Biesta, Gert
(2019)
Teaching for the possibility of being taught: World-centred education in an age of learning'.
E-Journal of Philosophy of Education, 4.
pp. 55-69.
ISSN 1467-9752
Abstract
Over the past twenty years a rather common critique of teaching has emerged in
many research publications and policy documents. Again and again we hear that so called ‘traditional’ teaching –where the teacher speaks and students are supposed to listen
and absorb information – is bad and outdated, and where something allegedly more
modern, focused on the facilitation of students’ learning is seen as good, desirable and ‘of
the future.’ While the opposition between ‘traditional’ and ‘contemporary’ is itself already
a bit stale, we should also not forget how traditional the critique of traditional teaching
itself actually is. John Dewey already made the point, as did many educators in many
countries around the world before and after him. The critique of traditional teaching is
also not entirely valid, because even in classrooms where teachers speak, and students sit
quietly, a lot of things are actually happening. In this regard I agree with Virginia
Richardson’s observation that “students also make meaning from activities encountered
in a transmission model of teaching” (Richardson, 2003, p. 1628)
| Item Type: |
Article
|
| Additional Information: |
Cite as: Biesta, G. (2019). Teaching for the possibility of being taught: World-centred education in an age of learning. English E-Journal of the Philosophy of Education, 4, 55-69. http://pesj.sakura.ne.jp/english/englishjournal.html |
| Keywords: |
transmission model of teaching; recovery of teaching; |
| Academic Unit: |
Centre for Teaching and Learning |
| Item ID: |
16049 |
| Depositing User: |
Gert Biesta
|
| Date Deposited: |
07 Jun 2022 08:22 |
| Journal or Publication Title: |
E-Journal of Philosophy of Education |
| Publisher: |
Research Gate |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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