Articles and chapters

In the left hand column you will find all the journal articles I have published and in the right hand column all book chapters. Publications are organised in sections per year of publication, starting with articles and chapters currently in press. So please scroll down for earlier publications. If you are looking for a copy of one of my articles or chapters, please send me an e-mail or have a look at and submit a request through my ResearchGate account. My pages on googlescholar give an indication of which publications have received the most quotations over the years.

JOURNAL ARTICLES (REFEREED) IN PRESS


  

Biesta, G.J.J. (in press/2018). Medir o que valorizamos ou valorizar o que medimos? Globalização, responsabilidade e a noção de propósito da educação. Revista Educação Especial 31. 

https://periodicos.ufsm.br/educacaoespecial

DOI: 10.5902/1984686X00000 – ISSN Eletrônico: 1984-686X 


Biesta, G.J.J. (in press/2018). Levensbeschouwelijke vorming en de pedagogische opdracht van de school: Over levensbeschouwelijke identiteit en religieuze volwassenheid. Narthex. Tijdschrift voor levensbeschouwing en educatie.


Biesta, G.J.J. (in press/2018). After postmodernism … let’s talk about education. Educational Philosophy and Theory. 10.1080/00131857.2018.1461375


Marques, M., Powell, J. & Zapp, M. & Biesta, G.J.J. (in press). How does research evaluation impact educational research? Exploring intended and unintended consequences of research assessment in the United Kingdom, 1986–2014. European Educational Research Journal. DOI: 10.1177/1474904117730159


Biesta, G.J.J. (in press). Doing emancipation differently: The methodology of Jacques Rancière. (in Turkish)


Biesta, G.J.J. (in press/2017). What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism. (Japanese translation). Bulletin of Asahikawa University, Faculty of Education, vol.76 (ISSN 1884-1481). 

BOOK CHAPTERS IN PRESS


Biesta, G.J.J. (in press). Good Teaching, Good Teacher Education and the Education of the Teacher’s Eye. In J. Orchard et al. (Eds), Springer Encyclopedia of Teacher Education (pp. … - ..). Dordrecht: Springer.


Biesta, G.J.J. (in press).   Flipping the system, but in which direction? Reclaiming education as a public concern.  In (Eds), Flip the system Australia. What matters in education. London/New York: Routledge. 


Biesta, G.J.J. (in press). Onderwijs maakt vrij – en wat dan? In I. Geerinck & R. Wouters (Red), Een deliberatie over onderwijsvrijheid (pp. …-…). Leuven: LannooCampus.


Biesta, G.J.J. (in press). How have you been? On existential reflection and thoughtful teaching. In R. Scott Webster and John D. Whelen (Eds), Rethinking reflection and ethics for teachers (pp. … - …). Sydney: Allen & Unwin.


Biesta, G.J.J. (in press/2018). Portuguse translation of: “Is there a need for the re(dis)covery of teaching?” In R. Scherer et al. (Eds)., Title. Place: Publisher.


Biesta, G.J.J. (in press/2018). What if? Art education beyond expression and creativity. In J. Baldacchino (Ed), International Encyclopedia of Art and Design Education. London/New York: Taylor & Francis.


Biesta, G.J.J. (in press/2018). Creating spaces for learning or making room for education? New parameters for the architecture of education. In H. Daniels, H.M. Tse, A. Stables & S. Cox (Eds), Designing buildings for the future of schooling: Contemporary visions for education (pp. …-…). London/New York: Routledge.


Powell, J., Zapp, M., Marques, M. & Biesta, G.J.J. (in press). Continuity and change in educational research: Comparing educational research contents in Germany, the UK, Norway, and the EU, 1994–2015. In M. Zapp, M. Marques & J. Powell, European Educational Research (Re-)Constructed: Institutional Change in Germany, the United Kingdom, Norway, and the European Union (pp. …-…). Oxford, UK: Symposium Books.


Powell, J., Zapp, M., Marques, M. & Biesta, G.J.J. (in press). Introduction: (Re)Constructing Institutional Change in European Educational Research. In M. Zapp, M. Marques & J. Powell, European Educational Research (Re-)Constructed: Institutional Change in Germany, the United Kingdom, Norway, and the European Union (pp. …-…). Oxford, UK: Symposium Books.


Biesta, G.J.J., Priestley, M. & Robinson, S. (in press). Talking about education: exploring the significance of teachers’ vocabularies for teacher agency. In N. Wahlstrom (Ed), Teachers matter, but how? (pp. …-…). London/New York: Routledge.,


Biesta, G.J.J. (in press). The Persistence of Dewey’s Pragmatism: On Possibilities and Risks. In R. Heilbronn, C. Doddington & R. Higham (Eds), Dewey in the 21st century: Fighting back (pp. …-…). Emerald Publishing. 


Biesta, G.J.J. (in press/2018). The rediscovery of teaching: On robot vacuum cleaners, non-egological education, and the limits of the hermeneutical world-view. In G. Zhao (Ed), Levinas and the Philosophy of Education (pp. … - …). London/New York: Routledge. ISBN: 978-0-8153-5959-3


Biesta, G.J.J. (in press). Schools in an age of shopping. Democratic education beyond learning. [German translation.] In NN (Eds), Schools of tomorrow. Berlin: Publisher.


Biesta, G.J.J. (in press). Democracy in the kindergarten: Helping young children to be at home in the world. (In Japanese.) Bulletin of the division of basic theories of education, Graduate school of education, the university of Tokyo.

Articles and chapters (2018)

JOURNAL ARTICLES (REFEREED) 2018  


207  Biesta, G.J.J. (2018).  O dever de resistir: Sobre escolas, professores e sociedade.  Revista Educação (PUCRS) 41(1), 21-29. click here


206 Biesta, G.J.J. & Säfström, C.A. (2018). Un manifiesto por la educación. Praxis educativa 22(2), 20-28. DOI: http://dx.doi.org/10.19137/praxiseducativa-2018-220203 [ISSN 0328-9702 (print); ISSN 2313-934 X (on line)]


205 Biesta, G.J.J. & Säfström, C.A. (2018). Praxis educativa 22(2), 29-36. DOI: http://dx.doi.org/10.19137/praxiseducativa-2018-220203 [ISSN 0328-9702 (print); ISSN 2313-934 X (on line)]


204 Biesta, G.J.J. (2018). Un manifiesto por la educación” diez años después: Acerca del gesto y la sustancia. Praxis educativa 22(2), 37-39. DOI: http://dx.doi.org/10.19137/praxiseducativa-2018-220204 [ISSN 0328-9702 (print); ISSN 2313-934 X (on line)]


203 Biesta, G.J.J. (2018). A Manifesto for Education Ten Years On: On the Gesture and the Substance. Praxis educativa 22(2), 40-42. DOI: http://dx.doi.org/10.19137/praxiseducativa-2018-220204 [ISSN 0328-9702 (print); ISSN 2313-934 X (on line)] 


202 Biesta, G.J.J. (2018). O déficit democrático de Dewey: a educação e a democracia revisadas. Revista Espaço Pedagógico 25(1), 22-43. [http://seer.upf.br/index.php/rep/article/view/8030]  

BOOK CHAPTERS 2018


197 Stolz, S., & Biesta, G. (2018). Gert Biesta on thinking philosophically about education; thinking educationally about philosophy in education and educational research: In dialogue with Steven Stolz. In J. Quay, J. Bleazby, S. Stolz, M. Toscano & S. Webster (Eds.), Theory and Philosophy in Education Research: Methodological Dialogues (pp. 53-67). London & New York: Routledge.


196 Biesta, G. (2018). ¿Tocando el alma? Explorando una perspectiva alternativa para el trabajo filosófico con niñas, niños y jóvenes. In Ellen Duthie, Félix García Moriyón & Rafael Robles Loro (eds.) Parecidos de familia. Propuestas actuales en Filosofía para Niños (pp. … - …). Madrid: Anaya.


195 Biesta, G.J.J. (2018). Interrupting the politics of learning, changing the discourse of education. In K. Illeris (ed), Contemporary theories of learning. Learning theorists … in their own words. Second revised edition (pp. 243-259). London/New York: Routledge.


194 Biesta, G.J.J. (2018). What shall we do with the children? A response to Stefano Oliverio. In N. Levinson (Ed.)., Philosophy of Education 2016 (pp. 372-375). Urbana-Champaign, IL: Philosophy of Education Society.


193 Biesta, G.J.J. (2018). What if? Art education beyond expression and creativity. In C. Naughton, G.J.J. Biesta, D.R. Cole (Eds)., Art, artists and pedagogy: Philosophy and the arts in education (pp. …-…). New York: Routledge.


192 Baldacchino, J. & Biesta, G.J.J. (2018). Weak subjects: On art’s art of forgetting. An interview with John Baldacchino. In C. Naughton, G.J.J. Biesta, D.R. Cole (Eds)., Art, artists and pedagogy: Philosophy and the arts in education (pp. . New York: Routledge.


191 Biesta, G.J.J. (2018). Challenging utilitarianism. An interview with Gert Biesta. In N. Katznelson, N.U. Sorenson & K. Illeris (Eds), Understanding learning and motivation in youth: Challenging policy and practice (pp. 56-63). London/New York: Routledge.

 

Articles and chapters (2017)

JOURNAL ARTICLES (REFEREED) 2017 


 201 Biesta, G.J.J. (2017). Tussen reflexiviteit en vrijheid: ‘Bildung’ en ‘Erziehung’ als twee paradigmas voor persoonsvorming in het onderwijs Waardenwerk 70/71, 85-92.


200 Biesta, G.J.J. (2017). Is there a need for the re(dis)covery of teaching? New Zealand Journal of Teachers’ Work 14(2), 73-79.


199 Biesta, G.J.J. (2017). P4C after Auschwitz: On immanence and transcendence in education. Childhood and Philosophy 30(28), 617-628.


198 Biesta, G.J.J. (2017). Touching the soul? Exploring Exploring an alternative outlook for philosophical work with children and young people. Childhood and Philosophy 30(28)., 415-452.


197 Biesta, G.J.J. (2017). Don't be fooled by ignorant schoolmasters. On the role of the teacher in emancipatory education. Policy Futures in Education 15(1), 52-73.


196 * Biesta, G.J.J. (2017). Education, measurement and the professions: Reclaiming a space for democratic professionality in education. Educational Philosophy and Theory 49(4), 315-330. 10.1080/00131857.2015.1048665


195 Pouwels, J. & Biesta, G. (2017). With Socrates on your heels and Descartes in your hand: On the notion of conflict in John Dewey’s Democracy and Education. Education Sciences 7(1). 10.3390/educsci7010007


194 * Biesta, G.J.J., Priestley, M. & Robinson, S. (2017). Talking about education: exploring the significance of teachers’ vocabularies for teacher agency. Journal of Curriculum Studies 49(1), 38-54.

BOOK CHAPTERS 2017


190 Biesta, G.J.J. (2017). Critical pedagogy, equality, and the future of schooling. In H. Jansen & H. Letiche (Eds), Post-formalism, pedagogy lives. As inspired by Joe L. Kincheloe (pp.67-80). New York: Peter Lang.


189 Biesta, G.J.J. (2017). Terug naar de basis: Over goed onderwijs, het oordel van de leraar en onderwijspedagogische professoinaliteit. In A. Harris (Red.), The Dutch way: Leren, lesgeven en leiderschap in het Nederlandse onderwijs (pp. 47-68). Helmond: OMJS.


188 Biesta, G.J.J. (2017). Lead learner or head teacher. Exploring Connections between Curriculum, Leadership and Evaluation in an ‘Age of Measurement’. In M. Uljens & R.M. Ylimaki (eds), Bridging Educational Leadership, Curriculum Theory and Didaktik. Non-affirmative Theory of Education (pp. 181-198). Dordrecht: Springer. Open access: http://www.springer.com/us/book/9783319586489


187 Biesta, G.J.J. (2017). Pligten til at gøre modstand – om skoler, lærere og samfund. In K.M. Hedegaard, B.Vilslev Petersen & A. Madsen Kvols (eds), Pædagogik og lærerfaglighed (pp. 19-34). Aarhus: Klim.


186 Biesta, G.J.J. (2017). Continental philosophy of education. In B. Warnick & L. Stone (Eds), Philosophy: Education (pp. 69-82). Macmillan Interdisciplinary Handbooks: Philosophy series. Farmington Hills, MI: Macmillan Reference USA/Gale.


185 Biesta, G.J.J. (2017). Back to the basics: On good education, teacher judgement, and educational professionalism. In A. Harris (Ed), The Dutch Way (pp. 47-68). Helmond: OMJS. 9789079336227


184 Biesta, G.J.J. (2017). Qualification, socialization, subjectification: On the three domains of educational purpose. In Sæverot, H. & Werler, T. (Eds), Pedagogikkens språk. Kunnskapsformer i pedagogikkvitenskap (pp. 88-101). Oslo: Gyldendal. ISBN 9788205493902


183 Biesta, G. (2017). Mixed methods in educational research. In R. Coe, J. Arthur, M. Waring, R. Coe & L.V. Hedges (eds), Research methods and methodologies in education. Second revised edition (pp. 147-152). Thousand Oaks, CA: Sage.


182 Biesta, G.J.J. (2017). 'How does a competent teacher become a good teacher? On judgement, wisdom, and virtuosity in teaching and teacher education'. In M.A. Peters, B. Cowie & I. Menter (Eds), A Companion to Research in Teacher Education (pp. 435-453). Dordrecht: Springer.


181 Biesta, G.J.J. (2017). The passion of education: On study, studenting, doing and affection. In C. Ruitenberg (Ed.), Reconceptualizing study in educational discourse and practice (pp.68-83) London/New York: Routledge.


180 Biesta, G.J.J. (2017). Laereruddannelsens fremtid: Evidens, competence eller visdom? In Claus Holm & Hanne Balsby Thingholm (eds), Evidens og dømmekraft (pp. 91-114). Denmark: Dafolo.  978-87-7160-004-9


179 Biesta, G.J.J. (2017). Educational leadership for what? An educational examination. In D. Waite & I. Bogotch (Eds), The Wiley international handbook of educational leadership. First edition (pp. 15-27). John Wiley & Sons Inc. 


Articles and chapters (2016)

JOURNAL ARTICLES 2016

  

193 * Biesta, G.J.J. (2016). Who’s afraid of teaching? Heidegger and the question of education (Bildung/Erziehung). Educational Philosophy and Theory 48(8), 832-845. 10.1080/00131857.2016.1165017


192 Biesta, G.J.J. (2016). Devolver la enseñanza a la educación. Una respuesta a la desaparición del maestro. Pedagogía y saberes 44, 119-129. 

[http://revistas.pedagogica.edu.co/index.php/PYS/article/view/4069/3497]


191 Biesta, G.J.J. (2016). Democracia, ciudadanía y educación: de la socialización a la subjetivación. Foro de Educación 14(20), 21-34.


190 * Biesta, G.J.J. & Hannam, P. (2016). Religious education and the return of the teacher. (Invited essay.) Religious Education 111(3), 239-243.


189 Biesta, G.J.J. & Cowell, G. (2016). Cities, citizenship and civic learning: Introduction to the special edition. Policy Futures in Education 14(4) 427–430. 


188 Cowell, G. & Biesta, G.J.J. (2016). From map-reading to map-making: Civic learning as orientation, disorientation and reorientation. Policy Futures in Education 14(4), 431-451. DOI: 10.1177/1478210316636703 


187 Biesta, G.J.J. (2016). Reconciling ourselves to reality: Arendt, education, and the challenge of being at home in the world. Journal of Educational Administration and History 48(2), 183-192. http://dx.doi.org/10.1080/00220620.2016.1144580 OPEN ACCESS


186 * Biesta, G.J.J. (2016). The rediscovery of teaching: On robot vacuum cleaners, non-egological education, and the limits of the hermeneutical world-view. Educational Philosophy and Theory 48(4), 374-392. 10.1080/00131857.2015.1041442


185 Biesta, G.J.J. (2016). Improving education through research? From effectiveness, causality and technology, to purpose, complexity and culture. Policy Futures in Education 14(2), 194-210. DOI: 10.1177/1478210315613900

CHAPTERS 2016


178 Biesta, G.J.J. (2016). To Hacia una nueva lógica de la emancipación In A.M. Tello (Ed). Gobierno y desacuerdo. Diálogos interrumpidos entre Foucault y Rancière (pp.53-74). Santiago: Communes.


177 Biesta, G.J.J. (2016). Giving teaching back to education: Responding to the disappearance of the teacher. In C. Davies & R. Eynon (Eds), Education and technology: Critical concepts in education. London/New York: Routledge.


176 Hodkinson, Ph., Biesta, G. & James, D. (2016). Understanding learning cultures. In J Ozga (Ed), Sociology of education. Volume IV: Pedagogies and Institutions (pp. 259 – 272). Los Angeles/London: SAGE. ISBN 978-1-4739-44527


175 Biesta, G.J.J. & Stengel, B. (2016). Thinking philosophically about teaching. In D.H. Gittomer & C.A. Bell (Eds) Handbook of research on teaching. Fifth edition (pp.7-68). Washington, DC: AERA. ISBN: 978-0-935302-47-9 (Hardcover); ISBN: 978-0-935302-50-9 (Paperback); ISBN: 978-0-935302-48-6 (eBook)


174 Biesta, G.J.J. (2016). Democracy and education revisited: Dewey’s democratic deficit. In S. Higgins & F. Coffield (Eds), John Dewey’s education and democracy: A British tribute (pp. 149-169). London: IoE Press.


173 Biesta, G.J.J. (2016). Good vibrations? An educational critique. In E. Duarte et al. (Eds), Philosophy of Education 2015 (pp. 470-472). Urbana-Champaign, IL: Philosophy of Education Society.


172 Biesta, G.J.J. (2016). ICT and education beyond learning: a framework for analysis, development and critique. In E. Elstad (Ed), Digital expectations and experiences in education (pp. 29-43). Rotterdam/Boston/Taipei: Sense Publishers.


171 De Oliveira Andreotti, V., Biesta, G.J.J. & Ahenakew, C. (2016). Between the nation and the globe: Education for global mindedness in Finland. In S. Guo (Ed), Work, learning and transnational migration: Opportunities, challenges and debates (pp.101-115). London/New York: Routledge. ISBN 13: 978-1-138-92617-2


170 Biesta, G.J.J. (2016). Over het ethos van de filosofie en de filosofie als ethos: een nawoord. In A. Visser & F. Kusters (Eds), Verwonderenderwijs. Leusden: ISVW.


169 Biesta, G.J.J. (2016). Knowledge and the curriculum. A pragmatist approach. In D. Wyse, L. Hayward & J. Pandya (Eds.), The SAGE Handbook of Curriculum, Pedagogy and Assessment (pp. 187-201). London: SAGE.


168 Priestley, M., Biesta, G.J.J., Philippou, S. & Robinson, S. (2016). The teacher and the curriculum: exploring teacher agency. In D. Wyse, L. Hayward & J. Pandya (Eds.), The SAGE Handbook of Curriculum, Pedagogy and Assessment (pp.78-91). London: SAGE.


167 Biesta, G.J.J. (2016). Learner, student, speaker: Why it matters how we call those we teach. In M.A. Peters & M. Tesar (Eds), Beyond the Philosophy of the Subject: An Educational Philosophy and Theory Post-Structuralist Reader (pp. 146-159). London/New York: Routledge.

Articles and chapters (2015)

JOURNAL ARTICLES 2015

  

184 De Oliveira Andreotti, V., Biesta, G.J.J. & Ahenakew, C. (2015). Between the nation and the globe: Education for global mindedness in Finland. Globalisation, Societies and Education 13(2), 246-259. DOI: 10.1080/14767724.2014.934073


183 Rutten, K. & Biesta, G.J.J. (2015). Van verleden naar toekomst. Democratie, diversiteit, en cultureel erfgoed-in-wording. Volkskunst 116(3), 439-452.


182 Biesta, G.J.J. (2015). Resisting the Seduction of the Global Education Measurement Industry: Notes on the Social Psychology of PISA. Ethics and education 10(3), 348-360. (DOI:10.1080/17449642.2015.1106030)


181 Biesta, G.J.J. (2015). Teaching, teacher education and the humanities: Reconsidering education as a ‘Geisteswissenschaft.’ Educational Theory 65(6), 665-679.


180 Biesta, G.J.J. (2015). The duty to resist: Redefining the basics for today’s schools. Research on Steiner Education 6/Special issue 2015, p.1-11. Available at http://www.rosejourn.com/index.php/rose/article/view/265/260 ISSN1891-6511


179 * Biesta, G.J.J, Priestley, M. & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching: Theory and Practice 21(6), 624-640. 10.1080/13540602.2015.1044325


178 *Biesta, G.J.J. & Peters, M.A. (2015). Alternative futures and future alternatives for the philosophy of education. Introduction to the symposium. Studies in Philosophy and Education 34(6), 619-622.


177 Biesta, G.J.J. (2015). Wereld-gericht onderwijs: Vorming tot volwassenheid. De Nieuwe Meso 2(3), 54-61.


176 *Biesta, G.J.J. (2015). Freeing teaching from learning: Opening up existential possibilities in educational relationships. Studies in Philosophy and Education 34(3), 229-243. DOI: 10.1007/s11217-014-9454-z 


175 *Biesta, G.J.J. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education 50(1), 75-87. DOI: 10.1111/ejed.12109


174 Biesta, G.J.J. (2015). On the two cultures of educational research and how we might move ahead: Reconsidering the ontology axiology and praxeology of education. European Educational Research Journal 14(1), 11-22.

CHAPTERS 2015


166 Biesta, G.J.J. (2015). Kan democratie geleerd worden? Over onderwijs, volwassenheid en het verlangen naar democratisch in-de-wereld-zijn. In B. Levering. W. Koops, M. de Winter & J. van Tartwijk (eds), In de schoolbanken. De complexe en dynamische wereld van het onderwijs (pp. 123-134). Amsterdam: SWP.


165 Biesta, G.J.J. (2015). Bildung mittels Forschung verbessern? Von Effektivität, Kausalität und Technologie hin zu Zweckbestimmung, Komplexität und Kultur. In: Sabine Krause & Ines Maria Breinbauer (Hrsg), Im Raum der Gründe. Einsätze theoretischer Erziehungswissenschaft (pp. 223-245). Würzburg: Königshausen & Neumann.


164 Biesta, G.J.J. (2015). Democracy in the kindergarten: Helping young children to be at home in the world. In K.E. Jansen, J. Kaurel & T. Pålerud (Eds), Demokratise praksiser i barnehagen (pp. 21-46). Bergen: Fagbokforlaget.


163 Priestley, M. Biesta, G.J.J. & Robinson, S. (2015). Teacher agency: Een ecologische kijk op het handelingsvermogen van leraren. In R. Kneyber & J. Evers (Eds), Het alternatief II (pp. 17-32). Culemborg: Phronese.


162 Biesta, G.J.J. (2015). «Å kreve det umulige” –å arbeid med det unforutsette I utdanningen. (‘Asking the impossible’ – Working with the unforeseen in education.) In Glenn-Egil Torgersen (Ed), Pedagogikk for det uforutsette (pp. 271-280). Bergen: Fagbokforlaget.


161 Biesta, G.J.J. (2015). Goed onderwijs, functioneel of disfunctioneel? Over de school als oefenplaats voor volwassenheid. In R. in ‘t Veld (Ed), De echte dingen. Essays over de kwaliteit van onderwijs. [The real things: Essays on the quality of education.) (pp. 57-68). Amsterdam: Gopher.


160 Priestley, M., Biesta, G.J.J. & Robinson, S. (2015). Teacher agency: what is it and why does it matter? In R. Kneyber & J. Evers (eds.), Flip the system: Changing education from the bottom up (pp. 134-148). London: Routledge.


159 Biesta, G.J.J. (2015). Good education and the teacher: Reclaiming educational professionalism. In R. Kneyber & J. Evers (eds.), Flip the system: Changing education from the bottom up (pp. 79-90). London: Routledge.


158 Biesta, G.J.J. (2015). Meten wat we waardevol vinden, of waardevol vinden wat gemeten wordt? Over de zin en onzin van meten in het onderwijs en de noodzaak van een verantwoordingscultuur. In R. Klarus & F. de Beer (eds)., Waar, goed en schoon onderwijs (pp. 82-101). Leusden: ISVW. ISBN: 9789491693434


157 Biesta, G.J.J. (2015). Hva er en pedagogisk oppgave? Om det å gjøre voksen eksistens mulig. In P.O. Brunstad, S.M. Reindal & H. Sæverot (red.), Eksistens og pedagogikk. En samtale om pedagogikkens oppgave (pp.194-209). Oslo: Universitetsforlaget.


156 Biesta, G.J.J. (2015). How does a competent teacher become a good teacher? On judgement, wisdom and virtuosity in teaching and teacher education. In R. Heilbronn & L. Foreman-Peck (Eds), Philosophical perspectives on teacher education (pp.3-22). Oxford: Wiley Blackwell. 


155 Biesta, G.J.J. (2015). Educational philosophy. In J.D. Wright (editor-in-chief), International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, Volume 7 (pp.255-2560). Oxford: Elsevier. http://dx.doi.org/10.1016/B978-0-08-097086-8.92117-2 ISBN: 9780080970868 

[http://www.sciencedirect.com/science/article/pii/B9780080970868921172]

Winner of the 2015 PROSE Award for Excellence in Reference Works and for Multivolume Reference - Humanities & Social Sciences


154 Biesta, G.J.J. (2015). Over onderwijs. In H. Sissing (ed), 3000 jaar denkers over onderwijs (pp. 23-30). Amsterdam/Meppel: Boom.


153 Biesta, G.J.J. (2015). What is education for? And what does that mean for teachers? On the role of judgement in teaching. In M. Gregson. A. Pollard, L. Nixon & T. Spedding (Eds), Readings for Reflective Teaching in Further, Adult and Vocational Edcuation (pp.4-10). London: Bloomsbury.


152 Biesta, G.J.J. & James, D. (2015). Improving learning cultures in Further Education: Understanding how students learn. In M. Gregson. A. Pollard, L. Nixon & T. Spedding (Eds), Readings for Reflective Teaching in Further, Adult and Vocational Edcuation (pp.125-129). London: Bloomsbury.


151 Biesta, G.J.J. (2015). Hvad skal vi gøre med børnene? Om uddannelse, modstand og dialogen mellern barn og verden. In J. Klitmøller & D. Sommer (eds). Laering, dannelse og udvikling (pp. 105-122). København: Hans Reitzels Forlag. 


150 Biesta, G.J.J. (2015). No paradigms, no fashions, and no confessions: Why researchers need to be pragmatic (pp. 133-149). In A.B. Reinertsen & A.M. Otterstad (Eds), Metodefestival og Øyeblikksrealisme. Bergen: Fagbokforlaget.

Articles and chapters (2014)

JOURNAL ARTICLES (2014)

  

173 Biesta, G.J.J. (2014). Who knows? On the ongoing need to ask critical questions about the turn towards evidence in education and related fields. Cursiv 14, 19-26.

download the issue by clicking here

172 Biesta, G.J.J. (2014). Pragmatismo, conhecimento e o currículo: Para além do objetivismo e do relativismo. Revista de Educação PUC-Campinas 19(2), 87-98.

171 Biesta, G.J.J. (2014). Remembering forgotten connections: Klaus Mollenhauer’s opening to theorising education differently. Phenomenlogy and Practice 8(2), 26-33.

170 Biesta, G.J.J. (2014). De vorming van de democratische professional. Over professionaliteit, normativiteit en democratie. [The formation of the democratic professional: On professionality, normativity and democracy.] Waardenwerk: Journal of Humanistic Studies 56(May 2014): 7-18.

169 Biesta, G.J.J. (2014). ¿Medir lo que valoramos o valorar lo que medimos? Globalización, responsabilidad y la noción de propósito de la educación.  Pensamiento Educativo 51(1), 46-57.

168 Biesta, G.J.J. (2014).  Pragmatising the curriculum. Bringing knowledge back in, but via pragmatism. The Curriculum Journal 25(1), 29-49. 

Winner of the Editors' Choice paper prize 

for Volume 25 (2015).

167 *Biesta, G.J.J. (2014). Is philosophy of education a historical mistake? Connecting philosophy and education differently. Theory and Research in Education 12(1), 65-76.

166 *Biesta, G.J.J. (2014). Cultivating humanity or educating the human? Two options for education in the knowledge society. Asia Pacific Education Review 15(1), 13-19.

BOOK CHAPTERS (2014)

 

149  Biesta, G.J.J. (2014). The gap between identity and subjectivity: Philosophical advocacy and the question of education In C. Mayo et al. (eds), Philosophy of education 2013 (pp. 388-390). Urbana-Champaign, IL: PES.

148 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/Boston/Taipei: Sense.

147 Biesta, G.J.J. (2014) Evidence-Based Policy and Practice. In D.C. Phillips (ed), Encyclopedia of Educational Theory and Philosophy. Volume 1 (pp. 309-311). Thousand Oaks, CA: SAGE.

146 Biesta, G.J.J. (2014) Deconstruction. In D.C. Phillips (ed), Encyclopedia of Educational Theory and Philosophy. Volume 1 (pp. 211-213). Thousand Oaks, CA: SAGE. 

145 Biesta, G.J.J. (2014) Accountability and standards-based reform. In D.C. Phillips (ed), Encyclopedia of Educational Theory and Philosophy. Volume 1 (pp. 3-4). Thousand Oaks, CA: SAGE. 

144 Biesta, G.J.J. (2014). Goed besturen voor goed onderwijs: Een onderwijspedagogische blik. In R. van Blijswijk (Red.), Zichtbaar! Ambities an schoolbestuurders in persoonlijke verhalen (pp. 175-183). Almere: De Rijnlandse School Uitgeverij.

143 Biesta, G.J.J. (2014). Thinking philosophically about education; thinking educationally about philosophy. In D. Matheson (Ed), An introduction to the study of education. Fourth (revised) edition (pp. 64-82). London/New York: Routledge.

142 Biesta, G.J.J. (2014). Theory and research in education: The case for pragmatism. In M.G. Alves, N.R. Azevedo & T.N.R. Gonçalves (Eds) Educational theory informing educational research (pp. 21-37). Lisboa: UIED.

141 Biesta, G.J.J. (2014). Va får ikke altid det, vi ønsker os: Et ikke-arkaisk syn på uddannelse, demokrati og dannelse. In I. Braendholt Lundegaard & J. Thorek Jensen (Eds), Museer: Viden, demokrati, transformation (pp. 110-119). København: Kulturstyrelsen.

140 Biesta, G.J.J. (2014). You can’t always get what you want: An an-archic view on education, democracy and civic learning. In I. Braendholt Lundegaard & J. Thorek Jensen (Eds.), Museums: Knowledge, democracy, transformation (pp. 110-119). Copenhagen: Danish Agency for Culture. 

139 Mannion, G., Biesta, G.J.J., Priestley, M. & Ross, H. (2014). The global dimension in education and education for global citizenship:  genealogy and critique. In V. de Oliveira Andreotti (Ed), The political economy of global citizenship education (pp. 134-147). London/New York: Routledge.

138 Biesta, G.J.J. (2014). Nar ‘hvad der virker’ stadigvæk ikke virker: Fra evidensbasereret undervisning til vaerdibasereret undervisning. In L. Tanggard, T. Aastrup Romer & S. Brinkmann (Eds), Uren pdagogik 2 (pp. 38-57). Aarhus: Klim.

137 Biesta, G.J.J. (2014). Of all affairs, communication is the most wonderful. In D. Breault & R. Breault (eds), Experiencing Dewey: Insights for Today’s Classroom. Second, revised edition (pp.183-186). Indianapolis, IN: Kappa Delta Pi; London/New York: Routledge.

136 Biesta, G.J.J. (2014). Evidence based practice in education: Between science and democracy. In A. Reid, P. Hart & M. Peters (eds). A Companion to Research in Education (pp. 391-400). Dordrecht: Springer. 

135 Biesta, G.J.J. (2014). Making pedagogy public: For the public, of the public, or in the interest of publisness? In J. Burdick, J.A. Sandlin & M.P. O'Malley, M.P. (Eds), Problematizing public pedagogy (pp. 15-25). New York: Routledge

Publications from before 2014

Below is a comprehensive overview of everything I published before 2014.

Articles and chapters up until 2013.

ARTICLES IN REFEREED JOURNAL


2013

165 Biesta, G.J.J. (2013). Responsive or responsible? Education for the global networked society. Policy Futures in Education 11(6), 734-745. 

http://dx.doi.org/10.2304/pfie.2013.11.6.734

164 *Nicoll, K., Fejes, A., Olson, M., Dahlstedt, M. & Biesta, G.J.J. (2013). Opening discourses of citizenship education: a theorization with Foucault. Journal of Education Policy 28(6), 828-846. DOI 10.1080/02680939.2013.823519

163 *Biesta, G.J.J. (2013). Knowledge, judgement and the curriculum: On the past, present and future of the idea of 'the practical'. Journal of Curriculum Studies 45(5), 684-696. 10.1080/00220272.2013.798839

162 Biesta, G.J.J. (2013). “We gotta get out of this place.” On the distance between learning and education in the sensory curriculum. The Journal of School and Society 1(1) [on line publication]. http://jds.wabash.edu/jds/journal/current-issue/volume-1-issue-1-august-2013/response-article

*161 Biesta, G.J.J. (2013). Receiving the gift of teaching: From 'learning from' to 'being taught by.' Studies in Philosophy and Education 32(5), 449-461. (2010 Impact Factor: 0.262) DOI: 10.1007/s11217-012-9312-9

160 Biesta, G.J.J. (2013). Teacher education for educational wisdom. Waldorf Research Bulletin 18(1), 35-47.

http://www.waldorflibrary.org/index.php?option=com_content&view=article&id=9:research-bulletin&catid=22:research-bulletin&Itemid=10

159 Biesta, G.J.J. (2013). Å snakke 'pedagogikk' til 'education': Internasjonalisering og problemet med konseptuell hegemoni i studiet av pedagogikk. Norsk Pedagogisk Tidskrift 97(3), 172-184. ISSN 0029-2052 (print); 1504-2987 (online).

158 Biesta, G.J.J. (2013). Od kultur uczenia się do kultur edukacyjnych. Wartości i sądy w badaniach pedagogicznych oraz w pracy nad postępami w kształceniu. Teraźniejszość Człowiek Edukacja 61(1), 47-57.

157 Biesta, G.J.J. (2013). Interrupting the politics of learning. Power and Education 5(1), 4-15.

2012 (published in 2013)

156 Biesta, G.J.J. (2012). Boa educação na era da mensuração. Cadernos de Pesquisa 42(n.147), 808-825. ISSN 0100-1574.

155 Biesta, G.J.J. (2012). Giving teaching back to education. Responding to the disappearance of the teacher. Phenomenology and Practice 6(2), 35-49.

2012  

154 *Biesta, G.J.J. (2012). Becoming Public: Public Pedagogy, Citizenship and the Public Sphere. Social and Cultural Geography 13(7), 683-697.

(2011 Impact Factor: 1.267) DOI:10.1080/14649365.2012.723736

153 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.

152 Säfström, C.A. & Biesta, G.J.J. (2012). Et manifest for pedagogikk. Pedagogisk Profil 19(3), 6-10.

151 *Biesta, G.J.J. (2012). Becoming world-wise: An educational perspective on the rhetorical curriculum. Journal of Curriculum Studies 44(6), 815-826. 

DOI: 10.1080/00220272.2012.730285

150 Biesta, G.J.J. (2012). Doing emancipation differently: Transgression, equality and the politics of learning. Civitas Educationis. Education, Politics and Culture 1(1), 15-30.

149 Biesta, G.J.J. (2012). Knowledge/Democracy. Notes on the political economy of academic publishing. International Journal of Leadership in Education 15(4), 407-420.

148 Biesta, G.J.J. (2012). The educational significance of the experience of resistance: Schooling and the dialogue between child and world. Other Education: The Journal of Educational Alternatives 1(1), 92-103.

147 *Zhao, K. & Biesta, G.J.J.(2012). The moral dimension of lifelong learning: Giddens, Taylor and the reflexive project of the self. Adult Education Quarterly 62(4), 332-350. 

DOI 10.1177/0741713611411176

146 Biesta, G.J.J. (2012). The future of teacher education: Evidence, competence or wisdom? Research on Steiner Education 3(1), 8-21.

[http://www.rosejourn.com/index.php/rose/article/viewFile/92/118]

145 Biesta, G.J.J. (2012). Philosophy of education for the public good: Five challenges and an agenda. Educational Philosophy and Theory 44(6), 581-593. 

DOI: 10.1111/j.1469-5812.2011.00783.x 

http://onlinelibrary.wiley.com/doi/10.1111/j.1469-5812.2011.00783.x/abstract

144 Biesta, G.J.J. (2012). Have lifelong learning and emancipation still something to say to each other? Studies in the Education of Adults 44(1), 5-20

143 Biesta, G.J.J. & Cowell, G. (2012). How is community done? Understanding civic learning through psychogeographic mapping. International Journal of Lifelong Education 31(1), 47-61. 

2011 142 Biesta, G. & Säfström, C.A. (2011) Ett manifest för pedagogik. Utbildning & Demokrati, 20(3), 83-95.

141 Biesta, G.J.J. (2011). Citizenship education between intentions and outcomes: The case of the Scottish Curriculum for Excellence. Vierteljahresschrift für wissenschaftliche Pädagogik 87(3), 403-421

140 Biesta, G.J.J. & Säfström, C.A. (2011). Kasvatuksen ja koulutksen manifesti. Aikuikasvatus 31(4), 302-309.

139 Biesta, G.J.J. & Säfström, C.A. (2011). A manifesto for education. Policy futures in education 9(5), 540-547.

138  Biesta, G.J.J. (2011). Transcendence, revelation and the constructivist classroom; or: in praise of teaching. In R. Kunzman (ed), Philosophy of Education 2011 (pp 358-365). Urbana-Champaign: PES. http://ojs.ed.uiuc.edu/index.php/pes/article/view/3305/1205

137 Biesta, G.J.J. (2011). From learning cultures to educational cultures. Values and judgements in educational research and educational improvement. International Journal of Early Childhood 43(3), 199-210. [DOI: 10.1007/s13158-011-0042-x]

136 Biesta, G.J.J. (2011). How useful should the university be? On the rise of the global university and the crisis in higher education. Qui Parle: Critical Humanities and Social Sciences 20(1), 35-47.

135  Biesta, G.J.J. (2011). Digging up Foucault for teacher education: Archeology, conservation and the hauntology of pedagogy. International Journal for the Historiographie of Education 1(2), 189-191.

134 Biesta, G.J.J. (2011). Het beeld van de leraar: Over wijsheid en virtuositeit in onderwijs en onderwijzen. Tijdschrift voor lerarenopleiders 32(3), 4-11.

133 Biesta, G.J.J. & Säfström, C.A. (2011). Et manifest for utdanning. Første Steg 3 (September/October), i-iv.

132 *Rutten, A.E., Schuengel, C., Dirks, E., Stams, G.J.J.M., Biesta, G.J.J. & Hoeksema, J. (2011). Predictors of antisocial and prosocial behavior in an adolescent sports context. Social Development 20(2), 294-315. DOI: 10.1111/j.1467-9507.2010.00598.x Impact Factor: 1.717

131 * Biesta, G.J.J., Allan, J. and Edwards, R.G. (2011). The theory question in research capacity building in education: Towards an agenda for research and practice. British Journal of Educational Studies 59(3), 225–239. [DOI: 10.1080/00071005.2011.599793]

130 Mannion, G., Biesta, G.J.J., Priestley, M. & Ross, H. (2011). The global dimension in education and education for global citizenship: Genealogy and critique. Globalisation, societies, education. 9(3-4), 443-456.

129 Biesta, G.J.J. (2011).比斯塔.为着公共利益的教育哲学:五个挑战和一个议程. 教育学报 (Journal of Educational Studies/Jiaoyu Xuebao) 7(4), 27-35. (ISSN 1673-1298) 

128 Biesta, G.J.J. (2011). Disciplines and theory in the academic study of education: A Comparative Analysis of the Anglo-American and Continental Construction of the Field. Pedagogy, Culture and Society 19(2), 175-192.

127 *Biesta, G.J.J. (2011). An adventure in publishing revisited. Fifty years of Studies in Philosophy and Education. Studies in Philosophy and Education 30(5), 429-432. [DOI10.1007/s11217-011-9259-2]

126 Biesta, G.J.J. (2011). Citizenship education reconsidered: Socialisation, subjectification, and the desire for democracy. Bildungsgeschichte. International Journal for the Historiography of Education 1(1), 58-67.

125 *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. [DOI: 10.1111/j.1467-9752.2011.00792.x]

124 Zhao, K. & Biesta, G.J.J. (2011). Lifelong learning between ‘east’ and ‘west’: Confucianism and the reflexive project of the self. Interchange 42(1), 1-20. [DOI: 10.1007/s10780-011-9143-6]

123 *Biesta, G.J.J. (2011). The ignorant citizen: Mouffe, Rancière, and the subject of democratic education. Studies in Philosophy and Education 30(2), 141-153. DOI: 10.1007/s11217-011-9220-4

122 *Biesta, G.J.J. & Miedema, S. (2011). What kind of deconstruction for religious education? Religious education 106(1), 105-108. [DOI: 10.1080/00344087.2011.539452].

121 Biesta, G.J.J. (2011). 教育研究和教育实践中的证据和价值. 北京大学教育评论(季刊),9 (1), 123-135. [Evidence and values in educational research and educational practice. Peking University Education Review 9(1), 123-135.] (ISSN 1671-9468)

2010 120 Biesta, G.J.J. (2010). Education, weakness, existence, the soul and truth: Five reminders about the basic questions of education. Ars Educandi, Volume VII, 55-79. ISSN 1230-607-X

119 Biesta, G.J.J. (2010). “This is my truth, tell me yours.” Deconstructive pragmatism as a philosophy for education. Educational Philosophy and Theory 42(7), 710-727.

[DOI : 10.1111/j.1469-5812.2008.00422.x]

118 Biesta, G.J.J. (2010). An alternative future for European educational research. Zeitschrift für Pädagogische Historiographie 16(1), 105-107.

117 Osberg, D.C. & Biesta, G. (2010). The end/s of education. Complexity and the conundrum of the inclusive educational curriculum. International Journal of Inclusive Education 14(6), 593-607.

[DOI: 10.1080/13603110802530684 – Published in iFirst 28 July 2010]

116 *Biesta, G.J.J. (2010). Why ‘what works’ still won’t work. From evidence-based education to value-based education. Studies in Philosophy and Education 29(5), 491-503. [DOI: 10.1007/s11217-010-9191-x]

115 Biesta, G.J.J. (2010). Learner, student, speaker. Why it matters how we call those we teach. Educational Philosophy and Theory 42(4), 540-552.

[DOI: 10.1111/j.1469-5812.2010.00684.x]

114 *Biesta, G.J.J., Field, J. & Tedder, M. (2010). A time for learning: Representations of time and the temporal dimensions of learning through the lifecourse. Zeitschift fur Pädagogik 56(3), 317-327.

113 *Lawy, R., Biesta, G.J.J., McDonnell, J., Lawy, H. & Reeves, H. (2010). The art of democracy. British Educational Research Journal 36(3), 351-365. 

[DOI: 10.1080/01411920902935808]

112 Biesta, G.J.J. (2010). On the weakness of education. In D. Kerdeman et al. (eds), Philosophy of Education 2009 (pp. 354-362). Urbana-Champaign, IL: Philosophy of Education Society. [fully refereed publication]

111 *Rutten, E. A., Biesta, G. J. J., Deković, M., Stams, G. J. J. M., Schuengel, C. & Verweel, P. (2010). Using forum theatre in organised youth soccer to positively influence antisocial and prosocial behaviour: a pilot study. Journal of Moral Education, 39(1), 65 - 78. 

110 *Biesta, G.J.J. (2010). How to exist politically and learn from it: Hannah Arendt and the problem of democratic education. Teachers College Record 112(2), 558-577.

109 Biesta, G.J.J. (2010). A new ‘logic’ of emancipation: The methodology of Jacques Rancière. Educational Theory 60(1), 39-59.

[--] *Biesta, G.J.J. (2010). Editorial: Publishing in Studies in Philosophy and Education. Studies in Philosophy and Education 29(1), 1-4. 10.1007/s11217-009-9173-z

2009 108 Biesta, G.J.J. (2009). How to use pragmatism pragmatically: Suggestions for the 21st century. Education and Culture 25(2), 34-45.

[--] *Biesta, G.J.J. (2009). Response to Megan Laverty’s review of Beyond Learning. Studies in Philosophy and Education 28(6), 577-579. [doi:10.1007/s11217-009-9158-y]

107 *Biesta, G.J.J. (2009). Witnessing deconstruction in education. Why quasi-transcendentalism matters. Journal of Philosphy of Education 43(3):391-404.

106 Biesta, G.J.J. (2009). What kind of citizenship for European Higher Education? Beyond the competent active citizen. European Educational Research Journal 8(2): 146-157.

105 Biesta, G.J.J., Kwiek, N., Locke, G., Martins, H., Masschelein, J., Simons, M. & Zgaga, P. (2009). What is the public role of the university? A proposal for a public research agenda. European Educational Research Journal 8(2): 250-255.

104 Biesta, G.J.J. & Simons, M. (2009). Introduction: Higher education and European citizenship as a matter of public concern. European Educational Research Journal 8(2): 142-145. http://dx.doi.orf/10.2304/eerj.2009.8.2.142

103 Tedder, M. & Biesta, G.J.J. (2009). Uczenie się bez nauczania? Potencjał iograniczenia biograficznego uczenia się dorosłych. Terazniejszosc Czlowiek Edukacja 46(2), 19-35.

102 Trezise, E. & Biesta, G.J.J. (2009). Can management ethics be taught ethically ? A Levinasian exploration. Journal of Philosophy of Management 8(1), 43-54.

101 Biesta, G.J.J. (2009). Towards a new ‘logic’ of emancipation: Foucault and Rancière. In R. Glass et al. (eds), Philosophy of Education 2008 (pp. 169-177). Urbana-Champaign, IL: Philosophy of Education Society.

  

100 Biesta, G.J.J. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability 21(1), 33-46. [DOI: 10.1007/s11092-008-9064-9]


99 Biesta, G.J.J., Lawy, R. & Kelly N. (2009). Understanding young people’s citizenship learning in everyday life: The role of contexts, relationships and dispositions. Education, Citizenship and Social Justice 4(1), 5-24.

*98 Biesta, G.J.J. (2009). Building bridges or building people? On the role of engineering in education. Journal of Curriculum Studies 41(1), 13-16.

97 Biesta, G.J.J. (2009). Theorising learning through complexity: An educational critique. Complicity 6(1), 28-33.

[http://www.complexityandeducation.ualberta.ca/COMPLICITY6/Complicity6_TOC.htm]

2008 96 Biesta, G.J.J. (2008). What kind of citizen? What kind of democracy? Citizenship education and the Scottish Curriculum for Excellence. Scottish Educational Review 40(2), 38-52.

95 Biesta, G.J.J. (2008). Wider das Lernen. Die Wiedergewinnung einer Sprache für Erziehung im Zeitalter des Lernens. Vierteljahresschrift für wissenschaftliche Pädagogik 84(2), 179-194..

*94 Osberg, D.C. & Biesta, G.J.J. (2008). The emergent curriculum: Navigating a complex course between unguided learning and planned enculturation. Journal of Curriculum Studies 40(3), 313-328. [DOI: 10.1080/00220270701610746]

*93 Rutten, E. A., Deković, M, Stams, G. J. J. M., Schuengel C., Hoeksma, J. B., & Biesta G. J. J. (2008). Antisocial and prosocial behavior in adolescent soccer players: A multilevel study. Journal of Adolescence, 31(3), 371-387. [DOI:10.1016/j.adolescence.2007.06.007]

92 Hodkinson, Ph., Biesta, G.J.J. & James, D. (2008). Understanding learning culturally: Overcoming the dualism between social and individual views of learning. Vocations and Learning 1(1), 27-47. [DOI: 10.1007/s12186-007-9001-y]

91 Osberg, D.C., Biesta, G.J.J. & Cilliers, P. (2008). From representation to emergence: Complexity’s challenge to the epistemology of schooling. Educational Philosophy and Theory 40(1): 213-227. [DOI: 10.1111/j.1469-5812.2007.00407.x]

2007 90 Biesta, G. (2007). Who is there? Finding the other in the self. In B. et al. (eds), Philosophy of Education 2007 (pp. 42-45). Urbana-Cham­paign: Philosophy of Education Society.

89 Biesta, G.J.J. (2007). The education-socialisation conundrum. Or : ‘Who is afraid of education ?’ Utbildning och demokrati 16(3), 25-36.

88 Biesta, G & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults 39(2), 132-149.

*87 Hodkinson, Ph., Biesta, G. & James, D. (2007). Understanding learning cultures. Educational Review 59(4), 415-427.

86 Simons, M., Haverhals, B. & Biesta, G.J.J. (2007). Introduction: The university revisited. Studies in Philosophy of Education26 (5), 395-404. (Special Issue, edited by Simons, Haverhals, Lindblom-Ylänne, Ricken & Verburgh: The University Revisited: Questioning the Public Role of Universities in the European Knowledge Society)

85 Biesta, G.J.J. (2007). Towards the knowledge democracy? Knowledge production and the civic role of the university. Studies in Philosophy of Education 26(5), 467-479. (Special Issue, edited by Simons, Haverhals, Lindblom-Ylänne, Ricken & Verburgh: The University Revisited: Questioning the Public Role of Universities in the European Knowledge Society)

84 Biesta, G.J.J. (2007). Bridging the gap between educational research and educational practice: The need for critical distance. Educational Research and Evaluation 13(3), 295-301. 

83 Biesta, G (2007). Who is afraid of education? University of Tokyo Center for Philosophy Bulletin, 10, 25-31. [ISNN 1349-5550]
*82 Rutten, E. A., Stams, G. J. J. M., Biesta, G. J. J., Schuengel, C., Dirks, E., & Hoeksma, J. B. (2007). The contribution of organized youth sport to antisocial and prosocial behavior in adolescent athletes. Journal op Youth and Adolescence, 36(3), 255-264.

81 Biesta, G.J.J. (2007). Interrupting hope. In D. Vokey et al. (eds), Philosophy of Education 2006 (pp. 280-282). Urbana-Cham­paign: Philosophy of Education Society.

80 Biesta, G.J.J. & Osberg, D.C. (2007). Beyond Re/Presentation: A Case for Updating the Epistemology of Schooling. Interchange38(1), 15-29.

79 Osberg, D.C. & Biesta, G.J.J. (2007). Beyond Presence: Epistemological and pedagogical implications of ‘strong’ emergence. Interchange 38(1), 31-51.

*78 Biesta, G.J.J. (2007). Education and the democratic person: Towards a political understanding of democratic education. Teachers College Record 109(3), 740-769.

77 Biesta, G.J.J. (2007). Why ‘what works’ won’t work. Evidence-based practice and the democratic deficit of educational research. Educational Theory 57(1), 1-22.

76 Davies. J. & Biesta, G.J.J. (2007). Coming to college or getting out of school? Research Papers in Education 22(1), 23-41.

75 Biesta, G.J.J. (2007). “Don’t count me in.” Democracy, education and the question of inclusion. Nordisk Pedagogik 27(1), 18-31.

74 Biesta, G.J.J.(2005[published in 2007]). Knowledge production and democracy in educational research: The case of evidence-based education. South African Journal of Higher Education, 19 (Special Issue 2005), 1334-1349.

73 Biesta, G.J.J. (2006 [published in 2007]). Where do we learn democracy? [Russian translation.] The Democratic School, 2006-2, 53-61. 

2006 72 Biesta, G.J.J. (2006). Educaţie, ni iniţiere. [Education, not initiation.] Paideia 50(2), 3-9.

71 Biesta, G.J.J. (2006). What’s the point of lifelong learning if lifelong learning has no point? On the democratic deficit of policies for lifelong learning. European Educational Research Journal 5(3-4), 169-180.

*70 Vanderstraeten, R. & Biesta, G.J.J. (2006). How is education possible? A pragmatist account of communication and the social organisation of education. British Journal of Educational Studies 54(2), 160-174.

69 Biesta, G.J.J. (2006) Vad är det för mening med livslångt lärande, om livslångt lärande inte har någon mening? Från en lärande ekonomi till den lärande demokratin. Nät och bildning. Tidskrift för folkbildningens flexibla lärande, 2006, nr.3 [published on-line at http://www.cfl.se/natochbildning/html/nr_3_06/vad_ar_det_for_mening.htm]

*68 Lawy, R.S. & Biesta, G.J.J. (2006). Citizenship-as-practice: the educational implications of an inclusive and relational understanding of citizenship. British Journal of Educational Studies 54(1), 34-50.

67 Biesta, G.J.J. & Lawy, R.S. (2006). From teaching citizenship to learning democracy. Overcoming individualism in research, policy and practice. Cambridge Journal of Education 36(1), 63-79.

2005 66 Biesta, G.J.J. (2005). How is practice possible? In K. Howe et al. (eds), Philosophy of Education 1995 (pp. 344-346). Urbana-Cham­paign: Philosophy of Education Society.

65 Biesta, G.J.J. (2005). The learning democracy? Adult learning and the condition of democratic citizenship. (Review article.) British Journal of Sociology of Education 26(5), 693-709.

64 Biesta, G.J.J. (2005). Kennen als een vorm van handelen. John Deweys transactionele kentheorie. Filosofie 15(1), 5-12. 

63 Biesta, G.J.J. (2005). Against learning. Reclaiming a language for education in an age of learning. [Reprint for 25th Anniversary Issue of Nordisk Pedagogik. Selected as one of the three most significant articles in the 25-year history of the journal.] Nordisk Pedagogik 25(1), 54-66.

2004 62 Biesta, G.J.J. (2004). The community of those who have nothing in common. Education and the language of responsibility. Interchange 35 (3): 307-324.

61 Vanderstraeten, R. & Biesta, G. (2004). Constructivism, educational research, and John Dewey. Karl Jaspers Forum, http://www.kjf.ca/76-TAVAN.htm.

60 Rutten E.A., Stams, G.J.J.M., Dekovic, M., Schuengel, C., Hoeksma, J.B., & Biesta, G.J.J. (2004). Jeugdsport en morele socialisatie: Effecten van fair-play, sociomoreel redeneren, moreel klimaat en relationele steun van de trainer op anti- en prosociaal gedrag in en om het veld (Youth sport and moral socialisation. The effects of fair-play, socio-moral reasoning, moral climate, and trainer support on anti- and pro-social behaviour in sport.). Pedagogiek, 24, 324-341.

59 Lawy, R.S., Bloomer, J.M. & Biesta, G.J.J. (2004). ‘School’s just a catalyst.’ Learning, identity and knowledge and the Post-16 curriculum. Journal of Vocational Education and Training 56(2), 205-226.

58 Biesta, G.J.J. (2004). Education, accountability and the ethical demand. Can the democratic potential of accountability be regained? Educational Theory 54 (3), 233-250.

57 Biesta, G.J.J. (2004). Kunskapande som ett sätt att handla – John Deweys transaktionella teori om kunskapande. [Knowing as a way of doing. John Dewey’s transactional theory of knowing.] Utbildning och Demokrati 13(1), 41-64.

56 Biesta, G.J.J. (2004). Against learning. Reclaiming a language for education in an age of learning. Nordisk Pedagogik 23, 70-82.

*55 Miedema, S. & Biesta, G.J.J. (2004). Jacques Derrida’s religion with/out religion and the im/possibility of religious education. Religious Education 99(1), 23-37.

54 Osberg, D.C. & Biesta, G.J.J. (2004). Complexity, representation and the epistemology of schooling. In B. Davis, T. Fenwick, L. Laidlaw, E. Simmt & D. Sumara (eds), Proceedings of the 2003 Complexity Science and Educational Research Conference (pp. 39-55). Edmonton, Alberta: University of Alberta.

2003 53 Miedema, S. & Biesta, G.J.J. (2003). Instruction or educating for life? On the aims of religiously affiliated and other schools. International Journal of Education and Religion 4(1), 81-96. 

52 Biesta, G.J.J. (2003). Demokrati – ett problem för utbildning eller ett utbildningsproblem? Utbildning och Demokrati 12(1), 59-80.

51 Berding, J., Biesta, G.J.J. & Miedema, S. (2003). John Dewey: retrospectief en prospectief. Naar aanleiding van zijn vijftigste sterfjaar. Pedagogiek 23(1), 68-72.

50 Biesta, G.J.J. (2003). Learning from Levinas: A response. Studies in Philosophy and Education (Special Issue “Levinas and Education: The Question of Implication”, S.Todd [Ed.]), 22(1): 61-68.

2002 49 Miedema, S. & Biesta, G.J.J. (2002). Jacques Derrida’s religion with/out religion and the im/possibility of regligious education. In R.G. Litchfield (Ed.), Leading with Hope: The Vocation of the Religious Educator. 2002 Proceedings of the Association of Professors and Researchers in Religious Education (pp. 313-328). APRRE: Philadelphia, Pennsylvania.

48 Biesta, G.J.J. (2002). Bildung and modernity. The future of Bildung in a world of difference. Studies in Philosophy and Education 21(4/5), 343-351. 

47 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. 

46 Biesta, G.J.J. & Mirón, L.F. (2002). The new discourses on educational leadership: An introduction. Studies in Philosophy and Education 21(2), 101-107.

* 45 Biesta, G.J.J. & Miedema, S. (2002). Instruction or pedagogy? The need for a transformative conception of education. The Journal of Teaching and Teacher Education 18, 173-181.

2001 44 Säfström, C.-A. & Biesta, G.J.J. (2001). Learning democracy in a world of difference. The School Field 12(5/6), 5-20.

43 Biesta, G.J.J. (2001). How difficult should education be? Educational Theory 51(4), 385-400.

42 Mirón, L.F., Bogotch, I., & Biesta, G.J.J. (2001). In pursuit of the good life. Cultural Studies ¬® Critical Methodologies, 1 (4): 490-516.

41 Biesta, G.J.J. (2001). Why Dewey now? Zeitschrift für pädagogische Historiographie, 7(2), 71-75.

40 Biesta, G.J.J., Nijnatten, C., & Miedema, S. (2001). Onderwijs en opvoeding en de terugkeer van de religie in een postmoderne samenleving. [Schooling and education and the return of religion in a postmodern society.] Pedagogiek, 21(2), 124-133.

39 Biesta, G.J.J. (2001). Responding: Levinas and Moral Education. In L. Stone (Ed.), Philosophy of Education 2000 (pp. 75-77). Urbana-Cham­paign: Philosophy of Education Society.

38 Vanderstraeten, R. & Biesta, G.J.J. (2001). How is education possible? Educational Philosophy and Theory, 33(1), 7-21.

37 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.

2000 36 Biesta, G.J.J. (2000). Om att-vara-med-andra. Pedagogikens svårighet såsom politikens svårighet. [On being with others. The difficulty of education as the difficulty of politics.] Utbildning & Demokrati, 9(3), 71-89.

35 Biesta, G.J.J. & Miedema, S. (2000). Context and interaction. How to asses Dewey's influence on educational reform in Europe? Studies in Philosophy and Education 19, 21-37.

1999 34 Biesta, G.J.J. (1999). Redefining the subject, redefining the social, reconside­ring educa­tion: George Herbert Mead's course on Philos­op­hy of Educa­ti­on at the University of Chi­cago. Educational Theory 49(4), 475-492.

33 Biesta, G.J.J. (1999). Radical intersubjectivity. Reflections on the "different" foundation of education. Studies in Philosohpy and Education, 18(4), 203-220.

32 Biesta, G.J.J. (1999). The right to philosophy of education. From critique to deconstruction. In S. Tozer (Ed.), Philosophy of Education 1998 (pp.476-484). Urbana-Champaign: Philosophy of Education Society.

1998 31 Biesta, G.J.J. (1998). "Say you want a revolution..." Suggestions for the impossibile future of critical pedagogy. Educational Theory 48 (4), 499-510.

30 Biesta, G.J.J. (1998). Mead, Intersubjectivity, and Education: The Early Writings. Studies in Philosophy and Education 17, 73-99.

29 Biesta, G.J.J. (1998). Deconstruction, justice and the question of education. Zeitschrift für Erziehungswissenschaft 1(3), 395-411.

28 Biesta, G.J.J. (1998). Pedagogy without humanism. Foucault and the subject of education. Interchange 29(1), 1-16.

27 Biesta, G.J.J. (1998). Revolutions that as yet have no model: Perfor­mance pedagogy and its audience. In S. Laird (Ed.), Philosophy of Education 1997 (pp. 198-200). Urbana-Cham­paign: Philosophy of Education Society.

26 Biesta, G.J.J. & Miedema, S. (1998). Dewey in Europa. Paradoxen van modernisering in de onderwijsvernieuwing: een case study. [Dewey in Europe. Paradoxes of modernisation in the renewal of education: A case study.] Nederlands Tijdschrift voor Opvoeding, Vorming en Onderwijs 14(6), 336-355.

1997 25 Biesta, G.J.J. (1997). Education, not initiation. In F. Margonis (ed.), Philoso­phy of Education 1996 (pp. 90-98). Urbana, Ill.: Philosop­hy of Educa­tion Socie­ty.

24 Biesta, G.J.J. (1997). A Return to the Dewey-Russell Oppositi­on. [Review Essay] Culture & Psychology 3(1), 99-105.

23 Biesta, G.J.J. (1997). Onmogelijke opvoeding. Kanttekeningen bij de pedagogische overdrachtsmetafoor. [Impossible education. Reflections on the idea of education as transmission.] Comenius 17(4), 312-324.

22 Doornenbal, J., Heyting, G.F. & Biesta, G.J.J. (1997). Gezin en moraal: Gezinsopvoeding als het morele fundament van de samenleving? [The family and morality: Parenting as the moral foundation of society?] Comenius 17(4), 275-280.

21 Selten, P.J.H., Bakker, P.C.M. & Biesta, G.J.J. (1997). De toekomst van de historische pedagogiek. [The future of the history of education.] Comenius 17(3), 195-199.

1996 20 Biesta, G.J.J. (1996). Review article of John E. Tiles, John Dewey. London/New York: Routledge. Studies in Philosophy and Education 15, pp. 383-394.

19 Biesta, G.J.J. & Miedema, S. (1996). Dewey in Europe: A Case-Study on the International Dimensions of the Turn-of-the-Century Educational Reform. American Journal of Educa­tion, 105(1), pp. 1-26.

18 Biesta, G.J.J. (1996). Education/Communication: The two faces of communicative pedagogy. In A. Neiman (Ed.), Philoso­phy of Education 1995 (pp. 185-194). Urbana, Ill.: Philosophy of Education Socie­ty.

1995 17 Biesta, G.J.J. (1995). Postmodernism and the repoli­tici­za­tion of education. Interchange, 26, 161-183.

16 Biesta, G.J.J. (1995). The Identity of the Body. In M.S. Katz (Ed.), Philosophy of Education 1994 (pp. 223-232). Urba­na, Ill.: Phi­losophy of Education So­ciety.

15 Biesta, G.J.J. (1995). Opvoeding en intersubjectivi­teit. Over de structuur en identiteit van de pedago­giek van John Dewey. [Education and intersubjectivity. John Dewey's theory of education.] Comenius, 15, 21-36.

14 Biesta, G.J.J. (1995). Kritische onderwijssociologie - vijftien jaar na dato (besprekingsartikel). [Critical sociology of education -- fifteen years after. Review article.] Pedago­gisch Tijd­schrift, 20, 367-379.

1994 13 Biesta, G.J.J. (1994). Education as Practical Inter­subjec­tivity. Towards a critical-pragmatic understanding of education. Educa­tional Theory, 44(3), 299-317.

12 Biesta, G.J.J. (1994). Pragmatism as a pedagogy of communicative action. Studies in Philosophy and Education, 13, 273-290.

11 B­ie­sta, G.­J.J. (1994). Dossier Dewey. Het ontwerp van een transactione­le handelingspsy­cho­logie. [Dossier Dewey. The outline of a transactional psychology of action.] Psychologie en Maatschap­pij, 18(2), 123-140.

10 Biesta, G.J.J., Wardek­ker, W. & Zwart-Woudstra, H. (1994). Morele opvoeding en morele ontwikkeling; inleiding op het thema. [Moral education and development: An introduction.] Comenius, 14(1), 5-11.

1993 9 Biesta, G.J.J. (1993). De identiteit van het lichaam. [The identity of the body.] Comenius, 13(3), 274-290.

1992 8 Biesta, G.J.J. & Miedema, S. (1992). Feiten en waarden in de ontwikke­ling van de Neder­landse academische pedago­giek. Een opmaat voor pedago­gisch wetenschaps­onder­zoek. [Facts and values in the development of educational science in the Netherlands. An overture for the study of education as a science.] Pedagogisch Tijdschrift, 17, 396-411.

1991 7 Biesta, G.J.J. (1991). Cultuurpedagogiek en kentheorie. Of: Waarom ook voor cultuurpe­dagogen niets zo praktisch is als een goede kennistheo­rie. [A cultural theory of education and epistemology. Or: Why cultural theorists of education need a decent epistemology too.] Comenius, 11(4), 397-411.

6 Biesta, G.J.J. & Miedema, S. (1991). Wetenschapspedago­giek. Over de pedagogi­sche bijdrage aan het wetenschaps­theoretisch debat. [Pedagogy of science. The contribution of education to the study of science.] Comenius, 11(1), 20-36.

5 Biesta, G.J.J. & Miedema, S. (1991). De perspectivisti­sche bijdrage van de wetenschapsfi­losofie aan de pedago­gische weten­schappen. Reactie op Wouter Pols': "Filosofie van de pedagogi­sche weten­schappen: metapedago­giek versus protopeda­go­giek." Comenius, 11(2), 165-175.

1990 4 Biesta, G.J.J. & Miedema, S. (1990). Pedagogy of Science: The Contribu­tion of Pedagogy to the Philosophy of Scien­ce. Pheno­menology and Pedagogy, 8, 118-129.

3 Biesta, G.J.J. (1990). Pluraliteit, Pragmatisme en Peda­go­giek. Een neopragmatis­ti­sche kijk op wetenschapstheore­tische plura­liteit in de pedagogiek. [Plurality, pragmatism and pedagogy. A neopragmatic understanding of paradigmatic plurality in the educational sciences.] Comenius, 10(1), 7-30.

2 Biesta, G.J.J. & Miedema, S. (1990). De 'psychological' en 'intellectu­alistic fallacy' voorbij. Kanttekeningen bij Sylvia Nossents "Over het ontstaan van de psyche bij mens en dier". [Beyond the psychological and the intellectualistic fallacy. Comments on Nossents 'On the origin of the psyche in men and animal.] Psychologie en Maatschappij, 53, 388-392.

1989 1 Miedema, S. & Biesta, G.J.J. (1989). Langeveld en Dewey: Recon­structie en poging tot bemiddeling. [Langeveld and Dewey: A reconstruction and attempt at reconciliation.] Pedagogisch Tijd­schrift / Speciale Editie. Thema's uit de wijsgerige en histo­rische pedagogiek, 102-109. 

BOOKCHAPTERS


2013

134 Biesta, G.J.J. (2013). Pragmatizzare il curricolo: riportare la conoscenza all’interno della conversazione curricolare, ma attraverso il pragmatism. In E. Corbi & S. Oliverio (Eds), Oltre la Bildung postmoderna? La pedagogia tra istanze costruttiviste e orizzonti post-moderni (pp.179-206). Lecce/Rovato: Pensa MultiMedia. ISBN 978-88-6760-144-8 IN ORBILU

133 Biesta, G.J.J. (2013). Efterskrift: Demokrati, medborgerskab of ten offentlige sfaere. In G.J.J. Biesta, Demokratilæring i skole og samfund (pp. 163-179). Arhus: Forlaget Klim.

132 Biesta, G.J.J., de Bie, M. & Wildemeersch, D. (2013). Introduction: Civic learning, democratic citizenship and the public sphere. In G.J.J. Biesta, M. de Bie & D. Wildemeersch (Eds), Civic learning, democratic citizenship and the public sphere (pp. xiii-xx). Dordrecht/Boston: Springer Science+Business Media. 

131 Biesta, G.J.J. (2013). Learning in public places: Civic learning for the 21st century. In G.J.J. Biesta, M. de Bie & D. Wildemeersch (Eds), Civic learning, democratic citizenship and the public sphere (pp. 1-11). Dordrecht/Boston: Springer Science+Business Media. 

130 Biesta, G.J.J. (2013). Time out? Can education do and be done without time? In T. Szkudlarek & R. Sultana (eds), Education and the political: Theoretical articulations (pp. 75-88). Rotterdam/Boston/Taipei: Sense. [ISBN: 978-94-6209-381-2 (paperback); ISBN: 978-94-6209-382-9 (hardback); ISBN: 978-94-6209-383-6 (e-book)] 

129 Biesta, G.J.J. (2013). Teacher education for educational wisdom. In W. Hare & J. Portelli (Eds), Philosophy of Education: Introductory Readings (pp. 432-449). Calgary, AB: Brush Education. ISBN (paper) 9781550594454 

128 Biesta, G.J.J. (2013). Et opgør med nyttetænkningen. In N.U. Sørensen, C. Hutters, M. Katznelson & T.M. Juul (Eds), Unges motivation og læring. 12 eksperter om motivationskrisen i uddanelsessystemet (pp.128-142). Copenhagen: Hans Reitzels Forlag.

127 Biesta, G.J.J. (2013). Citizenship education. In T.G.K. Bryce, W.M. Humes, D. Gillies & A. Kennedy (eds). Scottish education (fourth revised edition) (pp.327-336). Edinburgh: Edinburgh University Press. ISBN (paper) 9780748645824 

126 Biesta, G.J.J. & Edwards/Allan (2014). Introduction: The theory question in education and the education question in theory. In G.J.J. Biesta, J. Allan & R.G. Edwards (eds), Making a difference in theory: The theory question in education and the education question in theory (pp. 1-9). London/New York: Routledge. 

125 Allan, J., Edwards, R.G. & Biesta, G.J.J. (2014). Conclusions. In G.J.J. Biesta, J. Allan & R.G. Edwards (eds), Making a difference in theory: The theory question in education and the education question in theory (pp. 198-208). London/New York: Routledge. 

124 Priestley, M. &Biesta, G.J.J. (2013). Introduction: The new curriculum. In M. Priestley & G.J.J. Biesta (Eds), Reinventing the curriculum. New trends in curriculum policy and practice (pp. 1-12). London: Bloomsbury. 

123 Biesta, G.J.J. & Priestley, M (2013). Capacities and the curriculum. In M. Priestley & G.J.J. Biesta (Eds), Reinventing the curriculum. New trends in curriculum policy and practice (pp. 35-50). London: Bloomsbury. 

122 Biesta, G.J.J. (2013). Responsible citizens: Citizenship education between social inclusion and democratic politics. In M. Priestley & G.J.J. Biesta (Eds), Reinventing the curriculum. New trends in curriculum policy and practice (pp. 99-116). London: Bloomsbury. 

121 Priestley, M., Biesta, G.J.J. & Robinson, S. (2013). Teachers as agents of change: Teacher agency and emerging models of curriculum. In M. Priestley & G.J.J. Biesta (Eds), Reinventing the curriculum. New trends in curriculum policy and practice (pp. 186-206). London: Bloomsbury.

120 Biesta, G.J.J. & Priestley, M. (2013). A curriculum for the 21st century. In M. Priestley & G.J.J. Biesta (Eds), Reinventing the curriculum. New trends in curriculum policy and practice (pp. 229-236). London: Bloomsbury. 

119 Biesta, G.J.J. (2013). Witnessing deconstruction in education. Why quasi-transcendentalism matters. In M. Murphy (ed), Social theory and educational research (pp. 65-78). London: SAGE. ISBN 9781446253120 

118 Miedema, S. & Biesta, G.J.J. (2013). Jacques Derrida’s religion with/out religion and the im/possibility of religious education. In M. Murphy (ed), Social theory and educational research (265-278). London: SAGE. ISBN 9781446253120 

117 Biesta, G.J.J. (2013). Balancing the core activities of universities: For a university that teaches. In R. Sugden, J. Wilson & M. Valania (eds), Leadership and cooperation in academia: Reflecting on the roles and responsibilities of university faculty and management (pp. 32- 42). Cheltenham: Edward Elgar. ISBN (hardback) 9781781001813 ISBN (paper) 9781782540816 

116 Biesta, G.J.J. (2013). Becoming educationally wise: Towards a virtue-based approach to teaching and teacher education. In A.-L. Østern, K.Smith, T. Ryghaug, T. Krüger & M.B. Postholm (Eds.) Teacher education research between national identity and global trends (pp. 29-51). Trondheim: Akademika. ISBN (paper) 9788232101931 

115 Biesta, G.J.J. (2013). The idea of educational theory. In B.J. Irby, G. Brown, R. Lara-Alecio & S. Jackson (eds). Handbook of educational theories (pp. 5-16). Charlotte, NC: Information Age Publishing. ISBN 9781617358654 (paperback)—ISBN 9781617358661 (hardcover)—ISBN 978-1-61735-867-8 (ebook) 

2012 

114 Biesta, G.J.J. (2012). Acts of public pedagogy: Notes on a forgotten art. In A. Ledesma (ed) Cities within your city: Situation art in public spaces (pp. 243-245) Groningen: Pavlov.

113 Biesta, G.J.J. (2012). George Herbert Mead: Formation through communication. In P. Siljander, A. Kivelä, and A. Sutinen (eds.), Theories of ‘Bildung’ and growth. Connections and controversies between Continental educational thinking and American pragmatism (pp. 247-260). Rotterdam/Boston/Taipei: Sense. ISBN (paperback) 9789462090293; ISBN (hardback) 9789462090309

112 Biesta, G.J.J. (2012). Wanted, dead or alive: educationalists. On the need for academic bilingualism in education. In C. Aubry, M. Geiss, V. Magyar-Haas & D. Miller (Hrsg). Positionierungen. Zum Verhältnis von Wissenschaft, Pädagogik und Politik (pp.20-33). Weinheim: Beltz Verlag.

111 Biesta, G.J.J. (2012). (Re)constructing the theory and philosophy of education: An introduction. In G.J.J. Biesta (Ed.), Making sense of education: Fifteen contemporary educational theorists in their own words (pp. 1—4). Dordrecht/Boston: Springer Science+Business Media. ISBN (paperback) 978-94-007-4016-7

110 Priestley, M., Robinson, S. & Biesta, G.J.J. (2012). Teacher agency, performativity and curriculum change: Reinventing the teacher in the Scottish Curriculum for Excellence? In B. Jeffrey & G. Troman (Eds), Performativity in UK education: Ethnographic cases of its effects, agency and reconstructions (pp. 87-108). Painswick: E&E Publishing. [ISBN 978-0-9569007-1-5]

109 Biesta, G.J.J. & Säfström, C.A. (2012). Et pædagogiske manifest. In H. Henriksen Om metodefriheden - og dens fjender (pp. 138-142). Munkebo: Forlaget Fjordager

108 Biesta, G.J.J. (2012). De school als toegang tot de wereld. In R. Klarus (Ed), Wat is goed onderwijs? Capita selecta (pp. 195-216). Den Haag: Boom/Lemma.

107 Biesta, G. (2012). Combining methodologies: Mixed methods. In J. Arthur, M. Waring, R. Coe & L.V. Hedges (eds), Research methods and methodologies in education (pp. 147-152). London: Sage.

106 Biesta, G.J.J. (2012). Philosophy, exposure and children: How to resist the instrumentalisation of philosophy in education. In N. Vansieleghem & D. Kennedy (eds), Philosophy for children in transition: Problems and prospects (pp. 137-151). Oxford: Wiley-Blackwell.

2011 105 Biesta, G.J.J. (2011). Learner, students, speaker: Why it matters how we call those we teach. In M. Simons & J. Masschelein (eds). Rancière, public education and the taming of democracy (31-42). Oxford: Wiley-Blackwell.

104 Biesta, G.J.J. (2011). Welches Wissen ist am meisten wert? Zur Veränderung des öffentlichen Status von Wissenschaft und Wissen im Feld der Erziehung. In: A. Schäfer & C. Thompson (eds), Wissen (pp.77-97). Paderborn: Schöningh Verlag.

103 Biesta, G.J.J. (2011). Evidenz, Erziehung und die Politik der Forschung. In J. Bellmann & T. Müller (ed). Wissen was wirkt. Kritik evidenzbasierter Pädagogik (pp. 269-278). Wiesbaden: VS.

102 Biesta, G.J.J. (2011). Warum „What works“ nicht funktioniert: Evidenzbasierte pädagogische Praxis und das Demokratiedefizit der Bildungsforschung. In J. Bellmann & T. Müller (ed). Wissen was wirkt. Kritik evidenzbasierter Pädagogik (pp. 95-1220. Wiesbaden: VS.

101 Biesta, G.J.J. (2011). Introduction: What’s the use of philosophy of education? In G. Biesta (ed), Philosophy of education 2010 (pp. xi-xiv). Urbana-Cham­paign, IL: Philosophy of Education Society.

100 Biesta, G.J.J. (2011). De school als toegang tot de wereld: Een pedagogische kijk op goed onderwijs. In R. Klarus & W. Wardekker (eds), Wat is goed onderwijs? Bijdragen uit de pedagogiek (pp. 15-35). Den Haag: Boom Lemma Uitgevers.

2010 99 Biesta, G.J.J. (2010). Encontrando a Foucault en el aprendizaje. In A. Fejes & K. Nicoll (eds), Foucault y el aprendizaje permanente. Gobernando el sujeto (pp. 289-304). Xàtiva: Ediciones del CREC.

98 Biesta, G.J.J. (2010). Trobant Foucault en l’aprenentatge permanent. In A. Fejes & K. Nicoll (eds), Foucault i l’aprenentatge permanent: Governent el subjecte (pp. 182-296). Xàtiva: Denes Editorial.

97 Tedder, M. & Biesta, G.J.J. (2010). Adult learning lives and biographies. In K. Safford, M. Stacey & R. Hancock (Eds), Small-scale research in the primary classroom: A reader for learning and professional development (pp. 24-30). London/New York: Routledge. ISBN (paper) 9780415585606; ISBN (hardback) 9780415585590 

96 Biesta, G.J.J. (2010). Naar een pedagogiek van de toekomst: ‘In de wereld komen’ en ‘uniciteit’. In H. Brouwers & T. Cappon (eds), Kinderen zijn al burgers. Waar leren kinderen en jongeren actieve betrokkenheid en burgerschap? (pp. 57-68) Amsterdam: Janus Korczak Stichting.

95 Biesta, G.J.J. (2010). D is for democracy: Critical education between inclusion and interruption. In I. Gur Ze’ev (ed), The possibility/impossibiloity of a new critical language in education (pp 293-304). Rotterdam: Sense.

94 Biesta, G.J.J. (2010). Valuing what we measure or measuring what we value? On the need to engage with the question of purpose in educational evaluation, assessment and measurement. In W. Böttcher, J.N. Dicke & N. Hogrebe (Hrsg.), Evaluation, Bildung und Gesellschaft: Steuerungsinstrumente zwischen Anspruch und Wirklichkeit (pp. 35-46). Munster: Waxmann.

93 Biesta, G.J.J. (2010). Evidenz und Werte in Erziehung und Bildung. Drei weitere Defizite evidenzbasierter Praxis. In H.-U. Otto, a. Polutta & H. Ziegler (Hrsg.) What Works - Welches Wissen braucht die Soziale Arbeit? (pp.99-115). Opladen: Barbara Burdich.

92 Biesta, G.J.J. (2010). Education after the death of the subject: Levinas and the pedagogy of interruption. In Z. Leonardo (ed), The handbook of cultural politics and education (pp.289-300). Rotterdam: Sense Publishers.

91 Priestley, M., Biesta, G.J.J., Mannion, G. & Ross, H. (2010). Education in a global space: The framing of ‘education for citizenship.’ In T.L.K. Wiseley, I.M. Barr, A. Britton & B. King (eds), Education in a global space. Research and practice in initial teacher education (pp. 27-36). Edinburgh: IDEAS.

90 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.

89 Biesta, G.J.J. & Osberg, D.C. (2010) Complexity, education, and politics: From the inside out and the outside in. In D.C. Osberg & G.J.J. Biesta (Eds). Complexity theory and the politics of education (pp. 1—3). Rotterdam: Sense Publishers.

88 Biesta, G.J.J. (2010). Five theses on complexity reduction and its politics. In D.C. Osberg & G.J.J. Biesta (Eds). Complexity theory and the politics of education (pp. 5-13). Rotterdam: Sense Publishers.

87 Biesta, G.J.J. (2010). Pragmatism and the philosophical foundations of mixed methods research. In A. Tashakkori & C. Teddlie (Eds), Sage handbook of mixed methods in social and behavioral research. Second edition (pp. 95-118). Thousand Oaks, CA: Sage.

86 Biesta, G.J.J. (2010). Witnessing deconstruction in education. Why quasi-transcendentalism matters. In C. Ruitenberg (ed). What do philosophers of education do? (And how do they do it?) (pp. 73-86). Oxford: Wiley-Blackwell.

85 Ecclestone, K., Biesta, G.J.J. & Hughes, M. (2010). Transitions in the lifecourse: the role of identity, agency and structure. In K. Ecclestone, G.J.J. Biesta & M. Hughes (eds). Transitions and learning through the lifecourse (pp. 1-15). London: Routledge.

2009 84 Biesta, G.J.J. (2009). Education between accountability and responsibility. In Maarten Simons, Mark Olssen & Michael Peters (eds), Re-reading education policies: A handbook Studying the policy agenda of the 21st century (pp.679-695). Rotterdam: Sense Publishers.

83 Biesta, G.J.J. (2009). What is at stake in a pedagogy of interruption? In T.E. Lewis, J.G.A. Grinberg and M. Laverty (eds), Philosophy of Education: Modern and Contemporary Ideas at Play (pp. 785-807). Dubuque, IA: Kendall/Hunt.

82 Biesta, G.J.J. (2009). How to use pragmatism pragmatically: Suggestions for the 21st century. In A.G. Rud, Jim Garrison, and Lynda Stone (eds), John Dewey at 150. Reflections for a New Century (pp.30-39). Lafayette, IN: Purdue University Press.

81 Tedder, M. and Biesta, G.J.J. (2009). What does it take to learn from one’s life? Exploring opportunities for biographical learning in the lifecourse. In B. Merrill (ed), Learning to Change? The Role of Identity and Learning Careers in Adult Education (pp.33-48). Frankfurt am Main: Peter Lang.

80 Tedder, M. & Biesta, G.J.J. (2009). Biography, transition and learning in the lifecourse: The role of narrative. In J. Field, J. Gallacher & R. Ingram (eds), Resarching transitions in lifelong learning (pp.76-90). London: Routledge.

79 Biesta, G.J.J. (2009). Problemlösen. In S. Andresen, R. Casale, T. Gabriel, R. Horlacher, S. Larcher Klee & J. Oelkers (eds) Handwörterbuch Erziehungswissenschaft (pp. 666-681). Weinheim: Beltz.

78 Biesta, G.J.J. (2009). Values and ideals in teachers’ professional judgement. In S. Gewirtz, P. Mahony, I. Hextall & A. Cribb (eds), Changing teacher professionalism (pp. 184-193). London: Routledge.

77 Biesta, G.J.J. (2009). Pragmatism’s contribution to understanding learning-in-context. In R. Edwards, G.J.J. Biesta & M. Thorpe (eds), Rethinking contexts for teaching and learning. Communities, activities and networks. (pp. 61-73). London/New York: Routledge.

76 Biesta, G.J.J. (2009). Sporadic democracy: Education, democracy and the question of inclusion. In M. Katz, S. Verducci & G. Biesta (eds), Education, democracy and the moral life (pp. 101-112). Dordrecht: Springer.

2008

75 Biesta, G.J.J. (2008). Acerca de la humanidad. In J. Masschelein & M. Simons (eds) Mensajes e-ducativos desde tierra de nadie (pp.119-128). Barcelona: Laertes ,S.A. de Ediciones.

74 Bogotch, I., Mirón, L. & Biesta, G.J.J. (2008). Rebuilding New Orleans Public Schools: The Case of Algiers Charter School Association. In T. Townsend & I. Bogotch (Eds.), The Elusive What and the Problematic How: The Essential Leadership Questions for School Leaders and Educational Researchers (pp.85-98). Rotterdam: Sense.

73 Biesta, G.J.J., Lawy, R., McDonnell, J. & Lawy, H. (2008). The art of democracy: Gallery education and young people’s democratic learning. In B. Taylor (ed.), Inspiring learning in galleries: Research reports (pp. 242-265). London: Engage.

72 Biesta, G.J.J. (2008). A school for citizens: Civic learning and democratic action in the learning democracy. In B. Lingard, J. Nixon & S. Ranson (eds), Transforming learning in schools and communities (pp. 170-183). London: Continuum. 

71 Osberg, D.C., Biesta, G.J.J. & Cilliers, P. (2008). From representation to emergence: Complexity’s challenge to the epistemology of schooling. In M. Mason (ed). Complexity Theory and the Philosophy of Education (pp. 204-217). Oxford: Wiley-Blackwell.

70 Zhao, J. & Biesta, G.J.J. (2008). Lifelong learning, identity and the moral dimension: The ‘reflexive project of the self’ revisited. In: J. Crowther, V. Edwards, V. Galloway, M. Shaw & L. Tett (eds), Whither adult education in the learning paradigm? [Proceedings of the 38th Annual Conference of Scutrea.] (pp. 558-565). Edinburgh: University of Edinburgh. [ISBN 978-0-901580-01-6]

69 Biesta, G.J.J. & Tedder, M. (2008). Learning from life in the learning economy: The role of narrative. In: J. Crowther, V. Edwards, V. Galloway, M. Shaw & L. Tett (eds), Whither adult education in the learning paradigm? [Proceedings of the 38th Annual Conference of Scutrea.] (pp. 70-77). Edinburgh: University of Edinburgh. [ISBN 978-0-901580-01-6]

68 Biesta, G.J.J. & Tröhler, D (2008). Introduction: George Herbert Mead and the development of a social conception of education. In G.H. Mead The philosophy of education. Edited and introduced by Gert Biesta and Daniel Tröhler (pp. 1-16). Boulder, Co./London: Paradigm Publishers. 

67 Biesta, G.J.J. (2008). Pedagogy with empty hands: Levinas, education and the question of being human. In D. Egéa-Kuehne (ed), Levinas and education: At the intersection of faith and reason (pp. 198-210). London/New York: Routledge.

66 Tröhler, D. & Biesta, G.J.J. (2008). Einleitung: George Herbert Mead und die Entwicklung einer sozialen Erziehungskonzeption. In G.H. Mead, Philosophie der Erziehung. Herasugegeben und eingeleitet von Daniel Tröhler und Gert Biesta (pp.7-26).. Bad Heilbrunn: Verlag Julius Klinkhardt. 

65 Biesta, G.J.J. (2008). Encountering Foucault in lifelong learning. In A. Fejes & K. Nicoll (eds), Foucault and lifelong learning: governing the subject (pp. 193-205). London/New York: Routledge. 

2007

64 Bogotch, I., Mirón, L & Biesta, G. (2007). “Effective for What; Effective for Whom?” Two Questions SESI Should Not Ignore. In T. Townsend (ed), International Handbook of School Effectiveness and School Improvement (93-110). Dordrecht/Boston: Springer.

63 Biesta, Gert (2007). De burgerschool als leerplaats voor democratie. In Alternatieven voor de school (pp. 13-30). Den Haag: Onderwijsraad.

62 Osberg, D. & Biesta, G. (2007). Rethinking Schooling Through the “Logic” of Emergence: Some thoughts on planned enculturation and educational responsibility. In R. Geyer & J. Bogg (eds). Complexity, Science and Society (pp.35-38).  Oxford, New York: Radcliffe Publishing Ltd. 

61 James, D., Biesta, G., Hodkinson, P., Postlethwaite, K. & Gleeson,. D. (2007). Improving learning cultures in Further Education ? In D. James & G. Biesta et al., Improving learning cultures in Further Education (pp. 3-20). London: Routledge.

60 Hodkinson, P., Biesta, G. & James, D. (2007). Learning Cultures and a Cultural Theory of Learning. In D. James & G. Biesta et al., Improving learning cultures in Further Education (pp. 21-37). London: Routledge.

59 Hodkinson, P., Biesta, G., Postlethwaite, K. & Maull, W. (2007). Learning cultures across sites. In D. James & G. Biesta et al., Improving learning cultures in Further Education (pp. 60-84). London: Routledge.

58 James, D., Davies, J. & Biesta, G. (2007). The learning of practices and the practices of learning. In D. James & G. Biesta et al., Improving learning cultures in Further Education (pp. 85-104). London: Routledge.

57 James, D., Wahlberg, M. & Biesta, G. (2007). Changing the Culture: Interventions and mediations. In D. James & G. Biesta et al., Improving learning cultures in Further Education (pp. 105-125). London: Routledge.

56 Biesta, G., James, D., Hodkinson, P., Gleeson,. D. & Postlethwaite, K. (2007). Transforming Learning Cultures in Further Education. In D. James & G. Biesta (eds), Improving learning cultures in Further Education (pp. 143-160). London: Routledge.

55 Biesta, G.J.J. (2007). Foundations of democratic education: Kant, Dewey, Arendt. In R. van der Veen, D. Wildemeersch, J. Youngblood & V. Marsick (eds), Democratic practices as learning opportunities (pp. 7-18). Rotterdam: Sense Publishers.

54 Biesta, G.J.J. (2007). ”Det här är min sanning, berätta din.” Dekonstruktiv pragmatism som filosofi för utbildning.  In Y. Boman, C. Ljunggren & M. Von Wright (eds), Erfarenheter av Pragmatism (pp. 47-76). Lund: Studentlitteratur.

53 Biesta, Gert (2007). Den kommunikative vändingen i Deweys Demokrati och Utbildning. In T. Englund (ed), Utbildning som kommunikation (pp. 33-50). Göteborg: Daidalos.

52 Biesta, G.J.J. (2007). Democratic education after Dewey? In R. Casale & R. Horlacher (eds). Bildung und Öffentlichkeit (pp.78-92). Weinheim: Beltz.

2006

51 Biesta, G.J.J. (2006). '"Of all affairs, communication is the most wonderful." Education as communicative praxis.' In D.T. Hansen (ed.), John Dewey and our educational prospect. A critical engagement with Dewey’s Democracy and Education (pp. 23-37). Albany, NY: SUNY Press.

50 Biesta, G.J.J. (2006). Over menselijkheid. In J. Masschelein & M. Simons (eds), Europa Anno 2006. E-ducatieve berichten uit niemandsland (pp. 143-156). Leuven: Acco.

49 Biesta, G.J.J. & Tedder, M. (2006). Agency and learning in the lifecourse. In P. Armstrong, J. Coles, R. O’Rourke & M. Zukas (eds), Proceedings of the 26th Annual Conference of SCUTREA: Inter-cultural perspectives on research into adult learning: A global dialogue (pp. 486-490). Leeds: University of Leeds & SCUTREA.

48 Biesta, G.J.J. (2006). Waar wordt democratie geleerd? In M. De Winter, Th. Schillemans & R. Janssens (eds), Opvoeding in democratie (pp.51-62). Amsterdam: SWP.

2005

47 Biesta, G.J.J., Hodkinson, Ph. & Goodson, I. (2005). Combining Life-History and Life-Course Approaches in Researching Lifelong Learning: Methodological Observations from the ‘Learning Lives’ Project. In J. Caldwell et al. (eds), What a Difference a Pedagogy Makes: Researching lifelong learning and teaching (pp. 27-35). Stirling: Centre for Research in Lifelong Learning.

46 Biesta, G.J.J. (2005). George Herbert Mead and the theory of schooling. In D. Troehler & J. Oelkers (eds), Pragmatism and education (pp. 117-132). Rotterdam: Sense Publishers.

45 Biesta, G.J.J. (2005). Kennen als een vorm van handelen. John Dewey’s transactionele kentheorie. In L. Logister (ed), John Dewey: Een inleiding tot zijn filosofie (pp. 17-33). Budel: Damon. (ISBN 9055736546)

44 Biesta, G.J.J. (2005). What can critical pedagogy learn from postmodernism? Further reflections on the impossible future of critical pedagogy. In Ilan Gur Ze’ev (ed), Critical theory and critical pedagogy today. Toward a new critical language in education (pp. 143-159). Haifa: Studies in Education (University of Haifa).

43 Biesta, G.J.J. (2005). George Herbert Mead und die Theorie der schulischen Bildung. In D. Troehler & J. Oelkers (eds), Pädagogik und Pragmatismus. Gesellschaftstheorie und die Entwicklung der Pädagogik (pp. 131-150). Zürich: Verlag Pestalozzianum.

2004

42 Biesta, G.J.J. (2004). Democracy: A problem for education or an educational problem? In T. Englund (ed)., Five Professors on Education and Democracy. Inaugural lectures 1999-2003 (pp. 1-23). Reports from the Department of Education, 8. Orebro: Örebro University.

41 Biesta, G.J.J. (2004). “Mind the gap!” Communication and the educational relation. In Charles Bingham & Alexander M. Sidorkin (eds), Foreword by Nel Noddings, No education without relation (pp. 11-22). New York: Peter Lang.

40 Biesta, G.J.J. (2004). Education after deconstruction. In J. Marshall (ed.) Poststructuralism, Philosophy, Pedagogy (pp. 27-42). Dordrecht/Boston: Kluwer Academic Press.

2003 

39 Biesta, G.J.J. (2003). Jacques Derrida. Deconstruction = Justice. In M. Peters, M. Olssen, & C. Lankshear (eds.), Futures of critical theory: Dreams of difference (141-154). Lanham, MD: Rowman and Littlefield. ISBN 0 7425 2859 6

38 Biesta, G.J.J. (2003). How general can Bildung be? Reflections on the future of a modern educational ideal. In L. Loevlie, K.P. Mortensen & S.-E. Nordenbro (eds), Educating humanity: Bildung in postmodernity (pp. 61-74). Oxford: Blackwell.

2002 37 Biesta, G.J.J. (2002). Op zoek naar een pedagogisch perspectief. In G.J.J. Biesta, F.A.J. Korthagen & H.S. Verkuyl (eds), Pedagogisch bekeken. De rol van pedagogische idealen in de onderwijspraktijk (pp. 13-25). [From a pedagogical point of view. The role of educational ideals in teaching.] Baarn: Nelissen.

36 Korthagen, F.A.J. & Biesta, G.J.J. (2002). Doen en denken: Pedagogische reflectie. In G.J.J. Biesta, F.A.J. Korthagen & H.S. Verkuyl (eds), Pedagogisch bekeken. De rol van pedagogische idealen in de onderwijspraktijk (pp. 51-73). [From a pedagogical point of view. The role of educational ideals in teaching.] Baarn: Nelissen.

35 Biesta, G.J.J. & Verkuyl, H.S. (2002). Woorden en daden: Het pedagogisch analyseschema. In G.J.J. Biesta, F.A.J. Korthagen & H.S. Verkuyl (eds), Pedagogisch bekeken. De rol van pedagogische idealen in de onderwijspraktijk (pp. 93-108). [From a pedagogical point of view. The role of educational ideals in teaching.] Baarn: Nelissen.

34 Biesta, G.J.J., Korthagen, F.A.J., & Verkuyl, H.S. (2002). Afsluiting. In G.J.J. Biesta, F.A.J. Korthagen & H.S. Verkuyl (eds), Pedagogisch bekeken. De rol van pedagogische idealen in de onderwijspraktijk (pp. 109-121). [From a pedagogical point of view. The role of educational ideals in teaching.] Baarn: Nelissen.

2001 33 Biesta, G.J.J., Stams, G.J.J.M., Dirks, E., Rutten, E.A., Veugelers, W & Schuengel, C. (2001). Does sport make a difference? An exploration of the impact of sport on the social integration of young people. In J. Steenbergen, P. de Knop & A.H.F. Elling (eds), Values and norms in sport (pp. 95-113). Oxford: Meyer & Meyer Sport.

32 Biesta, G.J.J. & Miedema, S. (2001). Pragmatisme. In P. Smeyers & B. Levering (eds.), Grondslagen van de wetenschappelijke pedagogiek. Modern en postmodern (pp. 130-149). Amsterdam: Boom.

31 Biesta, G.J.J. et al., (2001). De pedagogische taak van de sportvereniging. In A. ten Boom (red), Waarden en normen in de sport deel II: Samenvatting onderzoeksresultaten (pp. 27-29). Arnhem: NOC*NSF.

30 Biesta, G.J.J. (2001). Hoe algemeen kan vorming zijn? Kanttekeningen bij een modern pedagogische ideaal. In R. Vanderstraeten (ed.). Algemene Vorming. Constructie van een pedagogisch ideaal (pp. 89-107). Apeldoorn/Leuven: Garant.

29 Biesta, G.J.J. (2001). How can philosophy of education be critical? How critical can philosophy of education be? Deconstructive reflections on children's rights. In F. Heyting, J. White & D. Lenzen (eds), Methods in Philosophy of Education (pp. 125-143). London/New York: Routledge.

28 Egéa-Kuehne, D. & Biesta, G.J.J. (2001). Opening: Derrida & education. In G.J.J. Biesta & D. Egéa-Kuehne (eds), Derrida & education (pp. 1-11). London/New York: Routledge.

27 Biesta, G.J.J. (2001). "Preparing for the incalculable." Deconstruction, justice and the question of education. In G.J.J. Biesta & D. Egéa-Kuehne (eds), Derrida & education (pp. 32-54). London/New York: Routledge.

2000 26 Biesta, G.J.J. & Miedema, S. (2000). Context and interaction. How to asses Dewey's influence on educational reform in Europe? In J. Oelkers & H. Rhyn (eds), Dewey and European education. General problems and case studies (pp.21-37). Dordrecht/Boston/London: Kluwer Acade­mic Publis­hers.

1999 25 Biesta, G.J.J. & Miedema, S. (1999) Dewey in Europe. Ambivalences and contradictions in the turn-of-the-century educational reform. In. J. Oelkers & F. Osterwalder (Hrsg.), Die neue Erziehung. Beiträge zur Internationalität der Reformpädagogik (pp. 99-124). Bern: Peter Lang.

24 Biesta, G.J.J. (1999). Where are you? Where am I? Education, identity and the question of location. In C.A. Säfstrom (ed.), Identity. Questioning the Logic of Identity Within Educational Theory (pp. 21-45). Lund: Studentlitteratur.

23 Biesta, G.J.J. (1999). Postmodernism, neopragmatism och utbildning: återkomsten för det politiska. In C.A. Säfström & L. Östman (eds) Textanalys. Introduktion till syftesrelaterad kritik (pp. 95-113). Lund: Studentlitte­ratur.­

22 Biesta, G.J.J. & Miedema, S. (1999). John Dewey - Filosoof van opvoeding en democratie. In John De­wey, Er­va­ring en Op­voe­d­ing. Vertaald en ingeleid door G.J.J. Biesta & S. Miedema (pp. 7-42). Houten/Diegem: Bohn, Stafleu & Van Loghum.

1998 21 Vanderstraeten, R. & Biesta, G.J.J. (1998). Subjectiviteit en intersub­jectivi­teit in de constructie van kennis. Een Deweyaanse aanzet. In Levering, B., Biesta, G.J.J. & Weijers, I. (eds). Thema's uit de wijsgerige en historische pedagogiek (pp. 129-134). Utrecht: SWP.

20 Levering, B., Biesta, G.J.J. & Weijers, I. (1998). Tussen isolement en verbondenheid. Bij wijze van inleiding. In Levering, B., Biesta, G.J.J. & Weijers, I. (eds). Thema's uit de wijsgerige en historische pedagogiek (pp. 7-11). Utrecht: SWP.

19 Wardekker, W., Biesta, G.J.J. & Miedema, S. (1998). Heeft de school een pedagogische opdracht. In N. de Bekker-Ketelaars, S. Miedema & W. Wardekker (eds). Vormende lerarenopleidingen (pp. 22-21). Utrecht: SWP/NVO.

1997 18 Biesta, G.J.J. & Miedema, S. (1997). Provisional utopias in a postcolo­nial world: An interview with Peter McLaren. In Peter McLaren, Revolu­tionary Multi­culturalism. Pedagogies of Dis­sent for the New Millenium (pp. 223-235). Boulder, CO: Westview Press.

1996 17 Kuur, R. van der, Biesta, G.J.J. & Miedema, S. (1996). Pedago­gisch weten­schaps­onderzoek en het kinderopvang­debat: de bruik­baarheid van het Harbers-model. In N. Bakker & P. Schreuder (eds), Kind en cultuur in opvoeding en onderwijs (pp. 129-136). Groningen: GION.

1995 16 Biesta, G.J.J. (1995). Pragmatism as a Pedagogy of Commu­nica­tive Action. In J. Garrison (Ed.), The New Scho­lars­hip on John Dewey (pp. 105-122). Dordrecht/Boston/London: Kluwer Acade­mic Publis­hers.

15 Miedema, S., Biesta, G.J.J. & Van der Kuur, R. (1995). De pedagogise­ring van het onderwijs als nati­onale zorg. In C.J.J.E. Dietvorst & J.P. Verhage (eds), De pedagogiek terug naar de school (pp. 13-30). Nijme­gen: Dekker & Van de Vegt.

1994 14 Biesta, G.J.J. (1994). Postmoderne Erziehung: zwi­schen Kontin­genz und Engage­ment. In F. Heyting & H.-E. Tenorth (Hrsg.), Pädagogik und Pluralismus. Deut­sche und nie­derländische Erfah­rungen im Umgang mit Pluralität in Erziehung und Erziehungswis­sen­schaft. Weinheim: Deutscher Studien Verlag, 131-148.

13 Biesta, G.J.J. & Miedema, S. (1994). From methodology to poli­tics. In S. Miede­ma, G.J.J. Biesta, B. Boog, A. Smaling, W. Wardekker & B. Levering (eds), The Politics of Human Science. Brussel: VUBPress, 7-11.

12 Miedema, S. & Biesta, G.J.J. (1994). Constructivism and Pragma­tism. How to solve the prob­lematic relation between methodology and epistemology in the debate about replicati­on. In R. van der Veer, M.H. van IJzen­doorn, J. Valsiner (eds), Reconstructing the Mind. New York: Ablex, 71-95.

11 Biesta, G.J.J., Miedema, S. & Berding, J.W.A. (1994). Pragmatis­tische Pedago­giek. In S. Miedema (eds), Peda­gogiek in Meervoud. Vierde druk. Deventer: Van Loghum Slaterus, 307-347.

1993 10 Miedema, S. & Biesta, G.J.J. (1993). Langeveld and Dewey on Pedagogy: A Compari­son. In S. Miedema, A. Oberg & B. Levering (eds), Reflections on Peda­gogy and Method. Vol. III. Procee­dings of the Third Interna­tional Invita­tional Pedagogy Confe­rence, Victoria B.C., May 31-June 4, 1992. Uriah Heep: Mont­foort, 141-151.

9 Biesta, G.J.J. (1993). Postmoderne opvoeding: tussen contingen­tie en engagement. In F. Heyting & H.-E. Te­north (eds), Pedago­giek en Plura­lisme. Duitse en Neder­landse visies op pluraliteit in de theorie en de praktijk van de opvoeding. Amster­dam: Uitge­verij POW, p.126-142.

1991 8 Miedema, S. & Biesta, G.J.J. (1991). Outlines of a Demo­cra­tic and Community Based Critical-Pragmatic Methodolo­gy: On the way to relevant pedagogical inquiry. In Evans, R., A. Winning & M. van Manen (eds), Reflections on Pedago­gy and Method. Edmonton: Universi­ty of Alber­ta Press, 76-87.

7 Biesta, G.J.J. (1991). De opvoeding van de 'body-mind'. Over de plaats van de pedago­giek in het werk van John Dewey. In F. Heyting, E. Mulder & A. Rang (eds), Indi­vidua­tie en sociali­satie in tijden van modernise­ring. Siswo publika­tie 361. Amster­dam: Siswo, 105-113.

6 Biesta, G.J.J. & Miedema, S. (1991). Transactie, ervaring en kennen: Het cultureel-naturali­sme van John Dewey. In Pen­nings, A., A. van der Leij, W. Meeus. B. Rang en Th. Wubbels (eds), Bijdragen aan Pedago­gisch Onderzoek 1990. Amers­foort/Leuven: Acco, 78-91.

1990 5 Biesta, G.J.J., Miedema, S. & Van IJzendoorn, M.H. (1990). John Dewey's recon­struction of the reflex‑arc concept and its rele­vance for Bowlby's attachment theory. In Wm. J. Baker, M.E. Hyland, R. van Hezewijk & S. Terwee (eds). Recent Trends in Theoretical Psycholo­gy. Volume 2. New York: Springer-Ver­lag, 211-220.

1989 4 Biesta, G.J.J. (1989). Stromingen in de pedagogiek. In A. Dieleman et al. (eds), Pedago­giek van de Levensloop. Deel 3. Heerlen: Open Univer­si­teit, 113-132.

1988 3 Biesta, G.J.J. & Miedema, S. (1988). Kentheorie, weten­schaps­filosofie en 'logic': Aspecten van de filosofie van John Dewey in de negentiende eeuw. In H. Berghs & W. Thijs (eds), Congres­bundel Filosofiedag Antwerpen 1988, pp.190-196. Delft: Eburon. 

1987 2 Biesta, G.J.J. & Miedema, S. (1987). De betekenis van John Deweys ken‑ en weten­schapstheorie voor de (theore­tische) pedagogiek. Pedagogische Verhandelin­gen, 10(2), 96‑106.

1 Biesta, G.J.J. & Miedema, S. (1987). De invloed van John Dewey op de Neder­landse pedagogiek. Pedagogische Verhan­delin­gen, 10(2), 324‑335.