in de kantlijn van het seminar van KPC Groep 'Werk maken van pedagogiek' van 18-1-2019 een vraaggesprek met prof. dr. Gert Biesta over de pedagogische dimens

24 maj 2015 Gert Biesta: What really matters in education (VIA Univ.College): . Jag tar särskilt till mig Gert Biestas tankar (vilket utvecklas som mest i slutet

[Gert Biesta] -- The Rediscovery of Teaching presents the innovative claim that and PupillingThe Problem with Learning: The "Learnification" of Education; This datafication of education seems to take place alongside a general turn to learning that Gert Biesta has called learnification: a progressively singular focus on ByGert J. J. Biesta. Edition 1st Edition. First Published 2010. eBook Published 10 November 2015. Pub. Location New York. Imprint Routledge.

11 nov 2015 Biesta noemt dit learnification. De school is vooral een leeromgeving, de kinderen zijn vooral leerlingen. Deze paradigmawisseling (van Why “what works” won't work: Evidence‐based practice and the democratic deficit in educational research. G Biesta. Educational theory 57 (1), 1-22, 2007. Jun 22, 2012 e-mail: gert.biesta@stir.ac.uk.

Biesta, Gert [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >] Publication date : 2004 Nov 8, 2020 Gert Biesta at Maynooth University Ireland & University of Edinburgh with the language of learning and with the wider 'learnification' (Biesta,. Jan 9, 2021 Drawing on the work of Gert Biesta, I will argue that this position reflects a broader trend towards 'learnification' in higher education, which gert.biesta@stir.ac.uk base for educational practice (see Biesta 2007a). Proponents has to do with what I will refer to as the „learnification‟ of education: the.

Jun 1, 2020 Gert Biesta is Professor of Public Education at the Centre for Public Education and Pedagogy at Maynooth University, Ireland, Professorial

Many policy in education and the subsequent 'learnification' (Biesta 2010) of educational discourse and body of educational theory, as typified in the work of Gert Biesta, that is critical of the unbridled “learnification” happening all over the world.1 As Biesta notes, Biesta, Gert, 2005: Against learn- ing. Reclaiming a language for education in an age of learning.

Gert Biesta has described this shift in discourse as a ‘new language of learning’ and the ‘learnification of education’. It’s not hard to see the positive side of this change in focus towards the ‘learner’ and away from the syllabus, the teachers and the institution in which the ‘learning’ takes place.

Biesta describes education in general, but the model can be used to understand the specific role and challenges of social studies in relation to citizenship education (Biesta 2012). This, generally speaking, is the stage upon which Gert Biesta’s evolving educational theory(ies) has been composed, and The Beautiful Risk of Education represents the third book-length contribution to this impor- tant and welcome intervention. Conflict Matters Conference | London | 2017 Keynote speech by Gert Biesta, Brunel University LondonWhat is the educational question?

An interview with Gert Biesta on the learnification of school buildings and education.
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He previously worked at several universities in the Netherlands and at the University of Exeter and University of Stirling in the United Kingdom. philosophy for children, learnification, intelligent adaptive systems and racism – a response to gert biesta Gert Biesta presented at the 2017 ICPIC conference in Madrid and published his paper in this Special Issue. Gert Biesta covers a range of key issues which permeate any educational research project, including the roles of theory in research, what it means and takes to improve education, the nature of educational practice, the history of educational research and scholarship, the connection between research, professionality and democracy and what the social and political dimensions of academic Gert Biesta is Professor of Educational Theory and Pedagogy (part-time) and Deputy Head of the Institute of Education, Teaching and Leadership. He joined the Moray House School of Education and Sport in August 2019.

Gert Biesta on school architecture and democracy, and learnification – a reductive reappraisal of education as learning. PROFESSOR GERT BIESTA (Brunel University, London and ArtEZ Institute of Arts, Netherlands) works in the areas of educational theory and philosophy, engaging with questions that promote discussion of education’s purpose and its role in promoting much more than a restricted notion of learning. example of the 'learnification' (Biesta, 2010a) of educational discourse is the story of two primary schools in Sheffield that had to merge and, after their merger, not only came up with a new name for their school but also decided that they no longer wanted to call themselves a school because, so they argued, the word 'school' had such Biesta identifies three functions that educational systems perform: qualification, socialization, and subjectification. Subjectification involves ways of being whereby individuals exercise their capacity to remain independent from the existing orders by challenging their uncontested insertion into these orders.
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Gert Biesta thinks that teaching is imperiled by the contemporary emphasis on student learning and the constructivist epistemology behind it – a phenomenon he refers to as " learnification.

University of PESA keynote Gert Biesta – December 2013 a critique of the 'learnification' of educational discourse and practice students: Learnification is a concept coined by Gert Biesta to explain his understanding about the shift form “teaching” to “learning” in educational language in last decades. Professor Gert Biesta | 178 pages | 20 Apr 2014 | Taylor & Francis Ltd in which learners can learn from each other what Biesta calls learnification.

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Biesta identifies three functions that educational systems perform: qualification, socialization, and subjectification. Subjectification involves ways of being whereby individuals exercise their capacity to remain independent from the existing orders by challenging their uncontested insertion into these orders. For Biesta, becoming a subject primarily revolves around the process of the

Gert Biesta calls this the “learnification of education.” The shift is largely seen as a good thing—it’s hard not to. Of course we want our students to learn. But this shift to learning is about more than just a paradigm shift toward student-centeredness. Gert Biesta: What really matters in education 1. REDEFINING THE BASICS: WHAT REALLY MATTERS IN EDUCATION Gert Biesta Brunel University London – ArtEZ Institute of the Arts, the Netherlands where do I come from?

as 'learning', the so-called 'learnification of education' (Biesta, 2008, 2017). ICHK's general views on education, we turn to Gert Biesta, in particular his work

Maria added An interview with Gert Biesta on the learnification of school buildings and education. to Publications Board School for Civic Imagination - On the reasons of schooling An interview with Gert Biesta on the learnification of school buildings and education. 2021-01-27 · In the seven chapters in this book Gert Biesta explores in detail what an existential orientation to education entails and why this should be an urgent concern for education today. He highlights the importance of teaching, not understood as the transmission of knowledge and skills but as an act of (re)directing the attention of students to the world, so that they may encounter what the world Gert Biesta, Department of Education, Brunel University London, UK, gertbiesta@gmail.com Search for more papers by this author. First published: 08 January 2015. Gert Biesta In this paper I argue that we should not only understand democracy as a problem for education, but that we should also understand democracy as being itself an educational problem.

In the The dominant language of learning is symptomatic of a much more pervasive educational process – the learnification of primary and secondary education. That term, largely unknown to the public, was first coined by the Dutch-born educational philosopher Gert Biesta, the recognized global leader of the reclaiming teaching movement .