A Manifesto for Education Ten Years On: On the Gesture and the Substance

  • Gert Biesta Stirling Institute of Education, Universidad de Stirling, Reino Unido

DOI:

https://doi.org/10.19137/praxiseducativa-2018-220204

Keywords:

manifest, education, freedom, fight

Abstract

After ten years of publication of the "Manifesto for education" we can affirm that it did not seek to be a model for the future of education nor was it conceived to be, but nevertheless tried to express something "about" education and something "for" The education. In that sense, the "Manifesto" tried to express real and incessant concerns, for which "it is worth fighting," whenever we consider that "fighting" is perhaps too strong a notion in a world characterized by tension and conflict. In the lines that are expressed below, we share some reflections about said manifesto, being aware that its traces and concerns are latent in those who consider education as a space of complete freedom.

 

 

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Author Biography

Gert Biesta, Stirling Institute of Education, Universidad de Stirling, Reino Unido

Stirling Institute of Education, Universidad de Stirling, Reino Unido. Profesor de Educación y Director de Investigación en la School of Education [Escuela de Educación.], Universidad de Stirling, donde también codirige el Laboratory of Educational Theory [Laboratorio de Teoría Educativa] (http://www.theorylab.co.uk). Es Profesor Visitante en la School of Education Culture and Communication [Escuela
de Educación, Cultura y Comunicación], Universidad de Mälardalen, Suecia,
editor en jefe de Studies in Philosophy and Education [Estudios en Filosofía
y Educación] y coeditor de Other Education: TheJournal of Educational
Alternative [Otra Educación: La Revista de la Alternativa Educativa]. Publica
sobre la teoría y filosofía de la educación y está particularmente interesado
en las conexiones entre educación y democracia.

References

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” en Pedagogy, Culture and Society.Año19. Nº 2. pp.175-192.

Biesta. G.J.J. (2014). The beautiful risk of education. Boulder, Co: Paradigm Publishers.

Biesta, G.J.J. (2015). “Resisting the Seduction of the Global Education Measurement Industry: Notes on the Social Psychology of PISA” enEthics and education. Año10. Nº 3. pp. 348-360.

Böhm, W. (2017). Die pädagogische Placebo-Effekt. Zur Wirksamkeit der Erziehung. [The educational placebo-effect. On the effectiveness of education.] Paderborn:Ferdinand Schöningh.

Gössling, H.J. (1993). Subjektwerden: Historisch-systematische Studien zu einer pädagogischen Paradoxie. [Becoming a subject: A historical and systematic exploration of an educational paradox.] Weinheim: Deutscher Studien Verlag

Published

2018-05-31

How to Cite

Biesta, G. (2018). A Manifesto for Education Ten Years On: On the Gesture and the Substance. Praxis Educativa, 22(2), 37–42. https://doi.org/10.19137/praxiseducativa-2018-220204

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Artículos