in Obstinate Education
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I am grateful for the opportunity to use previously published work in this monograph. Chapter 1 is based on Biesta, G. J. J. (2013). Responsive or responsible? Education for the global networked society. Policy Futures in Education, 11(6), 734–745; Chapter 2 on Biesta, G. J. J. (2002). How general can Bildung be? Reflections on the future of a modern educational ideal. British Journal of Philosophy of Education, 36(3), 377–390; and Chapter 3 on Biesta, G. J. J. (2012). Becoming world-wise: An educational perspective on the rhetorical curriculum. Journal of Curriculum Studies, 44(6), 815–826. Chapter 4 is based on a paper co-authored with Geert-Jan Stams: 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, and Chapter 5 on Biesta, G. J. J. (2011). Philosophy, exposure and children: How to resist the instrumentalisation of philosophy in education. Journal of Philosophy of Education, 45(2), 305–319. A version of Chapter 6 was my presidential address for the Philosophy of Education Society of North America, subsequently published as: Biesta, G. J. J. (2012). No education without hesitation. Thinking differently about educational relations. In C. Ruitenberg et al. (Eds.), Philosophy of education 2012 (pp. 1–13). Urbana-Champaign, IL: PES. Chapter 7 was written for this collection, incorporating material from Biesta, G. J. J. (2007). “Don’t count me in.” Democracy, education and the question of inclusion. Nordisk Pedagogik, 27(1), 18–31. Chapter 8 is based on ideas previously published as Biesta, G. J. J. (2010). “The most influential theory of the century.” Dewey, democratic education and the limits of pragmatism. In D. Troehler, T. Schlag & F. Osterwalder (Eds.), Pragmatism and modernities (pp. 197–213). Rotterdam: Sense Publishers, whereas a version of Chapter 9 was published as Biesta, G. J. J. (2014). Making pedagogy public: For the public, of the public, or in the interest of publicness? In J. Burdick, J. A. Sandlinm, & M. P. O’Malley (Eds.), Problematizing public pedagogy (pp. 15–25). New York: Routledge. The Appendix was previously published as Biesta, G. J. J. (2014). 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: Sense Publishers. In all cases original texts have been checked and adjusted where needed.

Obstinate Education

Reconnecting School and Society


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