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Showing results 1 to 20 of 41
  Editorial: On academic generosityBiesta, Gert  in Studies in Philosophy & Education (2014), 33(1), 1-3 Detailed reference viewed: 199 (3 UL) Receiving the gift of teaching: From 'learning from' to 'being taught by.'Biesta, Gert in Studies in Philosophy & Education (2013), 32(5), 449-461 Detailed reference viewed: 597 (6 UL)Response to Caroline Pelletier's review of Jaques Ranciere: Education, truth, emancipation.Biesta, Gert ; in Studies in Philosophy & Education (2012), 31(6), 621-623 Detailed reference viewed: 208 (0 UL)Historicising Jean-Jacques Rousseau: Four ways to commemorate his 300th anniversaryTröhler, Daniel in Studies in Philosophy & Education (2012), 31(5), Detailed reference viewed: 65 (1 UL)Studies in Philosophy and Education Volume 31Biesta, Gert in Studies in Philosophy & Education (2012) Detailed reference viewed: 44 (0 UL) Introduction: Do We Have Good Reasons to Commemorate Rousseau in 2012?Tröhler, Daniel in Studies in Philosophy & Education (2012), 31(5), 431-434 Detailed reference viewed: 130 (9 UL) Rousseau's Emile or the fear of passionsTröhler, Daniel in Studies in Philosophy & Education (2012), 31(5), 477-489 Notwithstanding the general accepted understanding that Rousseau is the master of modern education reflecting the progress by enlightenment this this articles suggests that Rousseau’s Emile is – as most ... [more ▼] Notwithstanding the general accepted understanding that Rousseau is the master of modern education reflecting the progress by enlightenment this this articles suggests that Rousseau’s Emile is – as most of Rousseau’s other writings are, too – testimony to a brilliant and passionate writer expressing thoughts about his concern how to deal with passions – passion being one of the most disputed concepts in late seventeenth and in eighteenth century. The reading of Emile has therefore take into account polemic as a literary trope in Rousseau’s style of writing. [less ▲] Detailed reference viewed: 114 (1 UL)An adventure in publishing revisited. Fifty years of Studies in Philosophy and Education.Biesta, Gert in Studies in Philosophy & Education (2011), 30(5), 429-432 Detailed reference viewed: 84 (5 UL)Edwin & PhyllisFendler, Lynn in Studies in Philosophy & Education (2011), 30(5), 463-469 Edwin, a person contemplating a career in teaching, has a conversation with Phyllis, a teacher and amateur theorist, about reasons to become a teacher. Detailed reference viewed: 467 (0 UL)The ignorant citizen: Mouffe, Rancière, and the subject of democratic education.Biesta, Gert in Studies in Philosophy & Education (2011), 30(2), 141-153 Detailed reference viewed: 270 (0 UL)Studies in Philosophy and Education Volume 30Biesta, Gert in Studies in Philosophy & Education (2011) Detailed reference viewed: 49 (0 UL)Coming into the world, uniqueness, and the beautiful risk of education. An interview with Gert Biesta by Philip Winter.Biesta, Gert in Studies in Philosophy & Education (2011), 30(5), 537-542 Detailed reference viewed: 515 (2 UL)Studies in Philosophy and Education Volume 29Biesta, Gert in Studies in Philosophy & Education (2010) Detailed reference viewed: 42 (0 UL)Harmonizing the Educational Globe. World Polity, Cultural Features, and the Challenges to Educational ResearchTröhler, Daniel in Studies in Philosophy & Education (2010), 29(1), 7-29 The general thesis of this paper is that the motives of the currently dominant global educational governance are rooted in a specific cultural milieu in the time of the Cold War, more precisely in the ... [more ▼] The general thesis of this paper is that the motives of the currently dominant global educational governance are rooted in a specific cultural milieu in the time of the Cold War, more precisely in the late 1950s, heading to a harmonious world. The more specific thesis is that a series of failures in the achievement of this harmonized globe led to reforms in educational governance, leading eventually to the development of instruments like large-scale assessments, such as PISA. The concluding thesis of the paper is that precisely because the idea of global governance is rooted in a specific culture, its instruments run the risk of only affecting formal structures of education in other cultures rather the inner activities of the ‘educational fabric’. [less ▲] Detailed reference viewed: 169 (5 UL)Editorial: Publishing in Studies in Philosophy and Education.Biesta, Gert in Studies in Philosophy & Education (2010), 29(1), 1-4 Detailed reference viewed: 34 (2 UL)Review of Andrew Stables, Chilhood and the Philosophy of Education: An Anti-Aristotelian Perspective.Biesta, Gert in Studies in Philosophy & Education (2010), 29(6), 579-585 Detailed reference viewed: 107 (0 UL)Why ‘what works’ still won’t work. From evidence-based education to value-based education.Biesta, Gert in Studies in Philosophy & Education (2010), 29(5), 491-503 Detailed reference viewed: 314 (1 UL)Studies in Philosophy and Education Volume 28Biesta, Gert in Studies in Philosophy & Education (2009), 28 Detailed reference viewed: 70 (1 UL)Response to Megan Laverty’s review of Beyond Learning.Biesta, Gert in Studies in Philosophy & Education (2009), 28(6), 577-579 Detailed reference viewed: 184 (0 UL)Studies in Philosophy and Education Volume 27Biesta, Gert in Studies in Philosophy & Education (2008), 27 Detailed reference viewed: 48 (0 UL) |
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