#biesta

[tallishabits]

Gert Biesta discusses the purposes of education.

[tallishabits]

The quest for certainty, as John Dewey also knew, always gets us into trouble, not only because of the many conflicting certainties that are always on offer but also because this quest keeps us away from engaging with life itself - it keeps us away from the things that are right in front of our eyes, the things that really matter and that require our attention, right here and right now.

Gert Biesta 'The Beautiful Risk of Education' p. 17

[songsfromlastnight]

Biesta // Highly Klassified

[subwooferlust]

High Klassified - Biesta

[coreusmusic-blog]

Self-dubbing his music as cloud trap, High Classified knows how to make hard-hitting bass lines and rolling high hats sicker than your average (I made that phrase up). Give "No Ongaku" a listen if you made the stank face when the bass dropped on this bad boy. High Klassified has also been a bad boy, so make him pay with lots of listens and downloads.

[foolsgoldrecs]

[sniquepeek]

High Klassified - Biesta

[thoughtshrapnel]

In this essay, Gert Biesta provides a critical analysis of the idea of evidence-based practice and the ways in which it has been promoted and implemented in the field of education, focusing on the tension between scientific and democratic control over educational practice and research. Biesta examines three key assumptions of evidence-based education: first, the extent to which educational practice can be compared to the practice of medicine, the field in which evidence-based practice was first developed; second, the role of knowledge in professional actions, with special attention to what kind of epistemology is appropriate for professional practices that wish to be informed by the outcomes of research; and third, the expectations about the practical role of research implicit in the idea of evidence-based education. Biesta concludes that evidence-based practice provides a framework for understanding the role of research in educational practice that not only restricts the scope of decision making to questions about effectivity and effectiveness, but that also restricts the opportunities for participation in educational decision making. He argues that we must expand our views about the interrelations among research, policy, and practice to keep in view education as a thoroughly moral and political practice that requires continuous democratic contestation and deliberation.