomas Aastrup. "Gert J.J. Biesta, God uddannelse i målingens tidsalder – etik, politik, demokrati." Studier i Pædagogisk Filosofi 2, no. 1 (2013): 86. http://dx.doi.org/10.7146/spf.v2i1.7699.

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22

Jackson, Liz, and Elke Van dermijnsbrugge. "Educational Research: An Unorthodox Introduction Gert Biesta Bloomsbury, 2020, Pp. 169." Educational Theory 72, no. 1 (2022): 103–8. http://dx.doi.org/10.1111/edth.12515.

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23

Laverty, Megan J. "Gert J.J. Biesta, Beyond Learning: Democratic Education for a Human Future." Studies in Philosophy and Education 28, no. 6 (2009): 569–76. http://dx.doi.org/10.1007/s11217-009-9136-4.

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24

Pelletier, Caroline. "Review of Charles Bingham and Gert Biesta, Jacques Rancière: Education, Truth, Emancipation." Studies in Philosophy and Education 31, no. 6 (2011): 613–19. http://dx.doi.org/10.1007/s11217-011-9273-4.

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25

Fedre, Júlio Penna. "A responsabilidade dos educadores." Filosofia e Educação 7, no. 1 (2015): 173. http://dx.doi.org/10.20396/rfe.v7i1.1747.

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Resenha de leitura do livro: Para além da aprendizagem: educação democrática para um futuro humano, publicado pelo filósofo norte americano Gert Biesta originalmente com o título Beyond Learning: Democratic education for a human future. O livro foi publicado no Brasil no ano de 2013 pela editora Autêntica. O manuscrito é fruto de leitura realizada durante as reuniões do Grupo de Pesquisa Políticas e Fundamentos da Educação do qual faço parte pertencente ao Programa de Pós-Graduação da Faculdade de Educação da Puc Campinas.

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26

Lopes, Alice Casimiro. "Mantendo o conhecimento na conversação curricular, porém via discurso: um diálogo com Gert Biesta." Revista de Educação PUC-Campinas 19, no. 2 (2014): 99. http://dx.doi.org/10.24220/2318-0870v19n2a2683.

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Apresento neste artigo meu diálogo com Gert Biesta sobre as conexões entre conhecimento, poder, currículo e discurso. Defendo que esta forma de pensar não é relativista. A ausência de critérios que finalmente justifiquem de uma vez por todas uma decisão realizada entre diferentes possibilidades de solução para um problema - diferentes opções curriculares, assim como diferentes formas de educar - não é uma razão para que decisões não sejam realizadas. Concordo com Derrida e Laclau que tais decisões são tomadas em um terreno indecidível.Palavras-chave: Conhecimento. Currículo. Pragmatismo.

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27

Lopes, Alice Casimiro. "Maintaining knowledge on curriculum conversation, but through discourse: A dialogue with Gert Biesta." Revista de Educação PUC-Campinas 19, no. 2 (2014): 105. http://dx.doi.org/10.24220/2318-0870v19n2a2684.

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I present in this paper my dialogue with Gert Biesta about the connections among knowledge, power, curriculum and discourse. I argue that my way of thinking is not a kind of relativism. The absence of a criterion that once and for all justifies a decision making among different possible solutions to a problem – different curriculum options, as well as different ways to educate - is not a reason for the decisions not to be made. I agree with Derrida and Laclau that such decisions are taken in an undecidable terrain.Keywords: Knowledge. Curriculum. Pragmatism.

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28

Krupska, Marta. "Fenomen nauczania w świetle refleksji pedagogicznej Maxa van Manena i przedstawicieli współczesnej fenomenologicznej tradycji w edukacji." Studia Paedagogica Ignatiana 24, no. 3 (2021): 53–69. http://dx.doi.org/10.12775/spi.2021.3.003.

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Artykuł jest próbą prezentacji osiągnięć w zakresie teorii wychowania Maxa van Manena, profesora Uniwersytetu w Albercie (Kanada), jednego z czołowych przedstawiciel pedagogiki fenomenologicznej. Podjęto w nim próbę przybliżenia jego refleksji skupionych wokół procesu nauczania. Problematyka artykułu jest skoncentrowana na odkrywaniu znaczenia doświadczenia w procesie nauczania. Refleksje Maxa van Manena zostały zaprezentowane na tle rozwijających się w tym obszarze badań prowadzonych w Europie i na świecie w tradycji human science research i w odniesieniu do najbardziej znanych badaczy podejm

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29

Wiklund, Matilda. "Gert J J Biesta & Denise Egéa-Kuehne, red (2001): Derrida & Education." Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitk 12, no. 3 (2003): 113–19. http://dx.doi.org/10.48059/uod.v12i3.761.

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30

Guilherme, Alexandre Anselmo, Bettina Steren dos Santos, and Carla Spagnolo. "EDUCAÇÃO CONTINUADA DE PROFESSORES: DIÁLOGOS EMERGENTES A PARTIR DA VISÃO DE GERT BIESTA." Conjectura filosofia e educação 25, no. 2020 (2020): 1–25. http://dx.doi.org/10.18226/21784612.v25.e020025.

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31

Kirby, Perpetua, and Colleen Mclaughlin. "Teacher agency: an ecological approach. By Mark Priestley, Gert Biesta and Sarah Robinson." British Journal of Educational Studies 64, no. 4 (2016): 557–59. http://dx.doi.org/10.1080/00071005.2016.1241042.

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32

Guilherme, Alexandre, Bettina Steren dos Santos, and Carla Spagnolo. "Teachers’ lifelong learning: Emerging dialogues from Gert Biesta’s philosophical views." Policy Futures in Education 15, no. 7-8 (2017): 861–73. http://dx.doi.org/10.1177/1478210317705741.

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It is our contention in this article that lifelong learning for teachers is something that is essential and fundamental for the improvement of the teaching and learning processes in education. Here, we consider some aspects related to this important subject. First, we discuss official documents dealing with teachers’ lifelong learning: that is, we aim to understand the historical development of this topic and what has been proposed by international legislation. Second, we explain and discuss some theoretical views related to the theme of teachers’ lifelong learning, especially those put forwar

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33

Saeverot, Herner, and Gert Biesta. "On the Need to Ask Educational Questions about Education: An Interview with Gert Biesta." Policy Futures in Education 11, no. 2 (2013): 175–84. http://dx.doi.org/10.2304/pfie.2013.11.2.175.

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34

Freitas, Ana Lúcia Souza de, and Ana Paula Bopp de Mello. "Uma boa Educação para além do aprenderismo: considerações acerca do pensamento de Gert Biesta." Conjectura filosofia e educação 25, dossie (2020): 78–89. http://dx.doi.org/10.18226/21784612.v25.dossie.5.

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35

Alhojärvi, Tuomo. "Talouden pedagogisoinnista: luonnostelua vastuun ottamiseksi performatiivisesta taloustiedosta." Sosiaalipedagoginen aikakauskirja 16 (November 30, 2015): 145–64. http://dx.doi.org/10.30675/sa.122655.

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Esittelen tässä katsauksessa ajatusta talouden pedagogisoinnista työkaluna, jolla nostaa esiin ja työstää talouden tietämiseen liittyvää valtaa. Puheenvuoron taustalla on pyrkimys demokraattisesti organisoituvien “talouden uusien muotojen” (Jakonen & Silvasti 2015) tukemiseen sekä talouden performatiivisuudesta käyty akateeminen keskustelu. Performatiivisuus tarjoaa kiinnostavia reittejä talouden representaatioiden tutkimiseen, talouteen liittyvien normien ja tottumusten ymmärtämiseen sekä talousvallan purkamiseen. Lähestyn performatiivisuutta ontologisena käänteenä, josta juontuu myös käy

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36

Fremantle, Chris. "The Hope of Something Different. Eco-centricity in Art and Education." Journal of Public Space, Vol. 5 n. 4 (December 1, 2020): 67–86. http://dx.doi.org/10.32891/jps.v5i4.1385.

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Educational theorist Gert Biesta proposes that we need to be “in the world without occupying the centre of the world.” (Biesta, 2017, p. 3). This injunction provides a frame with which to interrogate the hybrid practice of ecoart. This practice can be characterised by a concern for the relations of living things to each other, and to their environments. Learning in order to be able to act is critical. One aspect is collaboration with experts (whether those are scientists and environmental managers or inhabitants, including more-than-human). Another is building ‘commons’ and shared understandin

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37

Ruitenberg, Claudia W. "Review of Michael A. Peters and Gert Biesta, Derrida, Deconstruction, and the Politics of Pedagogy." Studies in Philosophy and Education 29, no. 1 (2009): 77–84. http://dx.doi.org/10.1007/s11217-009-9150-6.

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38

GOMES, ELISABETE XAVIER. "Quem tem medo da pedagogia?: contributos da teoria contemporânea da educação para resistir ao "regresso ao básico"." Revista Brasileira de Educação 20, no. 63 (2015): 949–73. http://dx.doi.org/10.1590/s1413-24782015206308.

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RESUMO Este artigo parte dos ataques à pedagogia e assume a sua apologia. Refere modos infantis de pensar a (teoria da) educação em defesa de uma pedagogia pobre, de uma educação fraca e de uma infância estranha. Introduz um conjunto de abordagens teóricas que fazem a apologia de uma educação mais humana e menos humanista. Jacques Rancière (2002) e o modo como a aventura de Jacotot - o mestre ignorante - permite questionar um lugar-chave da educação: a explicação e a necessária desigualdade que caracteriza o acto educativo; Jorge Larrosa (2002), cujo conceito de experiência questiona a activid

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39

Alberto Fávero, Altair, and Elisete Medianeira Tomazetti. "Em defesa das humanidades na formação: a educação democrática das futuras gerações." Educação Unisinos 25 (September 24, 2021): 1–16. http://dx.doi.org/10.4013/edu.2021.251.28.

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Este artigo tem o objetivo de sistematizar algumas reflexões sobre a relação entre educação e sociedade democrática tendo por base o pensamento de Martha Nussbaum (2017; 2005) e Gert Biesta (2013). O texto reconstrói a posição dos dois autores mostrando que, embora haja algumas divergências, ambos defendem que a presença das humanidades na formação é imprescindível para a sobrevivência da democracia. Como contraponto a essa posição, o texto analisa brevemente a reforma do ensino médio brasileiro, produzida por Medida Provisória no ano de 2016 e incorporada à Lei de Diretrizes e Bases da Educaç

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40

García Puchades, Wenceslao. "Alain Badiou y la educación como proceso de subjetivación a través de verdades." Sophía, no. 31 (July 12, 2021): 167–88. http://dx.doi.org/10.17163/soph.n31.2021.06.

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El siguiente texto pretende dar a conocer qué puede aportar la obra del filósofo francés Alain Badiou en el debate acerca de la situación actual de la educación. Para ello haremos una lectura de su obra en clave propedéutica. Nuestra tesis de partida es que dicha obra puede leerse como un proyecto de recuperación de la filosofía entendida como una educación a través de verdades. Para ubicar esta tesis en el debate educativo contemporáneo utilizaremos la teoría elaborada por Gert Biesta, quien ha construido en las últimas décadas un sistema de pensamiento que ofrece un marco teórico con el que

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41

Elias, Mara. "O papel da educação em uma sociedade democrática." Revista Amor Mundi 1, no. 3 (2020): 29–34. http://dx.doi.org/10.46550/amormundi.v1i3.17.

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Este texto traz de forma sucinta algumas reflexões do professor Gert Biesta em sua obra “Para além da aprendizagem: educação democrática para um futuro humano”, onde aparecem conceitos como: humano; a crítica do humanismo; o que leva a pensar o mundo da diferença; da pluralidade; da confiança; da violência transcendental; das novas linguagens da educação; da aprendizagem e algumas destas linguagens da educação ligada ao neoliberalismo como do aluno/consumidor, professor/provedor, educação/mercado, mas o foco da ação humana na escola. A possibilidade de pensar a política educacional no presente

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42

Vik, Stine, and Rune Hausstätter. "Re-framing Early Intervention: from a child to a teacher centred perspective in education." Problemy Wczesnej Edukacji 45, no. 2 (2019): 27–38. http://dx.doi.org/10.26881/pwe.2019.45.03.

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This paper offers a theoretical description and discuss alternative approaches to Early Intervention (EI). The theoretical framework is based on the philosophical and educational frameworks of Hans Skjervheim and Gert Biesta. The central part of this discussion is the elaboration of different approaches in education, and how it relates to EI. It is stated that EI is historically rooted in an Anglo-American tradition where the central goal was to reduce the societal consequences of children struggling in schools and life in general. Evaluations, tests and interventions directed towards these ch

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43

Korsgaard, Morten Timmermann, and Stig Skov Mortensen. "Positioning Theory som pædagogisk teori – Til et forsvar for en svag pædagogik." Studier i Pædagogisk Filosofi 3, no. 1 (2015): 55. http://dx.doi.org/10.7146/spf.v3i1.6248.

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<p>The article addresses the emerging framework of ‘positioning theory’, which has become inﬂuential in educational theory. We will present the central concepts and ideas of ‘positioning theory’ and subsequently how they are being used to contribute to educational theory. We will focus on an article by Svend Brinkmann where he uses ‘positioning theory’ as the foundation for moral education. Seemingly, Brinkmann uses ‘positioning theory’ rather uncritically in an attempt to ‘strengthen’ the educational process by introducing ﬁxed categorisations and concepts to it. Contrary to this approa

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44

Børhaug, Frédérique Brossard. "Biesta, Gert J.J. (red.) (2012): Making Sense of Education: Fifteen Contemporary Educational Theorists in their own Words." Norsk pedagogisk tidsskrift 97, no. 03 (2013): 248–49. http://dx.doi.org/10.18261/issn1504-2987-2013-03-08.

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45

Nogueira, Fernanda dos Santos, and Lucyenne Matos da Costa Vieira-Machado. "intérprete educacional." Revista (Con)Textos Linguísticos 15, no. 32 (2021): 69–87. http://dx.doi.org/10.47456/cl.v15i32.35908.

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Neste artigo, que se trata de um recorte de uma pesquisa intitulada “Intérprete Educacional Cosmopolita: práticas heterotópicas na relação com a comunidade surda”, problematizamos como o termo comunidade adjetivando a tradução/interpretação desenvolve possibilidades de compreensão nas relações entre o Intérprete Educacional (IE) e a comunidade surda. Foram entrevistados IE capixabas para dialogarmos sobre suas trajetórias, atuação como profissionais, as formas desenvolvidas para se relacionarem de algum modo com a comunidade. Também dialogamos com sujeitos surdos considerados referências na co

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46

Pohl, Agnieszka, and Agnieszka Skotnicka. "Report of the Three-day Lectures with Professor Gert Biesta on His Book The Beautiful Risk of Education." Ars Educandi, no. 14 (October 11, 2017): 175–78. http://dx.doi.org/10.26881/ae.2017.14.12.

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47

Heimans, Stephen, and Gert Biesta. "Rediscovering the beauty and risk of education research and teaching: an interview with Gert Biesta by Stephen Heimans." Asia-Pacific Journal of Teacher Education 48, no. 2 (2020): 101–11. http://dx.doi.org/10.1080/1359866x.2020.1731422.

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48

Manathunga, Catherine. "Sue Middleton with a foreword by Michael Peters and Gert Biesta, Henri Lefebvre and Education: Space, History, Theory." Policy Futures in Education 15, no. 4 (2017): 509–11. http://dx.doi.org/10.1177/1478210317690654.

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Dijkman, Beatrijs. "“What Is This Asking From Me?” An Extended Review of The Rediscovery of Teaching by Gert J. J. Biesta." Transactional Analysis Journal 50, no. 1 (2019): 93–100. http://dx.doi.org/10.1080/03621537.2019.1690249.

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Mendes, Natália Rodrigues, and Carmen Teresa Gabriel. "A interface sujeito-agência no campo curricular: que contribuições das pesquisas (auto)biográficas?" Revista Brasileira de Pesquisa (Auto)biográfica 4, no. 11 (2019): 714. http://dx.doi.org/10.31892/rbpab2525-426x.2019.v4.n11.p714-728.

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Abstract:

Considerando a intensificação da inserção dos estudos narrativos e/ou (auto)biográficos no campo do currículo, nos últimos anos, o objetivo deste texto é refletir sobre a articulação sujeito-agência, nos estudos do campo curricular, a partir das contribuições teórico-metodológicas das pesquisas (auto)biográficas. Nosso interesse em compreender os processos de subjetivação em contextos de formação, nos faz apostar nesta abordagem como um campo profícuo para pensar a complexa relação entre sujeito e estrutura, na leitura política do social. Trata-se de reconhecer a potencialidade analítica das n

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