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    Teaching for the possibility of being taught: World-centred education in an age of learning'


    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

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    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teaching –where the teacher speaks and students are supposed to listen and absorb information – is bad and outdated, and where something allegedly more modern, focused on the facilitation of students’ learning is seen as good, desirable and ‘of the future.’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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