  | Marques, M., Powell, J. J. W., Zapp, M., & Biesta, G. (2018). The RAE/REF have engendered evaluation selectivity and strategic behaviour, reinforced scientific norms, and further stratified UK higher education. The London School of Economics and Political Science - LSE Impact Blog. |
 | Biesta, G. (March 2014). Cultivating humanity or educating the human? Two options for education in the knowledge age. Asia Pacific Education Review, 15 (1), 13-19. doi:10.1007/s12564-013-9292-7  Peer Reviewed verified by ORBi |
| Biesta, G. (14 January 2014). Pragmatising the curriculum: Bringing knowledge back into the curriculum conversation, but via pragmatism. Curriculum Journal, 25 (1). doi:10.1080/09585176.2013.874954 Peer reviewed |
Biesta, G. (2014). Making pedagogy public: For the public, of the public, or in the interest of publisness? In J. Burdick, J. A. Sandlin, ... M. P. O'Malley (Eds.), Problematizing public pedagogy (pp. 15-25). New York/London, Unknown/unspecified: Routledge. |
Biesta, G., Edwards, R. G., & Allan, J. (2014). Introduction: The theory question in education and the education question in theory. In G. Biesta, J. Allan, ... R. G. Edwards (Eds.), Making a difference in theory: The theory question in education and the education question in theory (pp. 1-9). London/New York, Unknown/unspecified: Routledge. |
Allan, J., Edwards, R. G., & Biesta, G. (2014). Conclusions. In G. Biesta, J. Allan, ... R. G. Edwards (Eds.), Making a difference in theory: The theory question in education and the education question in theory (pp. 198-208). London/New York, Unknown/unspecified: Routledge. |
Biesta, G., Allan, J., & Edwards, R. (Eds.). (2014). Making a difference in theory: The theory question in education and the education question in theory. London/New York, Unknown/unspecified: Routledge. |
Biesta, G. (2014). "Of all affairs, communication is the most wonderful.". In D. A. Breault & R. Breault (Eds.), Experiencing Dewey: Insights for today's classrooms. Second edition (pp. 183-186). London/New York, Unknown/unspecified: Taylor & Francis. |
Biesta, G. (2014). Evidence based practice in education: Between science and democracy. In A. Reid, P. Hart, ... M. A. Peters (Eds.), A Companion to Research in Education (pp. 391-400). Dordrecht/Boston, Unknown/unspecified: Springer. doi:10.1007/978-94-007-6809-3_52 |
Biesta, G. (2014). The beautiful risk of education. Boulder, United States: Paradigm. |
| Biesta, G. (2014). Editorial: On academic generosity. Studies in Philosophy and Education, 33 (1), 1-3. doi:10.1007/s11217-013-9400-5 |
  | Biesta, G. (2013). Witnessing deconstruction in education. Why quasi-transcendentalism matters. In M. Murphy (Ed.), Social theory and educational research (pp. 65-78). SAGE. Peer reviewed |
| Biesta, G. (2013). “We gotta get out of this place.” On the distance between learning and education in the sensory curriculum. The Journal of School and Society, 1 (1). |
 | Biesta, G. (2013). Å snakke 'pedagogikk' til 'education': Internasjonalisering og problemet med konseptuell hegemoni i studiet av pedagogikk. Norsk Pedagogisk Tidskrift, 97 (3), 172-184. Peer reviewed |
Biesta, G., & Priestley, M. (Eds.). (2013). Reinventing the curriculum: New trends in curriculum policy and practice. London, United Kingdom: Bloomsbury. |
Biesta, G. (2013). Et opgør med nyttetænkningen. In N. U. Sørensen, C. Hutters, N. Katznelson, ... T. M. Juul (Eds.), Unges motivation og læring. 12 eksperter om motivationskrisen i uddanelsessystemet (pp. 128-142). Copenhagen, Denmark: Hans Reitzels Forlaget. |
 | Biesta, G. (2013). Giving teaching back to education. Responding to the disappearance of the teacher. Phenomenology and Practice, 6 (2), 35-49. Peer reviewed |
Priestley, M., Biesta, G., & Robinson, S. (2013). Teachers as agents of change: Teacher agency and emerging models of curriculum. In M. Priestley & G. Biesta (Eds.), Reinventing the curriculum. New trends in curriculum policy and practice (pp. 186-206). London, Unknown/unspecified: Bloomsbury. |
Biesta, G. (2013). Responsible citizens: Citizenship education between social inclusion and democratic politics. In M. Priestley & G. Biesta (Eds.), Reinventing the curriculum. New trends in curriculum policy and practice (pp. 99-116). London, Unknown/unspecified: Bloomsbury. |
Biesta, G., & Priestley, M. (2013). A curriculum for the 21st century. In M. Priestley & G. Biesta (Eds.), Reinventing the curriculum. New trends in curriculum policy and practice (pp. 229-236). London, Unknown/unspecified: Bloomsbury. |
Biesta, G. (2013). Balancing the core activities of universities: For a university that teaches. In R. Sugden, J. Wilson, ... M. Valania (Eds.), Leadership and cooperation in academia: Reflecting on the roles and responsibilities of university faculty and management (pp. 32-42). Cheltenham, United Kingdom: Edward Elgar. doi:10.4337/9781781001820.00010 |
Biesta, G. (2013). Becoming educationally wise: Towards a virtue-based approach to teaching and teacher education. In A. L. Østern, K. Smith, T. Ryghaug, T. Krüger, ... M. B. Postholm (Eds.), Teacher education research between national identity and global trends (pp. 29-51). Trondheim, Norway: Akademika. Peer reviewed |
Biesta, G. (2013). Demokratilæring i skole og samfund. Arhus, Denmark: Forlaget Klim. |
Priestley, M., & Biesta, G. (2013). Introduction: The new curriculum. In M. Priestley & G. Biesta (Eds.), Reinventing the curriculum. New trends in curriculum policy and practice (pp. 1-12). London, Unknown/unspecified: Bloomsbury. |
Biesta, G., & Priestley, M. (2013). Capacities and the curriculum. In M. Priestley & G. Biesta (Eds.), Reinventing the curriculum. New trends in curriculum policy and practice (pp. 35-50). London, Unknown/unspecified: Bloomsbury. |
Biesta, G. (2013). The idea of educational theory. In B. Irby, G. Brown, R. Lara-Alecio, ... S. Jackson (Eds.), Handbook of educational theories (pp. 5-16). Charlotte, NB, United States: Information Age Publishers. Peer reviewed |
Biesta, G. (2013). Para além da aprendizagem: Educação democrática para um futuro humano. Belo Horizonte/Sao Paulo, Brazil: Autêntica Editora. |
| Biesta, G. (2013). Od kultur uczenia się do kultur edukacyjnych. Wartości i sądy w badaniach pedagogicznych oraz w pracy nad postępami w kształceniu. Teraźniejszość, Człowiek, Edukacja, 61 (1), 47-57. Peer reviewed |
Miedema, S., & Biesta, G. (2013). Jacques Derrida’s religion with/out religion and the im/possibility of religious education. In M. Murphy (Ed.), Social theory and educational research (pp. 265-278). London, Unknown/unspecified: SAGE. Peer reviewed |
| Biesta, G. (2013). Knowledge, judgement and the curriculum: On the past, present and future of the idea of 'the practical'. Journal of Curriculum Studies, 45 (5), 684-696. doi:10.1080/00220272.2013.798839 Peer reviewed |
Biesta, G., de Bie, M., & Wildemeersch, D. (2013). Introduction: Civic learning, democratic citizenship and the public sphere. In G. Biesta, M. de Bie, ... D. Wildemeersch (Eds.), Civic learning, democratic citizenship and the public sphere. Springer. |
Biesta, G. (2013). Learning in public places: Civic learning for the 21st century. In G. Biesta, M. de Bie, ... D. Wildemeersch (Eds.), Civic learning, democratic citizenship and the public sphere (pp. 1-13). Springer. |
Biesta, G. (2013). Time out? Can education do and be done without time? In T. Szkudlarek & R. Sultana (Eds.), Education and the political: New theoretical articulations (pp. 75-88). Rotterdam/Boston/Taipei, Unknown/unspecified: Sense. Peer reviewed |
Biesta, G., de Bie, M., & Wildemeersch, D. (Eds.). (2013). Civic learning. democratic Citizenship and the Public Sphere. Springer. doi:10.1007/978-94-007-7259-5 |
Biesta, G. (2013). Teacher education for educational wisdom. In W. Hare & J. Portelli (Eds.), Philosophy of Education: Introductory Readings (pp. 432-449). Calgary, Canada: Brush Education. |
Biesta, G. (2013). Efterskrift: Demokrati, medborgerskab og den offentlige sfaere. In G. Biesta (Ed.), Demokratilaering i skole og samfund (pp. 163-179). Aarhus, Denmark: Klim. |
| Biesta, G. (2013). Teacher education for educational wisdom. Waldorf Research Bulletin, 18 (1). Peer reviewed |
Biesta, G. (2013). Citizenship education. In T. G. K. Bryce, W. M. Humes, D. Gillies, ... A. Kennedy (Eds.), Scottish education. Fourth edition (fourth revised edition, pp. 327-336). Edinburgh (Scotland), United Kingdom: Edinburgh University Press. |
 | Nicoll, K., Fejes, A., Olson, M., Dahlstedt, M., & Biesta, G. (2013). Opening discourses of citizenship education: a theorization with Foucault. Journal of Education Policy, 28 (6), 828-846. doi:10.1080/02680939.2013.823519 Peer reviewed |
 | Biesta, G. (2013). Interrupting the politics of learning. Power and Education, 5 (1), 4-15. doi:10.2304/power.2013.5.1.4 Peer Reviewed verified by ORBi |
| Biesta, G. (2013). Responsive or responsible? Democratic education for the global networked society. Policy Futures in Education, 11 (6), 734-745. doi:10.2304/pfie.2013.11.6.733 Peer Reviewed verified by ORBi |
Biesta, G. (2013). Pragmatizzare il curricolo: riportare la conoscenza all’interno della conversazione curricolare, ma attraverso il pragmatism. In E. Corbi & S. Oliverio (Eds.), Oltre la Bildung postmoderna? La pedagogia tra istanze costruttiviste e orizzonti post-moderni (pp. 179-206). Lecce/Rovato, Italy: Pensa MultiMedia. |
| Biesta, G. (2013). Receiving the gift of teaching: From 'learning from' to 'being taught by.'. Studies in Philosophy and Education, 32 (5), 449-461. doi:10.1007/s11217-012-9312-9 Peer Reviewed verified by ORBi |
 | Biesta, G. (2012). Knowledge/Democracy. Notes on the political economy of academic publishing. International Journal of Leadership in Education, 15 (4), 407-420. doi:10.1080/13603124.2012.696705 Peer Reviewed verified by ORBi |
 | Biesta, G. (2012). Boa educação na era da mensuração. Cadernos de Pesquisas, 42 (147), 808-825. doi:10.1590/S0100-15742012000300009 Peer reviewed |
 | Biesta, G. (2012). No education without hesitation. Thinking differently about educational relations. Philosophy of Education Yearbook, 1-13. Peer Reviewed verified by ORBi |
 | Biesta, G. (2012). Becoming world-wise: An educational perspective on the rhetorical curriculum. Journal of Curriculum Studies, 44 (6), 815-826. doi:10.1080/00220272.2012.730285 Peer reviewed |
 | Biesta, G. (2012). Have lifelong learning and emancipation still something to say to each other? Studies in the Education of Adults, 44 (1), 5-20. doi:10.1080/02660830.2012.11661620 Peer Reviewed verified by ORBi |
 | Biesta, G. (2012). Doing emancipation differently: Transgression, equality and the politics of learning. Civitas Educationis. Education, Politics and Culture, 1 (1), 15-30. Peer reviewed |
 | Biesta, G. (2012). The educational significance of the experience of resistance: Schooling and the dialogue between child and world. Other Education, 1 (1), 92-103. |
Biesta, G. (2012). (Re)constructing the theory and philosophy of education: An introduction. In G. Biesta (Ed.), Making sense of education: Fifteen contemporary educational theorists in their own words (pp. 1-4). Dordrect/Boston, Unknown/unspecified: Springer. doi:10.1007/978-94-007-4017-4_1 |
Biesta, G. (2012). George Herbert Mead: Formation through communication. In P. Siljander, A. Kivelä, ... A. Sutinen (Eds.), Theories of ‘Bildung’ and growth. Connections and controversies between Continental educational thinking and American pragmatism (pp. 247-260). Rotterdam/Boston/Taipei, Unknown/unspecified: Sense. |
Biesta, G. (2012). Acts of public pedagogy: Notes on a forgotten art. In A. Ledesma (Ed.), Cities within your city: Situation art in public spaces (pp. 243-245). Groningen, Netherlands: Pavlov. |
 | Biesta, G., & Cowell, G. (2012). How is community done? Understanding civic learning through psychogeographic mapping. International Journal of Lifelong Education, 31 (1), 47-61. doi:10.1080/02601370.2012.636587 Peer reviewed |
| Säfström, C. A., & Biesta, G. (2012). Et manifest for pedagogikk. Pedagogisk Profil, 19 (3), 6-10. |
 | Zhao, K., & Biesta, G. (2012). The moral dimension of lifelong learning: Giddens, Taylor and the reflexive project of the self. Adult Education Quarterly, 62 (4), 332-350. doi:10.1177/0741713611411176 Peer reviewed |
Biesta, G. (2012). Goed onderwijs en de cultuur van het meten. The Hague, Unknown/unspecified: Boom/Lemma. |
Priestley, M., Robinson, S., & Biesta, G. (2012). Teacher agency, performativity and curriculum change: Reinventing the teacher in the Scottish Curriculum for Excellence? In B. Jeffrey & G. Troman (Eds.), Performativity in UK education: Ethnographic cases of its effects, agency and reconstructions (pp. 87-108). Painswick, Unknown/unspecified: E&E Publishing. |
 | Biesta, G. (2012). The future of teacher education: Evidence, competence or wisdom? Research on Steiner Education, 3 (1), 8-21. Peer Reviewed verified by ORBi |
Biesta, G. (2012). Combining methodologies: Mixed methods. In J. Arthur, M. Waring, R. Coe, ... L. V. Hedges (Eds.), Research methods and methodologies in education (pp. 147-152). London, Unknown/unspecified: Sage. |
Biesta, G. (2012). De school als toegang tot de wereld. In R. Klarus (Ed.), Wat is goed onderwijs? Capita selecta (pp. 195-216). Den Haag, Unknown/unspecified: Boom/Lemma. |
Biesta, G. (Ed.). (2012). Making sense of education: Fifteen contemporary educational theorists in their own words. Dordrecht, Unknown/unspecified: Springer. doi:10.1007/978-94-007-4017-4 |
| Biesta, G. (2012). Wanted, dead or alive: educationalists. On the need for academic bilingualism in education. In C. Aubry, M. Geiss, V. Magyar-Haas, ... D. Miller (Eds.), Positionierungen. Zum Verhältnis von Wissenschaft, Pädagogik und Politik (pp. 20-33). Weinheim, Unknown/unspecified: Beltz Verlag. |
Biesta, G. (2012). Philosophy, exposure and children: How to resist the instrumentalisation of philosophy in education. In N. Vansieleghem & D. Kennedy (Eds.), Philosophy for children in transition: Problems and prospects (pp. 137-151). Oxford, Unknown/unspecified: Wiley-Blackwell. Peer reviewed |
Biesta, G., & Säfström, C. A. (2012). Et pædagogiske manifest. In H. Henriksen (Ed.), Om metodefriheden - og dens fjender (pp. 138-142). Munkebo, Unknown/unspecified: Forlaget Fjordager. |
| Biesta, G. (2012). Philosophy of education for the public good: Five challenges and an agenda. Educational Philosophy and Theory, 44 (6), 581-593. doi:10.1111/j.1469-5812.2011.00783.x Peer reviewed |
 | Biesta, G. (2012). Becoming Public: Public Pedagogy, Citizenship and the Public Sphere. Social and Cultural Geography, 13 (7), 683-697. doi:10.1080/14649365.2012.723736 Peer reviewed |
Biesta, G., & Bingham, C. (2012). Response to Caroline Pelletier's review of Jaques Ranciere: Education, truth, emancipation. Studies in Philosophy and Education, 31 (6), 621-623. doi:10.1007/s11217-012-9308-5 |
| Biesta, G. (Crit. Ed.). (2012). Studies in Philosophy and Education Volume 31. Studies in Philosophy and Education. Peer Reviewed verified by ORBi |
Biesta, G. (2011). Review of M. Aboulafia Transcendence. Teachers College Record. |
 | Biesta, G., & Säfström, C. A. (2011). Ett manifest för pedagogik. Utbildning & demokrati, 20 (3), 83-95. Peer reviewed |
 | Biesta, G. (2011). Digging up Foucault for teacher education: Archeology, conservation and the hauntology of pedagogy. IJHE Bildungsgeschichte, 1 (2), 189-191. |
 | Biesta, G. (2011). Citizenship education between intentions and outcomes: The case of the Scottish Curriculum for Excellence. Vierteljahresschrift für Wissenschaftliche Pädagogik, 87 (3), 403-421. Peer reviewed |
 | Biesta, G. (2011). Citizenship education reconsidered: Socialisation, subjectification, and the desire for democracy. IJHE Bildungsgeschichte, 1 (1), 58-67. Peer Reviewed verified by ORBi |
Biesta, G. (2011). Learner, students, speaker: Why it matters how we call those we teach. In M. Simons & J. Masschelein (Eds.), Rancière, public education and the taming of democracy (pp. 31-42). Oxford, Unknown/unspecified: Wiley-Blackwell. doi:10.1002/9781444393866.ch3 Peer reviewed |
Biesta, G. (2011). Warum „What works“ nicht funktioniert: Evidenzbasierte pädagogische Praxis und das Demokratiedefizit der Bildungsforschung. In J. Bellmann & T. Müller (Eds.), Wissen was wirkt. Kritik evidenzbasierter Pädagogik (pp. 95-122). Wiesbaden, Unknown/unspecified: VS. |
Biesta, G. (2011). Welches Wissen ist am meisten wert? Zur Veränderung des öffentlichen Status von Wissenschaft und Wissen im Feld der Erziehung. In A. Schäfer & C. Thompson (Eds.), Wissen (pp. 77-97). Paderborn, Unknown/unspecified: Schöningh Verlag. |
 | Biesta, G., Allan, J., & Edwards, R. G. (2011). The theory question in research capacity building in education: Towards an agenda for research and practice. British Journal of Educational Studies, 59 (3), 225-239. doi:10.1080/00071005.2011.599793 Peer reviewed |
 | Biesta, G. (2011). Philosophy, exposure and children: How to resist the instrumentalisation of philosophy in education. Journal of Philosophy of Education, 45 (2), 305-319. doi:10.1111/j.1467-9752.2011.00792.x Peer reviewed |
 | Biesta, G. (2011). Transcendence, revelation and the constructivist classroom; or: in praise of teaching. Philosophy of Education Yearbook, 358-365. Peer Reviewed verified by ORBi |
 | Biesta, G., & Miedema, S. (2011). What kind of deconstruction for religious education? Religious Education, 106 (1), 105-108. doi:10.1080/00344087.2011.539452 Peer reviewed |
 | Biesta, G., & Säfström, C. A. (2011). Et manifest for utdanning. Første Steg, 3. |
Biesta, G. (2011). Evidenz, Erziehung und die Politik der Forschung. In J. Bellmann & T. Müller (Eds.), Wissen was wirkt. Kritik evidenzbasierter Pädagogik (pp. 269-278). Wiesbaden, Unknown/unspecified: VS. |
 | Biesta, G. (2011). From learning cultures to educational cultures. Values and judgements in educational research and educational improvement. International Journal of Early Childhood, 43 (3), 199-210. doi:10.1007/s13158-011-0042-x Peer Reviewed verified by ORBi |
 | Biesta, G. (2011). Het beeld van de leraar: Over wijsheid en virtuositeit in onderwijs en onderwijzen. Tijdschrift voor Lerarenopleiders, 32 (3), 4-11. Peer reviewed |
| Biesta, G. (2011). How useful should the university be? On the rise of the global university and the crisis in higher education. Qui Parle: Critical Humanities and Social Sciences, 20 (1), 35-47. Peer reviewed |
 | Biesta, G., & Säfström, C. A. (2011). Kasvatuksen ja koulutksen manifesti. Aikuikasvatus, 31 (4), 302-309. Peer Reviewed verified by ORBi |
Biesta, G., Field, J., Hodkinson, P., Macleod, F. J., & Goodson, I. F. (2011). Improving learning through the lifecourse: Learning lives. London/New York, Unknown/unspecified: Routledge. doi:10.4324/9780203828649 |
Biesta, G. (2011). Learning democracy in school and society: Education, lifelong learning and the politics of citizenship. Rotterdam, Unknown/unspecified: Sense Publishers. |
Biesta, G. (Ed.). (2011). Philosophy of education 2010. Urbana-Champaign, IL, United States: Philosophy of Education Society. |
Biesta, G. (2011). God uddannelse i målingens tidsalder. Ahrus, Denmark: Forlaget Klim. |
Biesta, G. (2011). God utbildning i mätningens tidevarv. Stockholm, Unknown/unspecified: Liber. |
 | Rutten, E. A., Schuengel, C., Dirks, E., Stams, G. J. J. M., Biesta, G., & Hoeksema, J. (2011). Predictors of antisocial and prosocial behavior in an adolescent sports context. Social Development, 20 (2), 294-315. doi:10.1111/j.1467-9507.2010.00598.x Peer Reviewed verified by ORBi |
 | Biesta, G. (2011). 教育研究和教育实践中的证据和价值. 北京大学教育评论(季刊) (Peking University Education Review), 9 (1), 123-135. Peer reviewed |
 | Nielsen, W., Biesta, G., Kieren, T., & Zorn, D. (2011). Presencing a collective response. Complicity: An International Journal of Complexity and Education, 8 (2), 52-58. Peer reviewed |
Biesta, G. (2011). We need better democracy, not better citizens. Adults Learning, Winter 2011/2012, 26-33. |
Biesta, G., & Davies, R. (2011). Philosophy of education today: An optimistic evaluation. Research Intelligence, 15. |
 | Zhao, K., & Biesta, G. (2011). Lifelong learning between ‘east’ and ‘west’: Confucianism and the reflexive project of the self. Interchange, 42 (1), 1-20. doi:10.1007/s10780-011-9143-6 Peer Reviewed verified by ORBi |
 | Biesta, G. (2011). 比斯塔.为着公共利益的教育哲学:五个挑战和一个议程. 教育学报 (Journal of Educational Studies), 7 (4), 27-35. Peer reviewed |
| Biesta, G. (2011). De school als toegang tot de wereld: Een pedagogische kijk op goed onderwijs. In R. Klarus & W. Wardekker (Eds.), Wat is goed onderwijs? Bijdragen uit de pedagogiek (pp. 15-35). Den Haag, Unknown/unspecified: Boom Lemma Uitgevers. |
 | Biesta, G., & Säfström, C. A. (2011). A manifesto for education. Policy Futures in Education, 9 (5), 540-547. doi:10.2304/pfie.2011.9.5.540 Peer Reviewed verified by ORBi |
Biesta, G. (2011). Review of Arthur, J., Gearon, L. & Sears, A. (2010). Education, politics and religion: Reconciling the civil and the sacred in education. British Journal of Educational Studies, 59 (4), 502-503. doi:10.1080/00071005.2011.626594 |
Biesta, G. (2011). Introduction: What's the use of philosophy of education? In G. Biesta (Ed.), Philosophy of education 2010 (pp. 11-14). Urbana-Champaign, IL, United States: Philosophy of Education Society. |
 | Mannion, G., Biesta, G., Priestley, M., & Ross, H. (2011). The global dimension in education and education for global citizenship: Genealogy and critique. Globalisation, Societies and Education, 9 (3-4), 443-456. doi:10.1080/14767724.2011.605327 Peer Reviewed verified by ORBi |
 | Biesta, G. (2011). Disciplines and theory in the academic study of education: A Comparative Analysis of the Anglo-American and Continental Construction of the Field. Pedagogy, Culture and Society, 19 (2), 175-192. doi:10.1080/14681366.2011.582255 Peer Reviewed verified by ORBi |
 | Biesta, G. (2011). The ignorant citizen: Mouffe, Rancière, and the subject of democratic education. Studies in Philosophy and Education, 30 (2), 141-153. doi:10.1007/s11217-011-9220-4 Peer Reviewed verified by ORBi |
 | Biesta, G. (2011). Coming into the world, uniqueness, and the beautiful risk of education. An interview with Gert Biesta by Philip Winter. Studies in Philosophy and Education, 30 (5), 537-542. doi:10.1007/s11217-011-9254-7 Peer Reviewed verified by ORBi |
| Biesta, G. (Crit. Ed.). (2011). Studies in Philosophy and Education Volume 30. Studies in Philosophy and Education. Peer Reviewed verified by ORBi |
 | Biesta, G. (2011). An adventure in publishing revisited. Fifty years of Studies in Philosophy and Education. Studies in Philosophy and Education, 30 (5), 429-432. doi:10.1007/s11217-011-9259-2 Peer Reviewed verified by ORBi |
 | Osberg, D. C., & Biesta, G. (September 2010). The end/s of education. Complexity and the conundrum of the inclusive educational curriculum. International Journal of Inclusive Education, 14 (6), 593-607. doi:10.1080/13603110802530684 Peer reviewed |
 | Biesta, G. (2010). How to exist politically and learn from it: Hannah Arendt and the problem of democratic education. Teachers College Record, 112 (2), 558-577. Peer reviewed |
 | Biesta, G. (2010). On the weakness of education / Biesta, Gert. Philosophy of Education Yearbook, 354-362. Peer Reviewed verified by ORBi |
 | Biesta, G. (2010). Education, weakness, existence, the soul and truth: Five reminders about the basic questions of education. Ars Educandi, 7, 55-79. Peer reviewed |
Biesta, G. (2010). Valuing what we measure or measuring what we value? On the need to engage with the question of purpose in educational evaluation, assessment and measurement. In W. Böttcher, J. N. Dicke, ... N. Hogrebe (Eds.), Evaluation, Bildung und Gesellschaft: Steuerungsinstrumente zwischen Anspruch und Wirklichkeit (pp. 35-46). Munster, Unknown/unspecified: Waxmann. |
Biesta, G. (2010). Witnessing deconstruction in education. Why quasi-transcendentalism matters. In C. Ruitenberg (Ed.), What do philosophers of education do? (And how do they do it?) (pp. 73-86). Oxford, Unknown/unspecified: Wiley-Blackwell. doi:10.1002/9781444322804.ch6 Peer reviewed |
Biesta, G. (2010). Naar een pedagogiek van de toekomst: ‘In de wereld komen’ en ‘uniciteit’. In H. Brouwers & T. Cappon (Eds.), Kinderen zijn al burgers. Waar leren kinderen en jongeren actieve betrokkenheid en burgerschap? (pp. 57-68). Amsterdam, Unknown/unspecified: Janus Korczak Stichting. |
Biesta, G. (2010). Pragmatism and the philosophical foundations of mixed methods research. In A. Tashakkori & C. Teddlie (Eds.), Sage handbook of mixed methods in social and behavioral research. Second edition (pp. 95-118). Thousand Oaks, CA, Unknown/unspecified: Sage. |
Biesta, G. (2010). Trobant Foucault en l’aprenentatge permanent. In A. Fejes & K. Nicoll (Eds.), Foucault i l’aprenentatge permanent: Governent el subjecte (pp. 182-296). Xàtiva, Unknown/unspecified: Denes Editorial. |
Biesta, G. (2010). Evidenz und Werte in Erziehung und Bildung. Drei weitere Defizite evidenzbasierter Praxis. In H.-U. Otto, A. Polutta, ... H. Ziegler (Eds.), What Works - Welches Wissen braucht die Soziale Arbeit? (pp. 99-115). Opladen, Unknown/unspecified: Barbara Burdich. |
Biesta, G. (2010). “The most influential theory of the century.” Dewey, democratic education and the limits of pragmatism. In D. Troehler, T. Schlag, ... F. Osterwalder (Eds.), Pragmatism and Modernities (pp. 197-213). Rotterdam, Unknown/unspecified: Sense Publishers. |
Biesta, G. (2010). Education after the death of the subject: Levinas and the pedagogy of interruption. In Z. Leonardo (Ed.), The handbook of cultural politics and education (pp. 289-300). Rotterdam, Unknown/unspecified: Sense Publishers. |
Biesta, G. (2010). D is for democracy: Critical education between inclusion and interruption. In I. G. Ze’ev (Ed.), The possibility/impossibiloity of a new critical language in education (pp. 293-304). Rotterdam, Unknown/unspecified: Sense. |
Biesta, G. (2010). Encontrando a Foucault en el aprendizaje. In A. Fejes & K. Nicoll (Eds.), Foucault y el aprendizaje permanente. Gobernando el sujeto (pp. 289-304). Xàtiva, Unknown/unspecified: Ediciones del CREC. |
 | Biesta, G. (2010). A new ‘logic’ of emancipation: The methodology of Jacques Ranciere. Educational Theory, 60 (1), 39-59. doi:10.1111/j.1741-5446.2009.00345.x Peer reviewed |
| Biesta, G., Field, J., & Tedder, M. (2010). A time for learning: Representations of time and the temporal dimensions of learning through the lifecourse. Zeitschrift für Pädagogik, 56 (3), 317-327. Peer Reviewed verified by ORBi |
 | Biesta, G. (2010). An alternative future for European educational research. Zeitschrift für Pädagogische Historiographie, 16 (1), 105-107. |
Ecclestone,K., Biesta, G., & Hughes,M. (2010). Transitions in the lifecourse: The role of identity, agency and structure. In K. Ecclestone, G. Biesta, ... M. Hughes (Eds.), Transitions and learning through the lifecourse (pp. 1-15). London/New York, Unknown/unspecified: Routledge. |
 | Rutten, E. A., Biesta, G., Deković, M., Stams, G. J. J. M., Schuengel, C., & Verweel, P. (2010). Using forum theatre in organised youth soccer to positively influence antisocial and prosocial behaviour: a pilot study. Journal of Moral Education, 39 (1), 65-78. doi:10.1080/03057240903528683 Peer reviewed |
Priestley, M., Biesta, G., Mannion, G., & Ross, H. (2010). Education in a global space: The framing of ‘education for citizenship’. In T. L. K. Wiseley, I. M. Barr, A. Britton, ... B. King (Eds.), Education in a global space. Research and practice in initial teacher education (pp. 27-36). Edinburgh, Unknown/unspecified: IDEAS. |
Goodson, I., Biesta, G., Tedder, M., & Adair, N. (2010). Narrative learning. London/New York, Unknown/unspecified: Routledge. doi:10.4324/9780203856888 |
Ecclestone, K., Biesta, G., & Hughes, M. (2010). Transitions and learning through the lifecourse. London/New York, Unknown/unspecified: Routledge. |
Bingham, C., & Biesta, G. (2010). Jacques Rancière: Education, truth, emancipation. London/New York, Unknown/unspecified: Continuum. |
 | Lawy, R. S., Biesta, G., McDonnell, J., Lawy, H., & Reeves, H. (2010). The art of democracy. British Educational Research Journal, 36 (3), 351-365. doi:10.1080/01411920902935808 Peer reviewed |
Osberg, D. C., & Biesta, G. (Eds.). (2010). Complexity theory and the politics of education. Rotterdam, Unknown/unspecified: Sense Publishers. |
Biesta, G. (2010). Good education in an age of measurement: Ethics, politics, democracy. Boulder, Co, Unknown/unspecified: Paradigm Publishers. |
Tedder, M., & Biesta, G. (2010). Adult learning lives and biographies. In K. Safford, M. Stacey, ... R. Hancock (Eds.), Small-scale research in the primary classroom: A reader for learning and professional development (pp. 24-30). London - New York, Unknown/unspecified: Routledge. |
Biesta, G., & Osberg, D.C. (2010). Complexity, education, and politics: From the inside out and outside in. In Osberg, D.C. & G. Biesta (Eds.), Complexity theory and the politics of education (pp. 1-3). Rotterdam, Netherlands: Sense Publishers. |
Biesta, G. (2010). Five theses on complexity reduction and its politics. In D. C. Osberg & G. Biesta (Eds.), Complexity theory and the politics of education (pp. 5-13). Rotterdam, Netherlands: Sense Publishers. |
 | Biesta, G. (2010). “This is my truth, tell me yours.” Deconstructive pragmatism as a philosophy for education. Educational Philosophy and Theory, 42 (7), 710-727. doi:10.1111/j.1469-5812.2008.00422.x Peer reviewed |
 | Biesta, G. (2010). Learner, student, speaker. Why it matters how we call those we teach. Educational Philosophy and Theory, 42 (4), 540-552. doi:10.1111/j.1469-5812.2010.00684.x Peer reviewed |
 | Biesta, G. (2010). Editorial: Publishing in Studies in Philosophy and Education. Studies in Philosophy and Education, 29 (1), 1-4. doi:10.1007/s11217-009-9173-z |
| Biesta, G. (2010). Studies in Philosophy and Education Volume 29. Studies in Philosophy and Education. Peer Reviewed verified by ORBi |
Biesta, G. (2010). Review of Andrew Stables, Chilhood and the Philosophy of Education: An Anti-Aristotelian Perspective. Studies in Philosophy and Education, 29 (6), 579-585. doi:10.1007/s11217-010-9200-0 |
 | Biesta, G. (2010). Why ‘what works’ still won’t work. From evidence-based education to value-based education. Studies in Philosophy and Education, 29 (5), 491-503. doi:10.1007/s11217-010-9191-x Peer Reviewed verified by ORBi |
 | Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21 (1), 33-46. doi:10.1007/s11092-008-9064-9 Peer Reviewed verified by ORBi |
| Biesta, G. (2009). Towards a new ‘logic’ of emancipation: Foucault and Rancière. Philosophy of Education Yearbook, 169-177. Peer Reviewed verified by ORBi |
| Biesta, G. (2009). How to use pragmatism pragmatically: Suggestions for the 21st century. Education and Culture: The Journal of the John Dewey Society, 25 (2), 34-45. Peer reviewed |
 | Biesta, G. (2009). Building bridges or building people? On the role of engineering in education. Journal of Curriculum Studies, 41 (1), 13-16. doi:10.1080/00220270802189400 Peer reviewed |
Biesta, G. (2009). What is at stake in a pedagogy of interruption? In T. E. Lewis, J. G. A. Grinberg, ... M. Laverty (Eds.), Philosophy of Education: Modern and Contemporary Ideas at Play (pp. 785-807). Dubuque, IA, Unknown/unspecified: Kendall/Hunt. |
Biesta, G. (2009). How to use pragmatism pragmatically: Suggestions for the 21st century. In A. G. Rud, J. Garrison, ... L. Stone (Eds.), John Dewey at 150. Reflections for a New Century (pp. 30-39). Lafayette, IN, Unknown/unspecified: Purdue University Press. |
Biesta, G. (2009). Education between accountability and responsibility. In M. Simons, M. Olssen, ... M. Peters (Eds.), Re-reading education policies: A handbook Studying the policy agenda of the 21st century (pp. 679-695). Rotterdam, Unknown/unspecified: Sense Publishers. |
Biesta, G. (2009). Values and ideals in teachers’ professional judgement. In S. Gewirtz, P. Mahony, I. Hextall, ... A. Cribb (Eds.), Changing teacher professionalism (pp. 184-193). London, Unknown/unspecified: Routledge. |
 | Biesta, G., & Simons, M. (2009). Introduction: Higher education and European citizenship as a matter of public concern. European Educational Research Journal, 8 (2), 142-145. Peer Reviewed verified by ORBi |
 | Biesta, G. (2009). Witnessing deconstruction in education. Why quasi-transcendentalism matters. Journal of Philosophy of Education, 43 (3), 391-404. doi:10.1111/j.1467-9752.2009.00705.x Peer reviewed |
 | Biesta, G. (2009). What kind of citizenship for European Higher Education? Beyond the competent active citizen. European Educational Research Journal, 8 (2), 146-157. doi:10.2304/eerj.2009.8.2.146 Peer Reviewed verified by ORBi |
 | Biesta, G. (2009). Theorising learning through complexity: An educational critique. Complicity: An International Journal of Complexity and Education, 6 (1), 28-33. Peer reviewed |
 | Biesta, G., 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. doi:10.2304/eerj.2009.8.2.249 Peer Reviewed verified by ORBi |
| Biesta, G., 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 [=ECSJ], 4 (1), 5-24. doi:10.1177/1746197908099374 Peer reviewed |
Biesta, G. (2009). Problemlösen. In S. Andresen, R. Casale, T. Gabriel, R. Horlacher, S. Larcher Klee, ... J. Oelkers (Eds.), Handwörterbuch Erziehungswissenschaft (pp. 666-681). Weinheim, Unknown/unspecified: Beltz. |
Biesta, G. (2009). Sporadic democracy: Education and the question of inclusion. In M. Katz, S. Verducci, ... G. Biesta (Eds.), Education,democracy and the moral life (pp. 101-112). Dordrecht, Unknown/unspecified: Springer. doi:10.1007/978-1-4020-8626-7_8 |
Biesta, G. (2009). Pragmatism's contribution to understanding learning-in-context. In R. Edwards, G. Biesta, ... M.Thorpe (Eds.), Rethinking contexts for teaching and learning: Communities,activities and networks (pp. 61-73). London/New York, Unknown/unspecified: Routledge. |
 | Trezise, E., & Biesta, G. (2009). Can management ethics be taught ethically ? A Levinasian exploration. Philosophy of Management, 8 (1), 43-54. doi:10.5840/pom20098137 Peer Reviewed verified by ORBi |
Katz, M., Verducci, S., & Biesta, G. (Eds.). (2009). Education, democracy and the moral life. Dordrecht/Boston, Unknown/unspecified: Springer Science + Business Media. doi:10.1007/978-1-4020-8626-7 |
 | Hodkinson, P., Biesta, G., & James, D. (2009). 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 Peer Reviewed verified by ORBi |
Edwards, R., Biesta, G., & Thorpe, M. (Eds.). (2009). Rethinking contexts for teaching and learning. Communities, activities and networks. London/New York, Unknown/unspecified: Routledge. |
| Simons, M., & Biesta, G. (Eds.). (2009). Higher Education and Citizenship in Europe: On the Public Role of the University. European Educational Research Journal, 28 (2), 124-255. Peer reviewed |
Peters, M., & Biesta, G. (2009). Derrida, Deconstruction and the politics of pedagogy. New York, Unknown/unspecified: Peter Lang. doi:10.1007/s11217-009-9157-z |
Biesta, G. (2009). Læring retur. Copenhagen, Denmark: Unge Pædagoger. |
Tedder, M., & Biesta, G. (2009). What does it take to learn from one’s life? Exploring opportunities for biographical learning in the lifecourse. In B. Merrill (Ed.), Learning to Change? The Role of Identity and Learning Careers in Adult Education (pp. 33-48). Frankfurt am Main, Unknown/unspecified: Peter Lang. |
Tedder, M., & Biesta, G. (2009). Biography, transition and learning in the lifecourse: The role of narrative. In J. Field, J. Gallacher, ... R. Ingram (Eds.), Resarching transitions in lifelong learning (pp. 76-90). London, Unknown/unspecified: Routledge. |
 | Biesta, G. (2009). Response to Megan Laverty’s review of Beyond Learning. Studies in Philosophy and Education, 28 (6), 577-579. doi:10.1007/s11217-009-9158-y Peer Reviewed verified by ORBi |
| Biesta, G. (2009). Studies in Philosophy and Education Volume 28. Studies in Philosophy and Education, 28. Peer Reviewed verified by ORBi |
| Tedder, M., & Biesta, G. (2009). Uczenie się bez nauczania? Potencjał iograniczenia biograficznego uczenia się dorosłych. Teraźniejszość, Człowiek, Edukacja, 46 (2), 19-35. Peer reviewed |
Biesta, G., & Tröhler, D. (2008). George Herbert Mead: Philosophie der Erziehung. Bad Heilbrunn, Germany: Klinkhardt. |
Biesta, G., & Tröhler, D. (Eds.). (2008). Philosophie der Erziehung. Mead, George Herbert. Bad Heilbrunn, Germany: Verlag Julius Klinkhardt. |
Tröhler, D., & Biesta, G. (Eds.). (2008). The Philosophy of Education by George Herbert Mead. Boulder, Unknown/unspecified: Paradigm Publishers. |
Tröhler, D., & Biesta, G. (2008). Einleitung: George Herbert Mead und die Entwicklung einer sozialen Erziehungskonzeption. In G. H. Mead (Ed.), Philosophie der Erziehung. Herausgegeben und eingeleitet von Daniel Tröhler und Gert Biesta (pp. 7-26). Bad Heilbrunn, Germany: Verlag Julius Klinkhardt. Peer reviewed |
Biesta, G., & Tröhler, D. (2008). Introduction: George Herbert Mead and the development of a social conception of education. In G. H. Mead (Ed.), The philosophy of education. Edited and introduced by Gert Biesta and Daniel Tröhler (pp. 1-16). Boulder, United States - Colorado: Paradigm Publishers. |
Biesta, G., & Tröhler, D. (2008). George Herbert Mead and the development of a social conception of education. In The Philosophy of Education by George Herbert Mead. Boulder, United States - Colorado: Paradigm Publishers. Peer reviewed |
Tröhler, D., & Biesta, G. (Eds.). (2008). The philosophy of education / George Herbert Mead. Boulder, United States - Colorado: Paradigm Publishers. |
Biesta, G. (2008). Pedagogy with empty hands: Levinas, education and the question of being human. In D. Egéa-Kuehne (Ed.), Levinas and education: At the intersection of faith and reason (pp. 198-210). London - New York, Unknown/unspecified: Routledge. doi:10.4324/9780203895382 |
Biesta, G. (2008). Encountering Foucault in lifelong learning. In A. Fejes & K. Nicoll (Eds.), Foucault and lifelong learning: governing the subject (pp. 193-205). London - New York, Unknown/unspecified: Routledge. doi:10.4324/9780203933411 |
Biesta, G., Lawy, R., McDonnell, J., & Lawy, H. (2008). The art of democracy: Gallery education and young people’s democratic learning. In B. Taylor (Ed.), Inspiring learning in galleries: Research reports (pp. 242-265). London, Unknown/unspecified: Engage. |
Biesta, G. (2008). A school for citizens: Civic learning and democratic action in the learning democracy. In B. Lingard, J. Nixon, ... S. Ranson (Eds.), Transforming learning in schools and communities (pp. 170-183). London, Unknown/unspecified: Continuum. |
Biesta, G. (2008). Acerca de la humanidad. In J. Masschelein & M. Simons (Eds.), Mensajes e-ducativos desde tierra de nadie (pp. 119-128). Barcelona, Unknown/unspecified: Laertes ,S.A. de Ediciones. |
Biesta, G., & Tedder, M. (2008). Learning from life in the learning economy: The role of narrative. In Whither adult education in the learning paradigm? [Proceedings of the 38th Annual Conference of Scutrea.] (pp. 70-77). Edinburgh, Unknown/unspecified: University of Edinburgh. Peer reviewed |
Biesta, G. (2008). What kind of citizen? What kind of democracy? Citizenship education and the Scottish Curriculum for Excellence. Scottish Educational Review, 40 (2), 38-52. Peer Reviewed verified by ORBi |
Biesta, G. (2008). Wider das Lernen. Die Wiedergewinnung einer Sprache für Erziehung im Zeitalter des Lernens. Vierteljahresschrift für Wissenschaftliche Pädagogik, 84 (2), 179-194. Peer reviewed |
Osberg, D.C., & Biesta, G. (2008). The emergent curriculum: Navigating a complex course between unguided learning and planned enculturation. Journal of Curriculum Studies, 40 (3), 313-328. doi:10.1080/00220270701610746 |
Rutten, E. A., Deković, M., Stams, G. J. J. M., Schuengel, C., Hoeksma, J. B., & Biesta, G. (2008). Antisocial and prosocial behavior in adolescent soccer players: A multilevel study. Journal of Adolescence, 31 (3), 371-387. doi:10.1016/j.adolescence.2007.06.007 Peer reviewed |
Biesta, G., Goodson, I. F., Tedder, M., & Adair, N. (2008). Learning from life: The role of narrative. (Learning lives summative working paper 2). University of Stirling/ The Learning Lives Project. |
Bogotch, I., Mirón, L., & Biesta, G. (2008). Rebuilding New Orleans Public Schools: The Case of Algiers Charter School Association. In T. Townsend & I. Bogotch (Eds.), The Elusive What and the Problematic How: The Essential Leadership Questions for School Leaders and Educational Researchers (pp. 85-98). Rotterdam, Unknown/unspecified: Sense. |
Osberg, D. C., Biesta, G., & Cilliers, P. (2008). From representation to emergence: Complexity’s challenge to the epistemology of schooling. In M. Mason (Ed.), Complexity Theory and the Philosophy of Education (pp. 204-217). Oxford, Unknown/unspecified: Wiley-Blackwell. |
Zhao, J., & Biesta, G. (2008). Lifelong learning, identity and the moral dimension: The ‘reflexive project of the self’ revisited. In Whither adult education in the learning paradigm? [Proceedings of the 38th Annual Conference of Scutrea.] (pp. 558-565). University of Edinburgh. Peer reviewed |
Biesta, G., Lary, R., McDonnell, J., & Lawy, H. (2008). The art of democracy: Gallery education and young people's democratic learning. In B. Taylor (Ed.), Inspiring learning in galleries: Research reports (pp. 242-265). London, Unknown/unspecified: Engage. doi:10.1080/01411920902935808 |
Bogotch, I., Mirón, L., & Biesta, G. (2008). “Effective for What; Effective for Whom?” Two Questions SESI Should Not Ignore. In T. Townsend (Ed.), International Handbook of School Effectiveness and School Improvement (pp. 93-110). Dordrecht - Boston, Unknown/unspecified: Springer. |
Osberg, D. C., Biesta, G., & 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 Peer reviewed |
Biesta, G. (Crit. Ed.). (2008). Studies in Philosophy and Education Volume 27. Studies in Philosophy and Education, 27. Peer Reviewed verified by ORBi |
Biesta, G. (2007). De burgerschool als leerplaats voor democratie. Den Haag, Unknown/unspecified: Onderwijsraad. |
Biesta, G. (2007). Foundations of democratic education: Kant, Dewey, Arendt. In R. van der Veen, D. Wildemeersch, J. Youngblood, ... V. Marsick (Eds.), Democratic practices as learning opportunities (pp. 7-18). Rotterdam, Unknown/unspecified: Sense Publishers. |
Biesta, G., James, D., Hodkinson, P., Gleeson, D., & Postlethwaite, K. (2007). Transforming Learning Cultures in Further Education. In D. James & Gert Biesta et al. (Eds.), Improving learning cultures in Further Education (pp. 143-160). London, Unknown/unspecified: Routledge. |
Biesta, G. (2007). ”Det här är min sanning, berätta din.” Dekonstruktiv pragmatism som filosofi för utbildning. In Y. Boman, C. Ljunggren, ... M. Von Wright (Eds.), Erfarenheter av Pragmatism (pp. 47-76). Lund, Unknown/unspecified: Studentlitteratur. |
Biesta, G. (2007). Democratic education after Dewey? In R. Casale & R. Horlacher (Eds.), Bildung und Öffentlichkeit (pp. 78-92). Weinheim, Unknown/unspecified: Beltz. |
Biesta, G. (2007). Den kommunikative vändingen i Deweys Demokrati och Utbildning. In T. Englund (Ed.), Utbildning som kommunikation (pp. 33-50). Göteborg, Unknown/unspecified: Daidalos. |
Biesta, G. (2007). The problem with ‘learning’. Adults Learning, 18 (8), 8-11. |
Biesta, G. (2007). Who is afraid of education? University of Tokyo Center for Philosophy Bulletin, 10, 25-31. Peer reviewed |
 | 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. doi:10.1080/02660830.2007.11661545 Peer Reviewed verified by ORBi |
| Biesta, G. (2007). Education and the democratic person: Towards a political understanding of democratic education. Teachers College Record, 109 (3), 740-769. Peer reviewed |
Biesta, G., & Osberg, D. C. (2007). Beyond Re/Presentation: A Case for Updating the Epistemology of Schooling. Interchange, 38 (1), 15-29. doi:10.1007/s10780-007-9015-2 Peer Reviewed verified by ORBi |
Biesta, G. (2007). The education-socialisation conundrum. Or : ‘Who is afraid of education ?’. Utbildning & demokrati : tidskrift för didaktik och utbildningspolitik, 16 (3), 25-36. Peer reviewed |
| Biesta, G. (2007). Why ‘what works’ won’t work. Evidence-based practice and the democratic deficit of educational research. Educational Theory, 57 (1), 1-22. doi:10.1111/j.1741-5446.2006.00241.x Peer reviewed |
Stengel,B., Bai, H., Biesta, G., Boler, M., Carr, D., Covaleski, C., Farber, P., Howell, C., Knight-Abowitz, K., Li, H., & Milligan, J. (Eds.). (2007). Philosophy of Education 2007. Urbana-Champaign, UL, United States: Philosophy of Education Society. |
James, D., Davies, J., & Biesta, G. (2007). The learning of practices and the practices of learning. In D. James & Gert Biesta et al. (Eds.), Improving learning cultures in Further Education (pp. 85-104). London, Unknown/unspecified: Routledge. |
James, D., Wahlberg, M., & Biesta, G. (2007). Changing the Culture: Interventions and mediations. In D. James & Gert Biesta et al. (Eds.), Improving learning cultures in Further Education (pp. 105-125). London, Unknown/unspecified: Routledge. |
Hodkinson, P., Biesta, G., & James, D. (2007). Learning Cultures and a Cultural Theory of Learning. In D. James & Gert Biesta et al. (Eds.), Improving learning cultures in Further Education (pp. 21-37). London, Unknown/unspecified: Routledge. |
Tedder, M., & Biesta, G. (2007). Learning from life and learning for life: Exploring the opportunities for biographical learning in the lifecourse. (Working paper 7). The Learning Lives project. |
Davies, J., & Biesta, G. (2007). Coming to college or getting out of school? Research Papers in Education, 22 (1), 23-41. doi:10.1080/02671520601152037 Peer Reviewed verified by ORBi |
Osberg, D. C., & Biesta, G. (2007). Beyond Presence: Epistemological and pedagogical implications of ‘strong’ emergence. Interchange, 38 (1), 31-51. doi:10.1007/s10780-007-9014-3 Peer Reviewed verified by ORBi |
Osberg, D. C., & Biesta, G. (2007). Rethinking Schooling Through the “Logic” of Emergence: Some thoughts on planned enculturation and educational responsibility. In R. Geyer & J. Bogg (Eds.), Complexity, Science and Society (pp. 35-38). Oxford - New York, Unknown/unspecified: Radcliffe Publishing Ltd. |
Biesta, G. (2007). Who is there? Finding the other in the self. Philosophy of Education Yearbook, 42-45. |
Biesta, G. (2007). Interrupting hope. Philosophy of Education Yearbook, 280-282. |
James, D., Biesta, G., Hodkinson, P., Postlethwaite, K., & Gleeson, D. (2007). Improving learning cultures in Further Education? In D. James & Gert Biesta et al. (Eds.), Improving learning cultures in Further Education (pp. 3-20). London, Unknown/unspecified: Routledge. doi:10.4324/9780203940099 |
James, D., & Biesta, G. (2007). Improving learning cultures in Further Education. London/New York, Unknown/unspecified: Routledge. doi:10.4324/9780203940099 |
Hodkinson, P., Biesta, G., & James, D. (2007). Understanding learning cultures. Educational Review, 59 (4), 415-427. doi:10.1080/00131910701619316 Peer reviewed |
Hodkinson, P., Biesta, G., Postlethwaite, K., & Maull, W. (2007). Learning cultures across sites. In D. James & Gert Biesta et al. (Eds.), Improving learning cultures in Further Education (pp. 60-84). London, Unknown/unspecified: Routledge. |
Biesta, G. (2007). Bridging the gap between educational research and educational practice: The need for critical distance. Educational Research and Evaluation, 13 (3), 295-301. doi:10.1080/13803610701640227 Peer Reviewed verified by ORBi |
Rutten, E. A., Stams, G. J. J. M., Biesta, G., Schuengel, C., Dirks, E., & Hoeksma, J. B. (2007). The contribution of organized youth sport to antisocial and prosocial behavior in adolescent athletes. Journal of Youth and Adolescence, 36 (3), 255-264. doi:10.1007/s10964-006-9085-y Peer reviewed |
Biesta, G. (2007). “Don’t count me in.” Democracy, education and the question of inclusion. Nordic Studies in Education, 27 (1), 18-31. Peer reviewed |
Biesta, G. (Crit. Ed.). (2007). Studies in Philosophy and Education Volume 26. Studies in Philosophy and Education, 26. Peer Reviewed verified by ORBi |
Biesta, G. (2007). Towards the knowledge democracy? Knowledge production and the civic role of the university. Studies in Philosophy and Education, 26 (5), 467-479. doi:10.1007/s11217-007-9056-0 Peer Reviewed verified by ORBi |
Simons, M., Haverhals, B., & Biesta, G. (2007). Introduction: The university revisited. Studies in Philosophy and Education, 26 (5), 395-404. doi:10.1007/s11217-007-9051-5 |
Biesta, G. (2006). '"Of all affairs, communication is the most wonderful." Education as communicative praxis.'. In D. T. Hansen (Ed.), John Dewey and our educational prospect. A critical engagement with Dewey’s Democracy and Education (pp. 23-37). Albany, NY, Unknown/unspecified: SUNY Press. |
Biesta, G. (2006). Waar wordt democratie geleerd? In M. De Winter, T. Schillemans, ... R. Janssens (Eds.), Opvoeding in democratie (pp. 51-62). Amsterdam, Unknown/unspecified: SWP. |
Biesta, G. (2006). Over menselijkheid. In J. Masschelein & M. Simons (Eds.), Europa Anno 2006. E-ducatieve berichten uit niemandsland (pp. 143-156). Leuven, Unknown/unspecified: Acco. |
Biesta, G. (2006). Educaţie, ni iniţiere. Paideia, 50 (2), 3-9. Peer reviewed |
Biesta, G. (2006). Where do we learn democracy? [Russian translation.]. The Democratic School, 2, 53-61. Peer reviewed |
Biesta, G., & Tedder, M. (2006). Agency and learning in the lifecourse. In Proceedings of the 26th Annual Conference of SCUTREA: Inter-cultural perspectives on research into adult learning: A global dialogue (pp. 486-490). University of Leeds & SCUTREA. Peer reviewed |
| Biesta, G., & 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. doi:10.1080/03057640500490981 Peer reviewed |
 | Biesta, G. (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. Peer Reviewed verified by ORBi |
Biesta, G. (2006). Vad är det för mening med livslångt lärande inte har någon mening? Från en lärande ekonomi till den lärande demokratin. Nät och bildning.Tidskrift för folkbildningens flexibla lärande, 3. |
Biesta, G. (2006). Review of L.M. English (ed) (2005). International encyclopedia of adult education. Studies in the Education of Adults, 38 (1), 48-50. |
Biesta, G., & Tedder, M. (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement. (Working paper 5). The Learning Lives project. |
| Lawy, R. S., & Biesta, G. (2006). Citizenship-as-practice: the educational implications of an inclusive and relational understanding of citizenship. British Journal of Educational Studies, 54 (1), 34-50. doi:10.1111/j.1467-8527.2006.00335.x Peer reviewed |
Biesta, G. (2006). Beyond learning. Democratic education for a human future. Boulder, Co, Unknown/unspecified: Paradigm Publishers. |
Biesta, G. (2006). Bortom lärandet: Demokratisk utbildning för en mänsklig framtid. Lund, Sweden: Studentlitteratur. |
Vanderstraeten, R., & Biesta, G. (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. doi:10.1111/j.1467-8527.2006.00338.x Peer reviewed |
Biesta, G. (2006). Opvoeding kan de democratie niet redden. Kanttekeningen bij burgerschapsvorming. Pedagogiek, 12 (30), 24-27. |
Biesta, G. (Crit. Ed.). (2006). Studies in Philosophy and Education Volume 25. Studies in Philosophy and Education, 25. Peer Reviewed verified by ORBi |
Biesta, G. (2005). George Herbert Mead und die Theorie der schulischen Bildung. In D. Troehler & J. Oelkers (Eds.), Pädagogik und Pragmatismus. Gesellschaftstheorie und die Entwicklung der Pädagogik (pp. 131-150). Zürich, Unknown/unspecified: Verlag Pestalozzianum. |
Biesta, G., Hodkinson, P., & Goodson, I. (2005). Combining Life-History and Life-Course Approaches in Researching Lifelong Learning: Methodological Observations from the ‘Learning Lives’ Project. In J. Caldwell et al. (Ed.), What a Difference a Pedagogy Makes: Researching lifelong learning and teaching (pp. 27-35). Stirling, Unknown/unspecified: Centre for Research in Lifelong Learning. |
 | Biesta, G. (2005). What can critical pedagogy learn from postmodernism? Further reflections on the impossible future of critical pedagogy. In I. Gur-Ze’ev (Ed.), Critical theory and critical pedagogy today. Toward a new critical language in education (pp. 143-159). Haifa, Unknown/unspecified: Studies in Education (University of Haifa). |
Biesta, G. (2005). Kennen als een vorm van handelen. John Dewey’s transactionele kentheorie. In L. Logister (Ed.), John Dewey: Een inleiding tot zijn filosofie (pp. 17-33). Budel, Unknown/unspecified: Damon. Peer reviewed |
Biesta, G. (2005). George Herbert Mead and the theory of schooling. In D. Troehler & J. Oelkers (Eds.), Pragmatism and education (pp. 117-132). Rotterdam, Unknown/unspecified: Sense Publishers. |
Biesta, G. (2005). The learning democracy? Adult learning and the condition of democratic citizenship. (Review article.). British Journal of Sociology of Education, 26 (5), 693-709. doi:10.1080/01425690500293751 Peer reviewed |
Biesta, G. (2005). Kennen als een vorm van handelen. John Deweys transactionele kentheorie. Bijdragen Tijdschrift voor Filosofie en Theologie, 15 (1), 5-12. Peer reviewed |
Biesta, G. (2005). Knowledge production and democracy in educational research: The case of evidence-based education. South African Journal of Higher Education, 19, 1334-1349. Peer Reviewed verified by ORBi |
Biesta, G. (2005). How is practice possible? Philosophy of Education Yearbook, 344-346. |
Biesta, G. (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.]. Nordic Studies in Education, 25 (1), 54-66. Peer reviewed |
Biesta, G. (Crit. Ed.). (2005). Studies in Philosophy and Education Volume 24. Studies in Philosophy and Education, 24. Peer Reviewed verified by ORBi |
Biesta, G. (2004). Kunskapande som ett sätt att handla – John Deweys transaktionella teori om kunskapande. Utbildning & demokrati, 13 (1), 41-64. Peer reviewed |
Biesta, G. (2004). Democracy: A problem for education or an educational problem? In T. Englund (Ed.), Five Professors on Education and Democracy. Inaugural lectures 1999-2003 (pp. 1-23). Örebro, Unknown/unspecified: Örebro University. |
Biesta, G. (2004). “Mind the gap!” Communication and the educational relation. In C. Bingham, A. M. Sidorkin, ... Foreword by N. Noddings (Eds.), No education without relation (pp. 11-22). New York, Unknown/unspecified: Peter Lang. |
 | Biesta, G. (2004). Education, accountability and the ethical demand. Can the democratic potential of accountability be regained? Educational Theory, 54 (3), 233-250. doi:10.1111/j.0013-2004.2004.00017.x Peer reviewed |
Biesta, G. (2004). The community of those who have nothing in common. Education and the language of responsibility. Interchange, 35 (3), 307-324. Peer Reviewed verified by ORBi |
Osberg,D.C., & Biesta, G. (2004). Complexity,representation and the epistemology of schooling. Proceedings of the 2003 Complexity Science and Educational Research Conference, 39-55. Peer reviewed |
Rutten, E. A., Stams, G. J. J. M., Dekovic, M., Schuengel, C., Hoeksma, J. B., & Biesta, G. (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. Peer reviewed |
Miedema, S., & Biesta, G. (2004). Jacques Derrida’s religion with/out religion and the im/possibility of religious education. Religious Education, 99 (1), 23-37. doi:10.1080/00344080490269371 Peer reviewed |
Biesta, G. (2004). Education after deconstruction. In J. Marshall (Ed.), Poststructuralism, Philosophy, Pedagogy (pp. 27-42). Dordrecht - Boston, Unknown/unspecified: Kluwer Academic Press. |
Vanderstraeten, R., & Biesta, G. (2004). Constructivism, educational research, and John Dewey. Karl Jaspers Forum. Peer reviewed |
Lawy, R. S., Bloomer, J. M., & Biesta, G. (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. doi:10.1080/13636820400200254 Peer reviewed |
 | Biesta, G. (2004). Against learning. Reclaiming a language for education in an age of learning. Nordic Studies in Education, 23, 70-82. Peer reviewed |
Biesta, G. (Crit. Ed.). (2004). Studies in Philosophy and Education Volume 23. Studies in Philosophy and Education, 23. Peer Reviewed verified by ORBi |
Biesta, G. (2003). Demokrati – ett problem för utbildning eller ett utbildningsproblem? Utbildning & demokrati, 12 (1), 59-80. Peer reviewed |
Dirks, E., Stams, G. J., Biesta, G., Schuengel, C., & Hoeksema, J. B. (2003). Sport en sociale integratie. Een onderzoek naar de betekenis van sportparticipatie voor de sociale integratie van jongens in de samenleving. Utrecht, Unknown/unspecified: NIZW. |
Berding, J., Biesta, G., & Miedema, S. (2003). John Dewey: retrospectief en prospectief. Naar aanleiding van zijn vijftigste sterfjaar. Pedagogiek, 23 (1), 68-72. Peer reviewed |
Biesta, G., & Burbules, N. (2003). Pragmatism and educational research. Boulder, Co, Unknown/unspecified: Rowman and Littlefield. |
Biesta, G. (2003). How general can Bildung be? Reflections on the future of a modern educational ideal. In L. Loevlie, K. P. Mortensen, ... S.-E. Nordenbro (Eds.), Educating humanity: Bildung in postmodernity (pp. 61-74). Oxford, Unknown/unspecified: Blackwell. Peer reviewed |
Biesta, G. (2003). Jacques Derrida. Deconstruction = Justice. In M. Peters, M. Olssen, ... C. Lankshear (Eds.), Futures of critical theory: Dreams of difference (pp. 141-154). Lanham, MD, Unknown/unspecified: Rowman and Littlefield. |
Miedema, S., & Biesta, G. (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. Peer Reviewed verified by ORBi |
Biesta, G. (2003). Learning from Levinas: A response. Studies in Philosophy and Education, 22 (1), 61-68. doi:10.1023/A:1021137611436 Peer Reviewed verified by ORBi |
Biesta, G. (Crit. Ed.). (2003). Studies in Philosophy and Education Volume 22. Studies in Philosophy and Education, 22. Peer Reviewed verified by ORBi |
Biesta, G. (2002). How general can Bildung be? Reflections on the future of a modern educational ideal. Journal of Philosophy of Education, 36 (3), 377-390. doi:10.1111/1467-9752.00282 Peer reviewed |
Biesta, G., Korthagen, F. A. J., & Verkuyl, H. S. (2002). Afsluiting. In G. Biesta, F. A. J. Korthagen, ... H. S. Verkuyl (Eds.), Pedagogisch bekeken. De rol van pedagogische idealen in de onderwijspraktik (pp. 109-121). Baarn, Unknown/unspecified: Nelissen. |
Biesta, G., & Verkuyl, H. S. (2002). Woorden en daden:Het pedagogisch analyseschema. In G. Biesta, F. A. J. Korthagen, ... H. S. Verkuyl (Eds.), Pedagogisch bekeken. De rol van pedagogische idealen in de onderwijspraktik (pp. 93-108). Baarn, Unknown/unspecified: Nelissen. |
Korthagen, F. A. J., & Biesta, G. (2002). Doen en denken:Pedagogische reflectie. In G. Biesta, F. A. J. Korthagen, ... H. S. Verkuyl (Eds.), Pedagogisch bekeken.De rol van pedagogische idealen in de onderwijspraktijk (pp. 51-73). Baarn, Unknown/unspecified: Nelissen. |
Biesta, G. (2002). Op zoek naar een pedagogisch perspectif. In G. Biesta, F. A. J. Korthagen, ... H. S. Verkuyl (Eds.), Pedagogisch bekeken. De rol van pedagogische idealen in de onderwijspraktik (pp. 13-25). Baarn, Unknown/unspecified: Nelissen. |
Miedema, S., & Biesta, G. (2002). Jacques Derrida's religion with/out religion and the im/possibility of religious 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). Philadelphia, United States: APRRE. doi:10.1080/00344080490269371 Peer reviewed |
Biesta, G., Korthagen, F. A. J., & Verkuyl, H. S. (2002). Pedagogisch bekeken. De rol van pedagogische idealen in de onderwijspraktijk. Baarn, Unknown/unspecified: Nelissen. |
Biesta, G. (2002). Bildung and modernity. The future of Bildung in a world of difference. Studies in Philosophy and Education, 21 (4/5), 343-351. doi:10.1023/a:1019874106870 Peer Reviewed verified by ORBi |
Biesta, G., & Mirón, L. F. (2002). The new discourses on educational leadership: An introduction. Studies in Philosophy and Education, 21 (2), 101-107. doi:10.1023/A:1014449519643 |
Mirón,L.F., & Biesta, G. (2002). The philosophy of educational leadership: Emerging themes and emerging perspectives. Studies in Philosophy and Education, 21 (2), 101-102. |
Biesta, G. (Crit. Ed.). (2002). Studies in Philosophy and Education Volume 21. Studies in Philosophy and Education, 21. Peer Reviewed verified by ORBi |
Biesta, G., & Miedema, S. (2002). Instruction or pedagogy? The need for a transformative conception of education. Teaching and Teacher Education, 18, 173-181. doi:10.1016/S0742-051X(01)00062-2 Peer reviewed |
Biesta, G., Nijnatten, C., & Miedema, S. (2001). Onderwijs en opvoeding en de terugkeer van de religie in een postmoderne samenleving. Pedagogiek, 21 (2), 124-133. |
Biesta, G. (2001). Why Dewey now? Zeitschrift für Pädagogische Historiographie, 7 (2), 71-75. |
Biesta, G. (2001). How difficult should education be? Educational Theory, 51 (4), 385-400. doi:10.1111/j.1741-5446.2001.00385.x Peer reviewed |
Biesta, G., & Miedema, S. (2001). Pragmatisme. In P. Smeyers & B. Levering (Eds.), Grondslagen van de wetenschappelijke pedagogiek.Modern en postmodern (pp. 130-149). Amsterdam, Unknown/unspecified: Boom. |
Egéa-Kuehne, D., & Biesta, G. (2001). Opening: Derrida & education. In G. Biesta & D. Egéa-Kuehne (Eds.), Derrida & education (pp. 1-11). London/New York, Unknown/unspecified: Routledge. |
Biesta, G., Nijnatten,C. van, & Miedema, S. (2001). Onderwijs en opvoeding en de terugkeer van de religie in een postmoderne samenleving. Pedagogiek, 21 (2), 124-177. Peer reviewed |
Biesta, G. (2001). "Preparing for the incalculable." Deconstruction, justice and the question of education. In G. Biesta & D. Egéa-Kuehne (Eds.), Derrida & education (pp. 32-54). London/New York, Unknown/unspecified: Routledge. |
Säfström, C.-A., & Biesta, G. (2001). Learning democracy in a world of difference. The School Field, 12 (5/6), 5-20. Peer reviewed |
Biesta, G., Stams, G. J. J. M., Dirks, E., Rutten, E. A., Veugelers, W., & Schuengel, C. (2001). Does sport make a difference? An exploration of the impact of sport on the social integration of young people. In J. Steenbergen, P. de Knop, ... A. H. F. Elling (Eds.), Values and norms in sport (pp. 95-113). Oxford, Unknown/unspecified: Meyer & Meyer Sport. |
Biesta, G. (2001). How can philosophy of education be critical? How critical can philosophy of education be? Deconstructive reflections on children's rights. In F. Heyting, J. White, ... D. Lenzen (Eds.), Methods in Philosophy of Education (pp. 125-143). London - New York, Unknown/unspecified: Routledge. |
Biesta, G. (2001). Hoe algemeen kan vorming zijn? Kanttekeningen bij een modern pedagogische ideaal. In R. Vanderstraeten (Ed.), Algemene Vorming. Constructie van een pedagogisch ideaal (pp. 89-107). Apeldoorn - Leuven, Unknown/unspecified: Garant. |
Biesta, G., & Miedema, S. (2001). Pragmatisme. In P. Smeyers & B. Levering (Eds.), Grondslagen van de wetenschappelijke pedagogiek. Modern en postmodern (pp. 130-149). Amsterdam, Unknown/unspecified: Boom. |
Biesta, G. (2001). De pedagogische taak van de sportvereniging. In A. T. Boom (Ed.), Waarden en normen in de sport deel II: Samenvatting onderzoeksresultaten (pp. 27-29). Arnhem, Unknown/unspecified: NOC*NSF. |
Biesta, G. (2001). Review of M. Peters & J. Marshall, Wittgenstein: Philosophy, Postmodernism, Pedagogy. Education. Jahrbuch für Bildungs- und Erziehungsphilosophie, 4, 208-212. |
Egéa-Kuehne, D., & Biesta, G. (Eds.). (2001). Derrida & Education. London/New York, Unknown/unspecified: Routledge. |
Biesta, G., Bredo, E., Carr, D., Giarelli, J., Egéa-Kuehne, D., Haroutunian-Gordon, S., Hytten, K., Mayo, C., Norris, S., Noddings, N., & Rud, A. G. (Eds.). (2001). Philosophy of education 2000. Urbana-Champaign, III, Unknown/unspecified: Philosophy of Education Society. |
Biesta, G., Stams, G. J. J. M., Dirks, E., Rutten, E., Schuengel, C., Veugelers, W., & Scheltus, H. (2001). De pedagogische taak van de sportvereniging. Arnhem, Unknown/unspecified: NOC. |
Biesta, G. (2001). Responding: Levinas and Moral Education. In L. Stone (Ed.), Philosophy of Education 2000 (pp. 75-77). Urbana-Champaign, IL, United States: Philosophy of Education Society. Peer reviewed |
Mirón, L.F., Bogotch,I., & Biesta, G. (2001). In pursuit of the good life. Cultural Studies, Critical Methodologies, 1 (4), 490-516. doi:10.1177/153270860100100407 Peer reviewed |
Vanderstraeten, R., & Biesta, G. (2001). How is education possible? Educational Philosophy and Theory, 33 (1), 7-21. Peer reviewed |
Biesta, G., & 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. doi:10.1023/A:1005290910306 Peer Reviewed verified by ORBi |
Biesta, G. (2000). Om att-vara-med-andra. Pedagogikens svårighet såsom politikens svårighet. Utbildning & demokrati, 9 (3), 71-89. Peer reviewed |
Biesta, G., Stams, G. J. J. M., Rutten, E., Veugelers, W., Scheltus, H., & Verweel, P. (2000). Normen en waarden in de jeugdsport. Een pilot-studie. University of Exeter/Universiteit Utrecht-Centrum voor Beleid en Management. |
Biesta, G. (2000). Review of Stuart Parker, Reflective Teaching and the Postmodern World. Journal of Curriculum Studies, 32 (1), 124-128. |
Biesta, G., & Miedema, S. (2000). Context and interaction. How to asses Dewey's influence on educational reform in Europe? In J. Oelkers & H. Rhyn (Eds.), Dewey and European education. General problems and case studies (pp. 21-37). Dordrecht - Boston - London, Unknown/unspecified: Kluwer Academic Publishers. |
Biesta, G., & 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. Peer Reviewed verified by ORBi |
 | Biesta, G. (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. doi:10.1111/j.1741-5446.1999.00475.x Peer reviewed |
Biesta, G., & Miedema, S. (1999). Dewey in Europe. Ambivalences and contradictions in the turn-of-the-century educational reform. In J. Oelkers & F. Osterwalder (Eds.), Die neue Erziehung. Beiträge zur Internationalität der Reformpädagogik (pp. 99-124). Bern, Unknown/unspecified: Peter Lang. |
Biesta, G. (1999). Where are you? Where am I? Education, identity and the question of location. In C. A. Säfstrom (Ed.), Identity. Questioning the Logic of Identity Within Educational Theory (pp. 21-45). Lund, Unknown/unspecified: Studentlitteratur. |
Biesta, G., & Miedema, S. (1999). John Dewey - Filosoof van opvoeding en democratie. In J. Dewey (Ed.), Ervaring en Opvoeding (pp. 7-42). Houten - Diegem, Unknown/unspecified: Bohn, Stafleu & Van Loghum. |
Biesta, G. (1999). Postmodernism, neopragmatism och utbildning: återkomsten för det politiska. In C. A. Säfström & L. Östman (Eds.), Textanalys. Introduktion till syftesrelaterad kritik (pp. 95-113). Lund, Unknown/unspecified: Studentlitteratur. |
(1999). Ervaring en Opvoeding (Biesta, G., ... Miedema, S., Trans.). Houten/Diegem, Unknown/unspecified: Bohn, Stafleu & Van Loghum. |
Biesta, G. (1999). The right to philosophy of education: 474From critique to deconstruction. In S. Tozer (Ed.), Philosophy of Education 1998 (pp. 476-484). Urbana-Champaign, IL, United States: Philosophy of Education Society. Peer reviewed |
Biesta, G. (1999). Radical intersubjectivity. Reflections on the "different" foundation of education. Studies in Philosophy and Education, 18 (4), 203-220. Peer Reviewed verified by ORBi |
Biesta, G. (1998). Bespreking van W. Pols et al, Opvoeding zoals het is. Comenius, 18 (2), 202-205. |
Wardekker, W., Biesta, G., & Miedema, S. (1998). Heeft de school een pedagogische opdracht. In N. de Bekker-Ketelaars, S. Miedema, ... W. Wardekker (Eds.), Vormende lerarenopleidingen (pp. 11-21). Utrecht, Unknown/unspecified: SWP/NVO. |
Levering, B., Biesta, G., & Weijers, I. (Eds.). (1998). Thema's uit de wijsgerige en historische pedagogiek. Utrecht, Unknown/unspecified: SWP. |
Biesta, G. (1998). Pedagogy without humanism. Foucault and the subject of education. Interchange, 29 (1), 1-16. doi:10.1023/A:1007472819086 Peer Reviewed verified by ORBi |
Biesta, G., & Miedema, S. (1998). Dewey in Europa. Paradoxen van modernisering in de onderwijsvernieuwing: een case study. Nederlands Tijdschrift voor Opvoeding, Vorming en Onderwijs, 14 (6), 336-355. Peer reviewed |
Biesta, G. (1998). Deconstruction, justice and the question of education. Zeitschrift für Erziehungswissenschaft, 1 (3), 395-411. Peer Reviewed verified by ORBi |
Biesta, G. (1998). Meer pedagogiek in de lerarenopleiding? Tijdschrift voor Lerarenopleiders, 19 (2), 69-74. Peer reviewed |
Biesta, G. (1998). Say you want a revolution... Suggestions for the impossibile future of critical pedagogy. Educational Theory, 48 (4), 499-510. Peer reviewed |
Biesta, G. (1998). Review of Peter McLaren, Revolutionary Multiculturalism. Educational Studies, 29 (3), 298-302. |
Vanderstraeten, R., & Biesta, G. (1998). Subjectiviteit en intersubjectiviteit in de constructie van kennis. Een Deweyaanse aanzet. In B. Levering, G. Biesta, ... I. Weijers (Eds.), Thema's uit de wijsgerige en historische pedagogiek (pp. 129-134). Utrecht, Unknown/unspecified: SWP. |
Biesta, G. (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, IL, United States: Philosophy of Education Society. Peer reviewed |
Levering, B., Biesta, G., & Weijers, I. (1998). Tussen isolement en verbondenheid. Bij wijze van inleiding. In B. Levering, G. Biesta, ... I. Weijers (Eds.), Thema's uit de wijsgerige en historische pedagogiek (pp. 7-11). Utrecht, Unknown/unspecified: SWP. |
 | Biesta, G. (1998). Mead, Intersubjectivity, and Education: The Early Writings. Studies in Philosophy and Education, 17, 73-99. Peer Reviewed verified by ORBi |
Biesta, G. (1997). Bespreking van R.V. Arcilla, For the Love of Perfection. Comenius, 17 (2), 168-171. |
Bakker,P.C.M., Selten,P.J.H, & Biesta, G. (Eds.). (1997). De toekomst van de historische pedagogiek. Comenius, 17 (3), 195-244. Peer reviewed |
Doornenbal,J., Biesta, G., & Heyting,G.F. (Eds.). (1997). Gezin en moraal. Comenius, 17 (4), 275-324. Peer reviewed |
Selten, P. J. H., Bakker, P. C. M., & Biesta, G. (1997). De toekomst van de historische pedagogiek. Comenius, 17 (3), 195-199. |
Doornenbal, J., Heyting, G. F., & Biesta, G. (1997). Gezin en moraal: Gezinsopvoeding als het morele fundament van de samenleving? Comenius, 17 (4), 275-280. |
Biesta, G., & Miedema, S. (1997). Provisional utopias in a postcolonial world: An interview with Peter McLaren. In P. McLaren (Ed.), Revolutionary Multiculturalism. Pedagogies of Dissent for the New Millenium (pp. 223-235). Boulder, CO, Unknown/unspecified: Westview Press. |
Biesta, G. (1997). Review of R.V. Arcilla, For the Love of Perfection. Interchange, 28 (1), 85-88. |
Biesta, G. (1997). Onmogelijke opvoeding. Kanttekeningen bij de pedagogische overdrachtsmetafoor. Comenius, 17 (4), 312-324. Peer reviewed |
Biesta, G. (1997). De pedagogische verantwoordelijkheid van de samenleving. In Opvoeden, een vrouwenzaak alleen? (pp. 5-9). Den Haag, Unknown/unspecified: Nederlandse Vrouwenraad. |
Biesta, G. (1997). A Return to the Dewey-Russell Opposition. [Review Essay] Culture & Psychology, 3 (1), 99-105. |
Biesta, G. (1997). Education, not initiation. In F. Margonis (Ed.), Philosophy of Education 1996 (pp. 90-98). Urbana-Champaign, IL, United States: Philosophy of Education Society. Peer reviewed |
Biesta, G. (1996). Bespreking van S. Roegholt. Meerperspectivisch Onderwijs. Comenius, 16, 324-327. |
van der Kuur, R., Biesta, G., & Miedema, S. (1996). Pedagogisch wetenschapsonderzoek en het kinderopvangdebat: de bruikbaarheid van het Harbers-model. In N. Bakker & P. Schreuder (Eds.), Kind en cultuur in opvoeding en onderwijs (pp. 129-136). Groningen, Unknown/unspecified: GION. |
Biesta, G. (1996). Bespreking van Max Velthuis, Kikker is verliefd. Comenius, 16, 345-347. |
Biesta, G., & 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), 1-26. doi:10.1086/444142 Peer reviewed |
Biesta, G. (1996). Education/Communication: The two faces of communicative pedagogy. In A. Neiman (Ed.), Philosophy of Education 1995 (pp. 185-194). Urbana-Champaign, IL, United States: Philosophy of Education Society. Peer reviewed |
Biesta, G. (1996). Review article of John E. Tiles, John Dewey. Studies in Philosophy and Education, 15, 383-394. |
Biesta, G. (September 1995). Die Pädagogik des Fin de Siècle - een impressie. Nieuwsbrief BNVGOO, 4, 7-8. |
Biesta, G. (August 1995). Identiteit, cultuur en opvoeding. Impressies van het vierde congres van het International Network of Philosophers of Education. Pedagogisch Tijdschrift: Forum voor Opvoedkunde, 20 (1), 57-64. |
Biesta, G., & Miedema, S. (1995). Provisional Utopias in a Post-Colonial World. Een interview met Peter McLaren. Comenius, 15 (3), 335-347. |
Miedema, S., Biesta, G., & Van der Kuur, R. (1995). De pedagogisering van het onderwijs als nationale zorg. In C. J. J. E. Dietvorst & J. P. Verhage (Eds.), De pedagogiek terug naar de school (pp. 13-30). Nijmegen, Unknown/unspecified: Dekker & Van de Vegt. |
Miedema, S., & Biesta, G. (1995). The Imagination of a Radical Democracy. Een interview met Henry Giroux. Comenius, 15 (2), 194-205. |
Biesta, G. (1995). Postmodernism and the repoliticization of education. Interchange, 26, 161-183. doi:10.1007/BF01435145 Peer Reviewed verified by ORBi |
Biesta, G. (1995). Pragmatism as a Pedagogy of Communicative Action. In J. Garrison (Ed.), The New Scholarship on John Dewey (pp. 105-122). Dordrecht - Boston - London, Unknown/unspecified: Kluwer Academic Publishers. Peer reviewed |
Biesta, G. (1995). Opvoeding en intersubjectiviteit. Over de structuur en identiteit van de pedagogiek van John Dewey. Comenius, 15, 21-36. Peer reviewed |
Biesta, G. (1995). The Identity of the Body. In M. S. Katz (Ed.), Philosophy of Education 1994 (pp. 223-232). Urbana-Champaign, IL, United States: Philosophy of Education Society. Peer reviewed |
Biesta, G. (1995). Kritische onderwijssociologie - vijftien jaar na dato (besprekingsartikel). Pedagogisch Tijdschrift: Forum voor Opvoedkunde, 20, 367-379. Peer reviewed |
Biesta, G. (1994). Pedagogiek, Pluralisme en Politiek. Bespreking van A. Rang, Pedagogiek en Pluralisme. Comenius, 14, 103-106. |
Wardekker,W., Biesta, G., Tavecchio,L., & Zwart-Woudstra,H. (Eds.). (1994). Morele opvoeding en morele ontwikkeling. Comenius, 14 (1), 5-82. Peer reviewed |
Miedema, S., & Biesta, G. (1994). Constructivism and Pragmatism. How to solve the problematic relation between methodology and epistemology in the debate about replication. In R. van der Veer, M. H. van IJzendoorn, ... J. Valsiner (Eds.), Reconstructing the Mind (pp. 71-95). New York, Unknown/unspecified: Ablex. Peer reviewed |
Miedema, S., Biesta, G., Boog, B., Smaling, A., Wardekker, W., & Levering, B. (Eds.). (1994). The Politics of Human Science. Brussel, Unknown/unspecified: VUBPress. |
Biesta, G. (1994). The Art and Science of Educational Theory and Practice. Impressies van de Annual Meeting van de American Educational Research Association te Atlanta, 12-16 april. Tijdschrift voor Onderwijswetenschappen, 23 (6), 247-249. |
Biesta, G., & Miedema, S. (1994). From methodology to politics. In S. Miedema, G. J. J. Biesta, B. Boog, A. Smaling, W. Wardekker, ... B. Levering (Eds.), The Politics of Human Science (pp. 7-11). Brussel, Unknown/unspecified: VUBPress. |
Biesta, G. (1994). Postmoderne Erziehung: zwischen Kontingenz und Engagement. In F. Heyting & H.-E. Tenorth (Eds.), Pädagogik und Pluralismus. Deutsche und niederländische Erfahrungen im Umgang mit Pluralität in Erziehung und Erziehungswissenschaft (pp. 131-148). Weinheim, Unknown/unspecified: Deutscher Studien Verlag. |
Biesta, G., Miedema, S., & Berding, J. W. A. (1994). Pragmatistische Pedagogiek. In S. Miedema (Ed.), Pedagogiek in Meervoud. Vierde druk (pp. 307-347). Deventer, Unknown/unspecified: Van Loghum Slaterus. |
Biesta, G. (1994). Education as Practical Intersubjectivity. Towards a critical-pragmatic understanding of education. Educational Theory, 44 (3), 299-317. doi:10.1111/j.1741-5446.1994.00299.x Peer reviewed |
Biesta, G. (1994). Dossier Dewey. Het ontwerp van een transactionele handelingspsychologie. Psychologie & maatschappij, 18 (2), 123-140. Peer reviewed |
Biesta, G., Wardekker, W., & Zwart-Woudstra, H. (1994). Morele opvoeding en morele ontwikkeling; inleiding op het thema. Comenius, 14 (1), 5-11. |
Biesta, G. (1994). Pragmatism as a pedagogy of communicative action. Studies in Philosophy and Education, 13, 273-290. doi:10.1007/BF01077684 Peer Reviewed verified by ORBi |
Biesta, G. (1993). Recensie van T. Dehue, De Regels van het Vak. Nederlandse psychologen en hun methodologie, 1900-1985. Comenius, 13 (3), 349-352. |
Miedema, S., & Biesta, G. (1993). Langeveld and Dewey on Pedagogy: A Comparison. In Reflections on Pedagogy and Method. Vol. III. Proceedings of the Third International Invitational Pedagogy Conference, Victoria B.C., May 31-June 4, 1992 (pp. 141-151). Montfoort, Unknown/unspecified: Uriah Heep. |
Biesta, G. (1993). Postmoderne opvoeding: tussen contingentie en engagement. In Pedagogiek en Pluralisme. Duitse en Nederlandse visies op pluraliteit in de theorie en de praktijk van de opvoeding (pp. 126-142). Amsterdam, Unknown/unspecified: Uitgeverij POW. |
Biesta, G. (1993). De identiteit van het lichaam. Comenius, 13 (3), 274-290. Peer reviewed |
Biesta, G. (1992). John Dewey: Theorie & Praktijk. Delft, Unknown/unspecified: Eburon. |
Biesta, G., & Miedema, S. (1992). Feiten en waarden in de ontwikkeling van de Nederlandse academische pedagogiek. Een opmaat voor pedagogisch wetenschapsonderzoek. Pedagogisch Tijdschrift: Forum voor Opvoedkunde, 17, 396-411. Peer reviewed |
Miedema, S., & Biesta, G. (1992). Theoretische Pedagogiek (De AERA Annual Meeting: Chicago 1991). Pedagogische Studiën: Tijdschrift voor Onderwijskunde en Opvoedkunde, 68, 475-476. |
Miedema, S., & Biesta, G. (1991). Outlines of a Democratic and Community Based Critical-Pragmatic Methodology: On the way to relevant pedagogical inquiry. In R. Evans, A. Winning, ... M. van Manen (Eds.), Reflections on Pedagogy and Method (pp. 76-87). Edmonton, Unknown/unspecified: University of Alberta Press. |
Biesta, G. (1991). De opvoeding van de 'body-mind'. Over de plaats van de pedagogiek in het werk van John Dewey. In F. Heyting, E. Mulder, ... A. Rang (Eds.), Individuatie en socialisatie in tijden van modernisering. Siswo publikatie 361 (pp. 105-113). Amsterdam, Unknown/unspecified: Siswo. Peer reviewed |
Biesta, G., & Miedema, S. (1991). Wetenschapspedagogiek. Over de pedagogische bijdrage aan het wetenschapstheoretisch debat. Comenius, 11 (1), 20-36. Peer reviewed |
Biesta, G., & Miedema, S. (1991). Transactie, ervaring en kennen: Het cultureel-naturalisme van John Dewey. In A. Pennings, A. van der Leij, W. Meeus, B. Rang, ... T. Wubbels (Eds.), Bijdragen aan Pedagogisch Onderzoek 1990 (pp. 78-91). Amersfoort - Leuven, Unknown/unspecified: Acco. Peer reviewed |
Biesta, G., & 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. Peer reviewed |
Biesta, G. (1991). Cultuurpedagogiek en kentheorie. Of: Waarom ook voor cultuurpedagogen niets zo praktisch is als een goede kennistheorie. Comenius, 11 (4), 397-411. Peer reviewed |
Biesta, G. (1991). Methodisch handelen. Over de betekenis voor de radiologische beroepspraktijk. Gamma, 41 (2), 42-49. |
Miedema, S., & Biesta, G. (1991). Theoretische Pedagogiek (De AERA Annual Meeting: Chicago 1991). Pedagogische Studiën: Tijdschrift voor Onderwijskunde en Opvoedkunde, 68, 475-476. |
Biesta, G., & Miedema, S. (1990). De 'psychological' en 'intellectualistic fallacy' voorbij. Kanttekeningen bij Sylvia Nossents "Over het ontstaan van de psyche bij mens en dier". Psychologie & maatschappij, 53, 388-392. Peer reviewed |
Biesta, G. (1990). Pluraliteit, Pragmatisme en Pedagogiek. Een neopragmatistische kijk op wetenschapstheoretische pluraliteit in de pedagogiek. Comenius, 10 (1), 7-30. Peer reviewed |
Biesta, G. (1990). Het verborgen leerplan in het in-service onderwijs. Over onbedoelde gevolgen van het in-service onderwijs en 'impliciete' didactische werkvormen. Gamma, 40 (4), 95-99. |
Biesta, G., & Miedema, S. (1990). Pedagogy of Science: The Contribution of Pedagogy to the Philosophy of Science. Phenomenology and Pedagogy, 8, 118-129. Peer reviewed |
Biesta, G., Miedema, S., & Van IJzendoorn, M. H. (1990). John Dewey's reconstruction of the reflex-arc concept and its relevance for Bowlby's attachment theory. In W. J. Baker, M. E. Hyland, R. van Hezewijk, ... S. Terwee (Eds.), Recent Trends in Theoretical Psychology., 2 (pp. 211-220). New York, Unknown/unspecified: Springer-Verlag. Peer reviewed |
Miedema, S., & Biesta, G. (1990). Balans voor de toekomst. Impressies van het 12e congres van de Deutsche Gesellschaft für Erziehungswissenschaft te Bielefeld, 19-21 maart 1990. Pedagogisch Tijdschrift: Forum voor Opvoedkunde, 15 (4), 233-239. |
Biesta, G., & Miedema, S. (1990). Ontwikkelingen in het Amerikaanse theoretisch-pedagogishe debat. Pedagogische Studiën: Tijdschrift voor Onderwijskunde en Opvoedkunde, 67, 451-453. |
Biesta, G., & Miedema, S. (1989). Vygotskij in Harlem: The Barbara Taylor School. Jeugd en samenleving : maandblad, 19 (9), 547-562. Peer reviewed |
Miedema, S., & Biesta, G. (1989). Filosofie van de Pedagogische Wetenschappen. Leiden, Netherlands: Martinus Nijhoff. |
Biesta, G. (1989). Stromingen in de pedagogiek. In A. Dieleman et al. (Ed.), Pedagogiek van de Levensloop. Deel 3 (pp. 113-132). Heerlen, Netherlands: Open Universiteit. |
Biesta, G. (1989). Methodisch Handelen in Beroep en Opleiding. Gamma, 39 (4), 102-105. |
Miedema, S., & Biesta, G. (1989). Langeveld en Dewey: Reconstructie en poging tot bemiddeling. Pedagogisch Tijdschrift: Forum voor Opvoedkunde, 102-109. Peer reviewed |
Biesta, G., & Miedema, S. (1989). Verslag AERA-congres 1989 te San Francisco. Divisie F: History and historiography. Pedagogische Studiën: Tijdschrift voor Onderwijskunde en Opvoedkunde, 66, 449-451. |
Biesta, G., & Miedema, S. (1988). Kentheorie, wetenschapsfilosofie en 'logic': Aspecten van de filosofie van John Dewey in de negentiende eeuw. In H. Berghs & W. Thijs (Eds.), Congresbundel Filosofiedag Antwerpen 1988 (pp. 190-196). Delft, Unknown/unspecified: Eburon. |
Biesta, G. (1988). Bespreking van Hoksbergen, R.A.C., R. v.d. Meer en G.P. Schoon (eds), Adolescenten in vele gedaanten. Bijdragen over adolescentie en adolescentenzorg. Jeugd en samenleving : maandblad, 18 (10), 559-561. |
Biesta, G., & Miedema, S. (1988). Dewey's Logic: A Reconstructive View on the Relation between Theory and Practice. Insights, 24 (1), 6-7. |
Biesta, G. (1988). Verslag van het AERA-Congres 1988 te New Orleans: The John Dewey Society. Pedagogische Studiën: Tijdschrift voor Onderwijskunde en Opvoedkunde, 65 (11), 453-454. |
Biesta, G., & Miedema, S. (1987). De invloed van John Dewey op de Nederlandse pedagogiek. Pedagogische Verhandelingen: Tijdschrift voor Wijsgerige en Historische Pedagogiek, 10 (2), 324-335. Peer reviewed |
Biesta, G., & Miedema, S. (1987). De betekenis van John Deweys ken- en wetenschapstheorie voor de (theoretische) pedagogiek. Pedagogische Verhandelingen: Tijdschrift voor Wijsgerige en Historische Pedagogiek, 10 (2), 96-106. Peer reviewed |