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  • 1. Biesta, Gert
    A new ‘logic’ of emancipation: The methodology of Jacques Ranciere2010Inngår i: Educational Theory, ISSN 0013-2004, E-ISSN 1741-5446, Vol. 60, nr 1, s. 39-59Artikkel i tidsskrift (Fagfellevurdert)
  • 2.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    A school for citizens: Civic learning and democratic action in the learning democracy2008Inngår i: Transforming learning in schools and communities, London: Continuum , 2008, s. 170-183Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 3.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Acerca de la humanidad2008Inngår i: Mensajes e-ducativos desde tierra de nadie / [ed] J. Masschelein & M. Simons, Barcelona: Laertes, S.A de Ediciones , 2008, s. 119-128Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 4.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    An alternative future for European educational research2010Inngår i: Zeitschrift für Pädagogische Historiographie, ISSN 1424-845X, Vol. 16, nr 1, s. 105-107Artikkel i tidsskrift (Fagfellevurdert)
  • 5.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Beyond learning: Democratic education for a human future2006Bok (Annet vitenskapelig)
  • 6.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Bortom lärandet: Demokratisk utbildning för en mänsklig framtid2006Bok (Annet vitenskapelig)
  • 7.
    Biesta, Gert
    University of Stirling.
    Bridging the gap between educational research and educational practice: The need for critical distance2007Inngår i: Educational Research and Evaluation, nr 13 (3), s. 295-301Artikkel i tidsskrift (Fagfellevurdert)
  • 8.
    Biesta, Gert
    University of Stirling.
    Building bridges or building people? On the role of engineering in education2009Inngår i: Journal of Curriculum Studies, ISSN 0022-0272, nr 41 (1), s. 13-16Artikkel i tidsskrift (Fagfellevurdert)
  • 9.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    D is for democracy: Critical education between inclusion and interruption. In I. Gur Ze’ev (ed)2010Inngår i: The possibility/impossibility of a new critical language in education, Rotterdam: Sense Publishers, 2010, s. 293-304Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 10.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    De burgerschool als leerplaats voor democratie2007Inngår i: Alternatieven voor de school, Den Haag: Onderwijsraad , 2007, s. 13-30Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 11.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Democratic education after Dewey?2007Inngår i: Bildung und Öffentlichkeit, Weinheim: Beltz , 2007, s. 78-92Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 12.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Den kommunikative vändningen i Deweys Demokrati och Utbildning2007Inngår i: Utbildning som kommunikation / [ed] Englund, Tomas, Göteborg: Daidalos , 2007, s. 33-50Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 13.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    ”Det här är min sanning, berätta din.” Dekonstruktiv pragmatism som filosofi för utbildning2007Inngår i: Erfarenheter av Pragmatism / [ed] Y. Boman, C. Ljunggren & M. Von Wrigh, Lund: Studentlitteratur , 2007, s. 47-76Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 14.
    Biesta, Gert
    University of Sterling.
    “Don’t count me in.” Democracy, education and the question of inclusion2007Inngår i: Nordisk Pedagogik, Vol. 27, nr 1, s. 18-31Artikkel i tidsskrift (Fagfellevurdert)
  • 15.
    Biesta, Gert
    University of Exeter.
    Education and the democratic person: Towards a political understanding of democratic education2007Inngår i: Teachers College Record, Vol. 109, nr 3, s. 740-769Artikkel i tidsskrift (Fagfellevurdert)
  • 16.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Education between accountability and responsibility2009Inngår i: Re-reading education policies: A handbook Studying the policy agenda of the 21st century / [ed] Maarten Simons, Mark Olssen & Michael Peters, Rotterdam: Sense Publishers , 2009, s. 679-695Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 17.
    Biesta, Gert
    University of Stirling.
    Educaţie, ni iniţiere. (Education, not initiation)2006Inngår i: Paideia, Vol. 50, nr 2, s. 3-9Artikkel i tidsskrift (Fagfellevurdert)
  • 18.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation. Institute of Education, University of Stirling, United Kingdom.
    Encountering Foucault in lifelong learning2008Inngår i: Foucault and lifelong learning: governing the subject, London/New York: Routledge , 2008, s. 193-205Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 19.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Evidenz und Werte in Erziehung und Bildung.  Drei weitere Defizite evidenzbasierter Praxis. In H.-U. Otto, a. Polutta & H. Ziegler (Hrsg.)2010Inngår i: What Works - Welches Wissen braucht die Soziale Arbeit?, Opladen: Barbara Burdich , 2010, s. pp 99-115Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 20.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation. Mälardalens universitet, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. Stirling Institute of Education, University of Stirling, United Kingdom.
    Five theses on complexity reduction and its politics2010Inngår i: Complexity theory and the politics of education / [ed] D.C. Osberg & G.J.J. Biesta, Rotterdam: Sense Publishers , 2010, s. pp 5-13Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    In his monumental study The mechanization of the world picture (Dijksterhuis, 1961), Eduard Dijksterhuis has documented how, in the 16th and 17th century, a mechanistic worldview emerged in modern science through developments in astronomy, mechanics, physics, chemistry and natural philosophy. Dijksterhuis marks the start of this process with the publication of Copernicus’ De Revolutionibus Orbium Coelestium in 1543 and sees its culmination point in the publication of Newton’s Philosophiae Naturalis Principia Math matica in 1687. In the worldview of modern science physical reality is depicted as a deterministic mechanism operating according to causal laws. Many have taken the success of modern technology as evidence of the truth of the mechanistic worldview of modern science (see, for example, Gellner, 1992 and, for a critical discussion, Latour, 1987), on the assumption that it is the knowledge about the laws that govern the causal connections within the clockwork universe that makes prediction and control of physical reality possible. Some have even gone so far as to argue that the mechanistic worldview of modern science sets the standard for what is real and what is rational (on this way of thinking and the problems it has caused see Dewey, 1980; Biesta, 2009). Developments in such interrelated fields as complexity theory, dynamic systems theory and chaos theory have challenged both the accuracy and dominance of the mechanistic worldview. They have done this first of all by highlighting phenomena that cannot be captured as deterministic, linear processes, and secondly by developing vocabularies and ways of thinking that are able to make sense of such phenomena and talk about them in more productive ways.

  • 21.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Foundations of democratic education: Kant, Dewey, Arendt2007Inngår i: Democratic practices as learning opportunities / [ed] R. van der Veen, D. Wildemeersch, J. Youngblood & V. Marsic, Rotterdam: Sense Publishers , 2007, s. 7-18Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 22.
    Biesta, Gert
    University of Stirling.
    Good Education in an Age of Measurement2009Inngår i: Educational Assessment, Evaluation and Accountability, Vol. 21, nr 1, s. 33-46Artikkel i tidsskrift (Fagfellevurdert)
  • 23. Biesta, Gert
    How to exist politically and learn from it: Hannah Arendt and the problem of democratic education2010Inngår i: Teachers College record (1970), ISSN 0161-4681, E-ISSN 1467-9620, Vol. 112, nr 2, s. 556-575Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In discussions about democratic education, there is a strong tendency to see the role of education as that of the preparation of children and young people for their future participation in democratic life. A major problem with this view is that it relies on the idea that the guarantee for democracy lies in the existence of a properly educated citizenry so that once all citizens have received their education, democracy will simply follow.Purpose/Objective/Research Question/Focus of Study: The question that is explored in this article is whether it is possible to think of the relationship between education and democracy differently than in terms of preparation. This is important not only to be able to acknowledge the political nature of democratic education but also to be able to acknowledge the political "foundation" of democratic politics itself.Research Design: The argumentation in the article is developed through a critical analysis and discussion of the work of Hannah Arendt, with a specific focus on her ideas about the relationship between education and politics and her views on the role of understanding in politics.Findings/Results: Arendt's writings on the relationship between education and politics seem to be informed by a "developmentalistic" perspective in which it is maintained that the child is not yet ready for political life, so education has to be separated from politics and seen as a preparation for future participation in political life. Arendt's writings on politics and the role of understanding in political life point in a different direction. They articulate what it means to exist politically-that is, to exist together in plurality-and highlight that political existence is neither based on, nor can be guaranteed by, moral qualities such as tolerance and respect.Conclusions/Recommendations: The main conclusion of the article is that democratic education should not be seen as the preparation of citizens for their future participation in political life. Rather, it should focus on creating opportunities for political existence inside and outside schools. Rather than thinking of democratic education as learning for political existence, it is argued that the focus of our educational endeavours should be on how we can learn from political existence.

  • 24.
    Biesta, Gert
    University of Stirling.
    How to use pragmatism pragmatically: Suggestions for the 21st century2009Inngår i: Education and Culture, ISSN 1085-4908, Vol. 25, nr 2, s. 34-45Artikkel i tidsskrift (Fagfellevurdert)
  • 25.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    How to use pragmatism pragmatically: Suggestions for the 21st century2009Inngår i: John Dewey at 150. Reflections for a New Century / [ed] A.G. Rud, Jim Garrison, and Lynda Stone, Lafayette, IN: Purdue University Press , 2009, s. 30-39Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 26.
    Biesta, Gert
    University of Exeter.
    Interrupting hope. In D. Vokey et al.2007Inngår i: Philosophy of Education 2006, s. pp 280-282Artikkel i tidsskrift (Fagfellevurdert)
  • 27. Biesta, Gert
    Knowledge production and democracy in educational research: The case of evidence-based education2005Inngår i: South African Journal of Higher Education, ISSN 1011-3487, nr 19, s. 1334-1349Artikkel i tidsskrift (Fagfellevurdert)
  • 28. Biesta, Gert
    Learner, student, speaker. Why it matters how we call those we teach2010Inngår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 42, nr 5-6, s. 540-552Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this paper I discuss three different ways in which we can refer to those we teach: as learner, as student or as speaker. My interest is not in any aspect of teaching but in the question whether there can be such a thing as emancipatory education. Working with ideas from Jacques Rancière I offer the suggestion that emancipatory education can be characterised as education which starts from the assumption that all students can speak. It starts from the assumption, in other words, that students neither lack a capacity for speech, nor that they are producing noise. The idea of the student as a speaker is not offered as an empirical fact but as a different starting point for emancipatory education, one that positions equality at the beginning of education, not at its end

  • 29.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Læring retur: demokratisk dannelse for en menneskelig fremtid2009Bok (Annet (populærvitenskap, debatt, mm))
  • 30.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    '"Of all affairs, communication is the most wonderful." Education as communicative praxis.'2006Inngår i: John Dewey and our educational prospect. A critical engagement with Dewey’s Democracy and Education / [ed] David T. Hansen, Albany, NY: SUNY Press , 2006, s. 23-37Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 31. Biesta, Gert
    On the weakness of education2010Inngår i: Philosophy of Education 2009 / [ed] Deborah Kerdeman, University of Washington, Seattle, Urbana-Champaign, IL: Philosophy of Education Society , 2010, s. 354-362Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 32.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Pedagogy with empty hands: Levinas, education and the question of being human2008Inngår i: Levinas and education: At the intersection of faith and reason / [ed] D. Egéa-Kuehne, London/New York: Routledge , 2008, s. 198-210Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 33.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Pragmatism and the philosophical foundations of mixed methods research2010Inngår i: Handbook of mixed methods in social and behavioral research. Second edition / [ed] Tashakkori & C. Teddlie, Thousand Oaks, CA: Sage , 2010, 2, s. pp 95-118Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 34.
    Biesta, Gert
    University of Stirling, UK.
    Pragmatism’s contribution to understanding learning-in-context2009Inngår i: Rethinking contexts for teaching and learning: Communities, activities and networks / [ed] R. Edwards, G.J.J. Biesta & M. Thorpe, London/New York: Routledge , 2009, s. 61-73Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 35.
    Biesta, Gert
    University of Stirling.
    Problemlösen2009Inngår i: Handwörterbuch Erziehungswissenschaft / [ed] S. Andresen, R. Casale, T. Gabriel, R. Horlacher, S. Larcher Klee & J. Oelkers, Weinheim: Beltz , 2009, s. 666-681Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 36.
    Biesta, Gert
    University of Stirling, Scotland, UK.
    Sporadic democracy: Education, democracy and the question of inclusion2009Inngår i: Education, democracy and the moral life / [ed] Katz, S. Verducci & G. Biesta, Dordrecht: Springer , 2009, s. 101-112Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 37.
    Biesta, Gert
    University of Stirling.
    The education-socialisation conundrum. Or : ‘Who is afraid of education ?’2007Inngår i: Utbildning och demokrati, ISSN 1102-6472, Vol. 16, nr 3, s. 25-36Artikkel i tidsskrift (Fagfellevurdert)
  • 38.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    “The most influential theory of the century.” Dewey, democratic education and the limits of pragmatism2010Inngår i: Pragmatism and modernities / [ed] D. Troehler, T. Schlag & F. Osterwalder, Rotterdam: Sense Publishers , 2010, s. 197-213Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 39.
    Biesta, Gert
    University of Stirling.
    Theorising learning through complexity: An educational critique2009Inngår i: Complicity, ISSN 1710-5668, Vol. 6, nr 1, s. 28-33Artikkel i tidsskrift (Fagfellevurdert)
  • 40.
    Biesta, Gert
    University of Stirling, UK.
    “This is my truth, tell me yours.” Deconstructive pragmatism as a philosophy for education2010Inngår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 42, nr 7, s. 710-727Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    One way to characterise pragmatism is to see it as a philosophy that placed communication at the heart of philosophical, educational and political thinking. Whereas the shift from consciousness to communication can be seen as a major innovation in modern philosophy, it is not without problems. This article highlights some of these problems and suggests a way 'forward' by staging a discussion between pragmatism and deconstruction. Although there are striking similarities between pragmatism and deconstruction, it is argued that pragmatism and deconstruction cannot sit as easily together as some authors assume. The reason for this is not that pragmatism and deconstruction are incompatible philosophies but rather that deconstruction occurs at the very heart of pragmatism. This implies that pragmatism can only retain its commitment to communication in philosophy, education and politics if it acknowledges and, in a sense, embraces the occurrence of deconstruction in communication. This suggests that the future of pragmatism as a philosophy for education o lies in its deconstruction, something which is expressed in the idea of a deconstructive rather than a deconstructed pragmatism.

  • 41.
    Biesta, Gert
    University of Stirling.
    Towards a new ‘logic’ of emancipation: Foucault and Rancière. In R. Glass et al2008Inngår i: Philosophy of Education, ISSN 8756-6575, s. pp 169-177Artikkel i tidsskrift (Fagfellevurdert)
  • 42.
    Biesta, Gert
    University of Stirling.
    Towards the knowledge democracy? Knowledge production and the civic role of the university2007Inngår i: Studies in Philosophy of Education, nr 26 (5), s. 467-479Artikkel i tidsskrift (Fagfellevurdert)
  • 43.
    Biesta, Gert
    University of Exeter.
    Understanding learning cultures2007Inngår i: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397, Educational Review, Vol. 59, nr 4, s. 415-427Artikkel i tidsskrift (Fagfellevurdert)
  • 44.
    Biesta, Gert
    University of Exeter.
    Vad är det för mening med livslångt lärande, om livslångt lärande inte har någon mening? Från en lärande ekonomi till den lärande demokratin2006Inngår i: Nät och bildning. Tidskrift för folkbildningens flexibla lärande, nr 3Artikkel i tidsskrift (Fagfellevurdert)
  • 45.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Values and ideals in teachers’ professional judgement: International trends, challenges and ways forward2009Inngår i: Changing teacher professionalism / [ed] S. Gewirtz, P. Mahony, I. Hextall & A. Cribb, London: Routledge , 2009, s. pp 184-193Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 46.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Valuing what we measure or measuring what we value? On the need to engage with the question of purpose in educational evaluation, assessment and measurement2010Inngår i: Evaluation, Bildung und Gesellschaft: Steuerungsinstrumente zwischen Anspruch und Wirklichkeit / [ed] Wolfgang Böttcher, Jan Nikolas Dicke, Nina Hogrebe, Munster: Waxman , 2010, s. 35-46Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 47.
    Biesta, Gert
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    What is at stake in a pedagogy of interruption?2009Inngår i: Philosophy of Education: Modern and Contemporary Ideas at Play / [ed] T.E. Lewis, J.G.A. Grinberg and M. Laverty, Dubuque, IA: Kendall/Hunt , 2009, s. 785-807Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 48.
    Biesta, Gert
    University of Stirling.
    What kind of citizen? What kind of democracy? Citizenship education and the Scottish Curriculum for Excellence2008Inngår i: Scottish Educational Review, nr 40 (2), s. 38-52Artikkel i tidsskrift (Fagfellevurdert)
  • 49.
    Biesta, Gert
    University of Stirling.
    What kind of citizenship for European Higher Education?: Beyond the competent active citizen2009Inngår i: European Educational Research Journal, ISSN 1474-9041, Vol. 8, nr 2, s. 146-157Artikkel i tidsskrift (Fagfellevurdert)
  • 50.
    Biesta, Gert
    University of Exeter.
    What’s the point of lifelong learning if lifelong learning has no point? On the democratic deficit of policies for lifelong learning2006Inngår i: European Educational Research Journal, E-ISSN 1474-9041, Vol. 5, nr 2-3, s. 169-180Artikkel i tidsskrift (Fagfellevurdert)
123 1 - 50 of 105
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