2004
Volume 38, Issue 3
  • ISSN: 1567-7109
  • E-ISSN: 2468-1652

Abstract

Abstract

In this slightly edited version of my inaugural lecture, I try to show in three steps what the unique and distinctive contribution of ‘pedagogiek’ to the theory and practice of education consists of. I do this, firstly, by characterising ‘pedagogiek’ as an interested science of action, and by emphasising that the central interest of ‘pedagogiek’ has to do with emancipation, that is, with grown-up ways of leading one’s life. I use this, secondly, to debunk a rather common misunderstanding about the role of education in the formation of the person, by showing that this is not about the formation of individuals according to certain images or ideals, but rather is orientated towards the question of what it means to exist as (a) person. This reveals that ‘pedagogiek’ is concerned with existential questions: question about what it means to live one’s life, individually and together with others. In the third and final step, I show what this means for schooling, making a case for subjectifying education and a flipped curriculum, and outlining the connection with the question of democracy. I conclude by highlighting two areas for further research. Firstly, in order to counter a strong emphasis in education on observable behaviour, I make a case for the importance of interiority. Secondly, I suggest that we should not see education as a field in which we can apply humanistic values, but that we should rather raise the question what the fact that we are beings who teach and can be taught reveals about our humanity and human-ness.

Loading

Article metrics loading...

/content/journals/10.5117/PED2018.3.004.BIES
2018-12-01
2021-06-21
Loading full text...

Full text loading...

/deliver/fulltext/15677109/38/3/04_PED2018_3_BIES.html?itemId=/content/journals/10.5117/PED2018.3.004.BIES&mimeType=html&fmt=ahah

References

  1. Abma, R.(2011). Over de grenzen van disciplines: Plaatsbepaling van de sociale wetenschappen. Nijmegen: Uitgeverij Vantilt.
    [Google Scholar]
  2. Aristotle
    Aristotle(1980). The Nicomachean ethics. Oxford: Oxford University Press.
    [Google Scholar]
  3. Ballauff, Th., & Schaller, K.(1970). Pädagogik: Eine Geschichte der Bildung und Erziehung, Band II: Vom 16. Jahrhundert bis zum 19. Jahrhundert. Freiburg im Breisgau: Alber.
    [Google Scholar]
  4. Beekman, A.J.(1972). Dienstbaar inzicht. Opvoedingswetenschap als socialeplanwetenschap. Groningen: Wolters-Noordhoff.
    [Google Scholar]
  5. Benner, D.(1987). Allgemeine Pädagogik. Eine systematisch-problemgeschichtliche Einführung in die Grundstruktur pädagogischen Denkens und Handelns. Weinheim/München: Juventa.
    [Google Scholar]
  6. Benner, D.(2003). Über die Unmöglichkeit, Erziehung allein vom Grundbegriff der “Aufforderung zur Selbsttätigkeit” her zu begreifen. Eine Erwiderung auf Alfred Langewand. Zeitschrift für Pädagogik, 49(2), 290-304.
    [Google Scholar]
  7. Berding, J., & Pols, W.(2017). ‘Wie denk jij wel dat je bent?!’ Arendt en het verdwijnen van het gezag van leraren. In J.Berding (Red.), Aan het werk met Hannah Arendt. Professionals in onderwijs, zorg en sociaal werk (pp. 49-66). Leusden: ISVW Uitgevers.
    [Google Scholar]
  8. Biesta, G.J.J.(2007). Why ‘what works’ won’t work. Evidence-based practice and the democratic deficit of educational research. Educational Theory, 57(1), 1-22.
    [Google Scholar]
  9. Biesta, G.J.J. (2010a). Why ‘what works’ still won’t work. From evidence-based education to value-based education. Studies in Philosophy and Education, 29(5), 491-503.
    [Google Scholar]
  10. Biesta, G.J.J. (2010b). Education, weakness, existence, the soul and truth: Five reminders about the basic questions of education. Ars Educandi, Volume VII, 55-79
    [Google Scholar]
  11. Biesta, G.J.J.(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.
    [Google Scholar]
  12. Biesta, G.J.J. (2014a). From experimentalism to existentialism: Writing from the margins of philosophy of education. In L.Waks (Ed), Leaders in philosophy of education. Volume II (pp. 13-30). Rotterdam/Boston/Taipei: Sense.
    [Google Scholar]
  13. Biesta, G.J.J. (2014b). The beautiful risk of education. London/New York: Routledge.
    [Google Scholar]
  14. Biesta, G.J.J.(2015). How does a competent teacher become a good teacher? On judgement, wisdom and virtuosity in teaching and teacher education. In R.Heilbronn & L.Foreman-Peck (Eds), Philosophical perspectives on teacher education (pp. 3-22). Oxford: Wiley Blackwell.
    [Google Scholar]
  15. Biesta, G.J.J.(2016). Improving education through research? From effectiveness, causality and technology, to purpose, complexity and culture. Policy Futures in Education, 14(2), 194-210.
    [Google Scholar]
  16. Biesta, G.J.J. (2017a). The rediscovery of teaching. London/New York: Routledge.
    [Google Scholar]
  17. Biesta, G.J.J. (2017b). Touching the soul? Exploring an alternative outlook for philosophical work with children and young people. Childhood and Philosophy, 30(28), 415-452.
    [Google Scholar]
  18. Biesta, G.J.J. (2017c). Tussen reflexiviteit en vrijheid: ‘Bildung’ en ‘Erziehung’ als twee paradigma’s voor persoonsvorming in het onderwijs. Waardenwerk, 70/71, 85-92.
    [Google Scholar]
  19. Biesta, G.J.J., Bot, J., & Dullemans, N.(2017). Leraar, hoe doe jij dat? Vakmanschap in beeld. Amersfoort: Kwintessens.
    [Google Scholar]
  20. Biesta, G.J.J., & Burbules, N.(2003). Pragmatism and educational research. Lanham, MD: Rowman and Littlefield.
    [Google Scholar]
  21. Biesta, G.J.J., & 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.
    [Google Scholar]
  22. Biesta, G.J.J., & Stengel, B.(2016). Thinking philosophically about teaching. In D.H.Gittomer & C.A.Bell (Eds), Handbook of research on teaching (5th ed., pp. 7-68). Washington, DC: AERA
    [Google Scholar]
  23. Boele, K.(2015). Onderwijsheid. Terug naar waar het echt om gaat. Zoetermeer: Klement.
    [Google Scholar]
  24. Böhm, W.(1997). Entwürfe zu einer Pädagogik der Person: gesammelte Aufsätze. Bad Heilbrunn: Klinkhardt.
    [Google Scholar]
  25. Böhm, W.(2007). Theorie en praxis: Een inleiding in het pedagogische grondprobleem. Gent: Academia Press.
    [Google Scholar]
  26. Bosman, R.E.(1987). Handelingstheorie en pedagogiek. Een onderzoek naar de grondslagen van de pedagogiek. Leuven: Acco.
    [Google Scholar]
  27. Braeckmans, L.(2007). Winfried Böhm en het personalisme: toelichting bij ‘Theorie en praxis’. In W.Böhm, Theorie en praxis: Een inleiding in het pedagogische grondprobleem (pp. iii-v). Gent: Academia Press.
    [Google Scholar]
  28. Braeckmans, L. (Red.) (2008). De basisschool in dienst van de persoonswording van het kind. Gent: Academia Press.
    [Google Scholar]
  29. Brezinka, W.(2015). Die ‘Verwissenschaftlichung’ der Pädagogik und ihre Folgen. Rückblick und Ausblick. Zeitschrift für Pädagogik, 61(2), 282-294.
    [Google Scholar]
  30. Carr, D.(2003). Making sense of education. London/New York: Routledge.
    [Google Scholar]
  31. De Muynck, A.(2016). Tijd voor verlangen. Persoonsvorming als toetssteen voor bevindelijke pedagogiek. Apeldoorn: Theologische Universiteit.
    [Google Scholar]
  32. Derrida, J.(1990). Signature, event, context. Evanston, IL: Northwestern University Press.
    [Google Scholar]
  33. Dewey, J.(1929). The quest for certainty: A study of the relation of knowledge and action. New York: Minton Balch.
    [Google Scholar]
  34. Dewey, J.(1938). Logic. The theory of inquiry. New York: Henry Holt.
    [Google Scholar]
  35. Dewey, J. (1988[1939]). Experience, knowledge and value: A rejoinder. In J.A.Boydston (ed.), John Dewey. The later works, 1925-1953. Volume 14: 1939-1941 (pp. 3-90). Carbondale and Edwardsville: Southern Illinois University Press.
    [Google Scholar]
  36. Ecclestone, K., & Hayes, D.(2009). The dangerous rise of therapeutic education. London/New York: Routledge.
    [Google Scholar]
  37. Evers, J., & Kneyber, R. (Red.) (2013). Het alternatief: Weg met de afrekencultuur in het onderwijs. Amsterdam: Boom.
    [Google Scholar]
  38. Harbers, H.(1986). Sociale wetenschappen en hun speelruimte. Groningen: Wolters-Noordhoff.
    [Google Scholar]
  39. Imelman, J.D.(1978). Plaats en inhoud van een personale pedagogiek. Een bijdrage tot begripsanalytisch en fenomenologisch denken. Groningen: Wolters-Noordhoff.
    [Google Scholar]
  40. Klafki, W.(1969). Zur Theorie der kategorialen Bildung. In E.Weber (Hrsg.), Der Erziehungs- und Bildungsbegriff im 20. Jahrhundert (pp. 54-85). Bad Heilbrunn: Klinkhardt.
    [Google Scholar]
  41. Kohnstamm, Ph.(1929). Persoonlijkheid in wording. Schets ener Christelijke opvoedkunde. Haarlem: H.D. Tjeenk Willink & Zoon N.V.
    [Google Scholar]
  42. Kron, F.W.(1989). Grundwissen Pädagogik. Zweite, verbesserte Auflage. München: Ernst Reinhardt.
    [Google Scholar]
  43. Langeveld, M.J.(1974). ‘Humanisering’ en opvoeding. In T.Tak (Red.), Moed tot zelfstandigheid. Inleidende opstellen over emancipatie en opvoeding. Meppel: Boom (pp. 36-52).
    [Google Scholar]
  44. Langewand, A.(2003). Über die Schwierigkeit, Erziehung als Aufforderung zur Selbsttätigkeit zu Begreifen. Zeitschrift für Pädagogik, 49(2), 274-289.
    [Google Scholar]
  45. Levering, B.(2012). De ontwikkelingspsycholoog en de pedagoog, of Hoe de pedagogiek uit de pedagogiek verdween. In Wubbels, Th. e.a. (Red.), Du choc des opinions jaillit la lumière. Liber Amicorum Willem Koops (pp. 145-154). Amsterdam: SWP.
    [Google Scholar]
  46. Levinas, E.(1990). Humanisme van de andere mens. Kampen: Kok/Agora.
    [Google Scholar]
  47. Luhmann, N., & Schorr, K.E.(1979). Das Technologiedefizit der Erziehung und die Pädagogik. Zeitschrift für Pädagogik, 25(3), 345-365.
    [Google Scholar]
  48. Marquand, D.(2004). Decline of the public: The hollowing-out of citizenship. Cambridge: Policy Press.
    [Google Scholar]
  49. Meijer, W.A.J.(2013). Onderwijs, weer weten waarom. Amsterdam: SWP.
    [Google Scholar]
  50. Meirieu, P.(2007). Pédagogie: Le devoir de résister. Issy-les-Moulineaux: ESF éditeur.
    [Google Scholar]
  51. Neill, A.S.(1966). Freedom, not license!New York: Hart.
    [Google Scholar]
  52. Onderwijsraad
    Onderwijsraad(2016). De volle breedte van onderwijskwaliteit. Den Haag: Onderwijsraad.
    [Google Scholar]
  53. Osberg, D.C., & Biesta, G.J.J. (Eds) (2010). Complexity theory and the politics of education. Rotterdam: Sense Publishers.
    [Google Scholar]
  54. Peters, R.S.(1966). Ethics and education. London: Allan and Unwin.
    [Google Scholar]
  55. Prange, K.(2005). Die Zeigestruktur der Erziehung: Grundriss der operativen Pädagogik. Paderborn: Ferdinand Schöningh.
    [Google Scholar]
  56. Prange, K.(2009). Schlüsselwerke der Pädagogik. Band 2: Von Fröbel bis Luhmann. Stuttgart: Kohlhammer.
    [Google Scholar]
  57. Pring, R.(2000). Philosophy and educational research. London: Continuum.
    [Google Scholar]
  58. Roberts, P.(2014). The impulse society. What is wrong with getting what we want. London: Bloomsbury.
    [Google Scholar]
  59. Saeverot, H.(2011). Kierkegaard, seduction, and existential education. Studies in Philosophy and Education, 30(6), 557-572.
    [Google Scholar]
  60. Schaller, K.(1987). Pädagogik der Kommunikation. Sankt Augustin: Verlag Hans Richarz.
    [Google Scholar]
  61. Smeyers, P., & Depaepe, M. (Eds) (2006). Educational research: Why ‘what works’ doesn’t work. Dordrecht: Springer.
    [Google Scholar]
  62. Snik, G.(1990). Persoonswording en opvoeding. (Dissertatie KU Nijmegen). Kampen: Mondiss.
    [Google Scholar]
  63. Spivak, G.C.(2004). Righting the wrongs. South Atlantic Quarterly, 103(2/3), 523-581.
    [Google Scholar]
  64. Stevens, L. (Red.) (2008). Leraar wie ben je?Apeldoorn: Garant.
    [Google Scholar]
  65. Stevens, L.(2010). Zin in onderwijs. Apeldoorn: Garant.
    [Google Scholar]
  66. Ter Horst, W.(2008). Christelijke pedagogiek als handelingswetenschap. Kampen: Kok.
    [Google Scholar]
  67. Van Praag, H.(1950). De zin der opvoeding. Grondslagen van een personalistische pedagogiek. Haarlem: De Erven F. Bohn N.V.
    [Google Scholar]
  68. Van Riessen, R.(2013). De ziel opnieuw. Over innerlijkheid, inspiratie en onderwijs. Amsterdam: Sjibbolet.
    [Google Scholar]
  69. Williamson, B.(2017). Learning in the ‘platform society.’ Disassembling an educational data assemblage. Research in Education, 98(1), 59-82.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.5117/PED2018.3.004.BIES
Loading
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error