A provocative response to the idea of the teacher as a ‘fellow learner," this book argues quite simply that teaching matters for education. Internationally renowned-philosopher Gert Biesta argues agai
A provocative response to the idea of the teacher as a ‘fellow learner," this book argues quite simply that teaching matters for education. Internationally renowned-philosopher Gert Biesta argues agai
Many educational practices are based upon ideas about what it means to be human. Thus education is conceived as the production of particular subjectivities and identities such as the rational person,
With so much technical information about research methods it is easy to lose sight of the bigger picture of why we carry out educational research and where and how research might contribute to the imp
Biesta (education, U. of Stirling, UK) considers what constitutes good education, with a focus on its purpose, ends, and values rather than its efficiency or effectiveness of processes, and how the qu
This is a book about what many teachers know but are increasingly being prevented from talking about: that real education always involves a risk. The risk is there because, as W. B. Yeats has put it,
This is a book about what many teachers know but are increasingly being prevented from talking about: that real education always involves a risk. The risk is there because, as W. B. Yeats has put it,
The widespread use of the measurement of educational outcomes in order to compare the performance of education within and across countries seems to express a real concern for the quality of education.
This volume gives educational theorists the chance to let rip and say what they really want to say. In doing so it sends a blast of fresh air through the dusty halls of academe. The vast majority of t
This volume offers an overview of the pragmatic understanding of knowledge and the acquisition of knowledge, and its implications for the conduct of educational research. Pragmatism and Educational Re
Scotland's Curriculum for Excellence offers an example of a different approach to national curriculum development. It combines what are claimed to be the best features of top-down and bottom-up approa
Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professional
Combining new and previously published material, education scholars Peters (U. of Illinois-Urbana-Champaign) and Biesta (U. of Stirling, Scotland) survey the reception of French philosopher Jacques De
