Overview

What should the relationship between school and society be? Obstinate Education: Reconnecting School and Society argues that education is not just there to give individuals, groups and societies what they want from it, but that education has a duty to resist. Education needs to be obstinate, not for the sake of being difficult, but in order to make sure that it can contribute to emancipation and democratisation. This requires that education always brings in the question whether what is desired from it is going to help with living life well, individually and collectively, on a planet that has a limited capacity for giving everything that is desired from it. This book argues that education should not just be responsive but should keep its own responsibility; should not just focus on empowerment but also on emancipation; and, through this, should help students to become ‘world-wise.’ It argues that critical thinking and classroom philosophy should retain a political orientation and not be reduced to useful thinking skills, and shows the importance of hesitation in educational relationships. This text makes a strong case for the connection between education and democracy, both in the context of schools, colleges and universities and in the work of public pedagogy.

Full Product Details

Author:   Gert Biesta
Publisher:   Brill
Imprint:   Brill
Volume:   72
Dimensions:   Width: 15.50cm , Height: 1.10cm , Length: 23.50cm
Weight:   0.315kg
ISBN:  

9789004401082

ISBN 10:   9004401083
Pages:   196
Publication Date:   20 June 2019
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
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Table of Contents

Preface Acknowledgements Note on the Author Introduction: The Duty to Resist 1 Responsive or Responsible? Democratic Education for the Global Networked Society Introduction The Global Networked Society: Fact or Fiction? Education for the Global Networked Society: Responsive or Responsible? Democratic Education for the Global Networked Society? Conclusion 2 How General Can Bildung Be? Reflections on the Future of a Modern Educational Ideal Introduction A Brief History of Bildung Bildung Lost, Bildung Regained How General Can Bildung Be? The Epistemological Interpretation: The General as the Universal The Interpretation from the Sociology of Knowledge: The General as a Social Construction A Critical Theory of Bildung and Critical Pedagogy The Network Approach: The General as the Asymmetrical Expansion of the Local Concluding Remarks 3 Becoming World-Wise: An Educational Perspective on the Rhetorical Curriculum Introduction Education, Paideia and Bildung Becoming 'Symbol-Wise' or Becoming 'World-Wise'? Empowerment or Emancipation? The Challenge 4 Critical Thinking and the Question of Critique: Some Lessons from Deconstruction Philosophy, Critique, and Modern Education Critical Thinking and the Question of Critique Critical Dogmatism Transcendental Critique Deconstruction From Critique to Deconstruction Conclusion 5 Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education What Might Philosophy Achieve? Philosophical Enquiry or Scientific Enquiry? A Performative Contradiction The Trouble with Humanism, Particularly in Education A Post-Humanist Theory of Education: Action, Uniqueness and Exposure Conclusion: A Different Philosophy for Different Children 6 No Education without Hesitation: Exploring the Limits of Educational Relations Introduction The Multiple Meanings of 'Education' 'Mind the Gap!' 'Being Addressed' 'You Must Change Your Life' Concluding Remarks 7 Transclusion: Overcoming the Tension between Inclusion and Exclusion in the Discourse on Democracy and Democratisation Introduction Inclusion and Democracy Making Democracy More Inclusive: The Deliberative Turn Entry Conditions and Democratic Exclusions Overcoming Internal Exclusion: Making Democracy More Welcoming Can Democracy Reach as State of Total Inclusions? And Should It? From Democracy to Democratisation Discussion: Marking the Difference between Inclusion and Transclusion 8 Education and Democracy Revisited: Dewey's Democratic Deficit Introduction Connecting Democracy and Education: The Moral Argument Education as Bildung From the Ethics of Democracy to Democracy and Education A Democratic Deficit? From Absolutism to Experimentalism Overcoming the 'Crisis in Culture' Concluding Comments: The Missing Link Revisited 9 Making Pedagogy Public: For the Public, of the Public, or in the Interest of Publicness? Introduction The Decline of the Public Sphere Arendt on Action, Plurality, and Freedom The Space Where Freedom Can Appear For the Public, of the Public, or in the Interest of Publicness? Conclusion Conclusion: Looking Back and Looking Forward Appendix: From Experimentalism to Existentialism: Writing in the Margins of Philosophy of Education References Index

Reviews

Check out the book being discussed on the New Books Network podcast here. ""With Obstinate Education, Biesta wrote an intellectually heeft Biesta een intellectueel, uitdagend boek geschreven. Het boek daagt uit ‘door’ te ‘denken’, niet alleen de pedagogische kwesties die Biesta in zijn boek aansnijdt en de pedago[1]giek die hij daarbij voor het voetlicht brengt, maar ook kwesties die niet besproken worden, maar er wel nauw mee samenhangen. Ik denk hier bijvoorbeeld aan de relatie tussen overheid en onderwijs [...] Ik raad het boek van harte aan.""

Check out the book being discussed on the New Books Network podcast here.

Author Information

Gert Biesta, PhD (1992), Leiden University, is Professor of Public Education at Maynooth University, Ireland and Professor for Education at the University of Humanistic Studies, the Netherlands. He writes about educational theory and policy and the philosophy of social research.

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