Gert Biesta is Professor of Educational Theory and Pedagogy (part-time) and Deputy Head of the Institute of Education, Teaching and Leadership. He joined the Moray House School of Education and Sport in August 2019. He is also Professor of Public Education (part-time) at the Centre for Public Education and Pedagogy at Maynooth University, Ireland.


Nov 20, 2020 Author: Gert Biesta I focus specifically on the distinction between socialisation and subjectification, as both 'modalities' of education have to 

Gert Biesta This reading focuses attention upon the different purposes and dimensions of education and emphasizes the importance of teacher judgement. It comes from Gert Biesta’s (2010) analysis of the particular nature of education practices and the role of purpose in such practices. Subjectification (May, 2010, pp. 78-79) Subjectification is the process of becoming a collective subject through acting out of the presupposition of equality. By subjectification I mean the production through a series of actions of a body and a capacity for enunciation not previously identifiable within a given field of experience, whose identification is thus part of the reconfiguration of the field of experience. Biesta identifies three functions that educational systems perform: qualification, socialization, and subjectification. Subjectification involves ways of being whereby individuals exercise their capacity to remain independent from the existing orders by challenging their uncontested insertion into these orders.

Gert biesta subjectification

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Biesta menar att även den senare många gånger utgår ifrån att det finns ett på förhand existerande stoff vilket eleven ska tillägna sig (s 34). Som Biesta ser saken är pedagogi-kens avgörande fråga var utbildningens subjekt blir till. Frågan koncentreras i det avseendet varken till den lärande individen – till exempel till kognitiva subjectification (the qualities we seek to promote in them as persons). Doing this also requires that we answer the question why it is that we want to achieve this, which is the issue of justification. The reason that we need judgement here, is because any answer to this question is not a matter of stating facts or referring to scientific 2020-03-12 · I addressed the first question through a reading of Gert Biesta’s philosophy of education. He emphasizes subjectification as an important educational purpose. This subjectification is enabled by creating opportunities for the student to appear as a subject.


His research focuses on the theory and philosophy of education and the theory and philosophy of educational and social research, with a particular interest in the relationships between education and democracy. Gert Biesta at HKW, Schools of Tomorrow, Kick-off conference, May 2017. This article "Gert Biesta" is from Wikipedia.

theorist Gert Biesta's concerns with character, democracy, politics and autonomy. It suggests that Biesta's notion of subjectification implies a semiotic process of 

In the Gert Biesta: If you mean whether in education we should pay explicit attention to the domain of socialisation, my answer would be yes, but all depends on how we understand that. I don’t think that ‘strong socialisation’ makes a lot of sense – that is socialisation where we tell/force students to adopt particular values, behaviours, ways of doing, and so on. Gert Biesta ( is Professor of Educational Theory and Policy at the University of Luxembourg, former president of the Philosophy of Education Society USA, and editor-in-chief of the journal Studies in Philosophy and Education. He has published widely on the theory and philosophy of education. Theorising Civic Learning: Socialisation, Subjectification and the Ignorant Citizen. Pages 85-98.

Gert biesta subjectification

In Biesta's article "Good education in an age of measurement:   At least many of Gert Biesta's recent theoretical-conceptual studies on teaching and of purpose», which include qualification, socialization and subjectification. Gert Biesta. The Stirling Institute of Education, University of Stirling.
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For this to happen, the teacher must “interrupt” the students by presenting that which challenges his or her basic ethical preconceptions, which in turn forces the student to choose as a subject. 227 Heimans, S. & Biesta, G. (2020). Rediscovering the beauty and risk of education research and teaching: an interview with Gert Biesta by Stephen Heimans. Asia-Pacific Journal of Teacher Education 48(2), 101-110.

Visar resultat 16 - 20 av 26 avhandlingar innehållade ordet subjectification. Gert Biesta; Jonas Aspelin; Education and Learning; Utbildning och lärande;  stated by Gert Biesta (socialisation, subjectification and qualification) subjectification and social-isation, characterised the new curriculum. Teacher Education, Poetry, T.S. Eliot, Genre-based pedagogy, T. S. Eliot, and 4 moreGayatri Spivak, Subjectification, Gert Biesta, and Duality of poetry. (Gayatri  av AL Ljungblad · 2020 · Citerat av 1 — the creation of human subjectification as a counterweight to students being objectified.
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This master dissertation, in Danish language and ranked as educational theory, aims at pinpointing and qualifying the Horne Efterskole concept of an open-minded attitude towards cultural encountering by means of educational thinking and practice in

Leiden: Brill Sense.

Biesta menar att även den senare många gånger utgår ifrån att det finns ett på förhand existerande stoff vilket eleven ska tillägna sig (s 34). Som Biesta ser saken är pedagogi-kens avgörande fråga var utbildningens subjekt blir till. Frågan koncentreras i det avseendet varken till den lärande individen – till exempel till kognitiva

Gert Biesta - 2011 - Studies in Philosophy and Education 30 (5):429-432.

2015-12-02 · While qualification, socialisation and what I have suggested to call ‘subjectification’ – that is, the process of becoming- subject – can be seen as three distinct functions of education, i.e. three ways in which most if not all education functions, I have further suggested that we can see qualification, socialisation and subjectification as three potential purposes of education or, in Corinne Campbell discussing the thinking of Gert Biesta in the Rethinking Reform stream at Education Nation on 8 June 2016. The last sentence of the quote is, I feel, the important piece here. It relates to a theme that had arisen in earlier sessions at Education Nation; that what works in one context will not necessarily work in another.