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Showing results 1 to 20 of 41
  Editorial: On academic generosityBiesta, Gert  in Studies in Philosophy and Education (2014), 33(1), 1-3 Detailed reference viewed: 217 (4 UL) Receiving the gift of teaching: From 'learning from' to 'being taught by.'Biesta, Gert in Studies in Philosophy and Education (2013), 32(5), 449-461 Detailed reference viewed: 756 (7 UL)Studies in Philosophy and Education Volume 31Biesta, Gert in Studies in Philosophy and Education (2012) Detailed reference viewed: 56 (1 UL)Historicising Jean-Jacques Rousseau: Four ways to commemorate his 300th anniversaryTröhler, Daniel in Studies in Philosophy and Education (2012), 31(5), Detailed reference viewed: 78 (2 UL) Introduction: Do We Have Good Reasons to Commemorate Rousseau in 2012?Tröhler, Daniel in Studies in Philosophy and Education (2012), 31(5), 431-434 Detailed reference viewed: 147 (10 UL)Response to Caroline Pelletier's review of Jaques Ranciere: Education, truth, emancipation.Biesta, Gert ; in Studies in Philosophy and Education (2012), 31(6), 621-623 Detailed reference viewed: 231 (1 UL) Rousseau's Emile or the fear of passionsTröhler, Daniel in Studies in Philosophy and 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: 130 (2 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 and Education (2011), 30(5), 537-542 Detailed reference viewed: 569 (3 UL)An adventure in publishing revisited. Fifty years of Studies in Philosophy and Education.Biesta, Gert in Studies in Philosophy and Education (2011), 30(5), 429-432 Detailed reference viewed: 92 (6 UL)Edwin & PhyllisFendler, Lynn in Studies in Philosophy and 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: 568 (1 UL)Studies in Philosophy and Education Volume 30Biesta, Gert in Studies in Philosophy and Education (2011) Detailed reference viewed: 66 (1 UL)The ignorant citizen: Mouffe, Rancière, and the subject of democratic education.Biesta, Gert in Studies in Philosophy and Education (2011), 30(2), 141-153 Detailed reference viewed: 316 (1 UL)Studies in Philosophy and Education Volume 29Biesta, Gert in Studies in Philosophy and Education (2010) Detailed reference viewed: 52 (1 UL)Harmonizing the Educational Globe. World Polity, Cultural Features, and the Challenges to Educational ResearchTröhler, Daniel in Studies in Philosophy and 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: 186 (6 UL)Editorial: Publishing in Studies in Philosophy and Education.Biesta, Gert in Studies in Philosophy and Education (2010), 29(1), 1-4 Detailed reference viewed: 43 (3 UL)Why ‘what works’ still won’t work. From evidence-based education to value-based education.Biesta, Gert in Studies in Philosophy and Education (2010), 29(5), 491-503 Detailed reference viewed: 417 (2 UL)Review of Andrew Stables, Chilhood and the Philosophy of Education: An Anti-Aristotelian Perspective.Biesta, Gert in Studies in Philosophy and Education (2010), 29(6), 579-585 Detailed reference viewed: 127 (1 UL)Response to Megan Laverty’s review of Beyond Learning.Biesta, Gert in Studies in Philosophy and Education (2009), 28(6), 577-579 Detailed reference viewed: 220 (1 UL)Studies in Philosophy and Education Volume 28Biesta, Gert in Studies in Philosophy and Education (2009), 28 Detailed reference viewed: 80 (2 UL)Studies in Philosophy and Education Volume 27Biesta, Gert in Studies in Philosophy and Education (2008), 27 Detailed reference viewed: 59 (1 UL) |
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