www.gertbiesta.com

A quick word about me.

I am currently Professor of Education at the School of Education, University of Stirling, UK, where I co-direct our Laboratory for Educational Theory. I am also Visiting Professor for Education and Democratic Citizenship at Mälardalen University, Sweden, editor-in-chief of Studies in Philosophy and Education, and founding co-editor of OTHER EDUCATION: The Journal of Educational Alternatives.

I write about the theory and philosophy of education, the theory of educational research, about teaching, learning, curriculum and pedagogy, about teacher education and about education policy. I conduct research on such topics as lifelong learning, citizenship, democratic education, curriculum, and vocational education.

I am President of the Philosophy of Education Society USA (2011) and have been awarded an International Francqui Professorship by the Francqui Foundation (for 2011).

For more about my work, please go to my research.

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NEW FOR 2010

Good Education in an Age of Measurement
special offer from UK distributor here
or order here

NEW FOR 2011

Learning Democracy in School and Society

order here

from the review of Good Education in An Age of Measurement by Lani Florian in Teachers College Record 

"In this challenging but accessible book, Gert Biesta offers a theoretical perspective on education that opens up new ways to think about the work of teachers, teacher educators, and educational researchers. Whether or not readers agree with all that is discussed in the book, or the stance that is taken, they are sure to find much to appreciate because Good Education is a short book that cogently synthesizes some big ideas."

"At the end of the chapter on evidence-based education, Biesta writes of “the need to widen the scope of our thinking about the relationship between research, policy, and practice, so as to make sure that the discussion is not restricted to finding the most effective ways to achieve certain ends, but also addresses questions about the desirability of the ends themselves (p. 48). In this endeavor the book succeeds brilliantly. For those who are unfamiliar or uncertain about the postmodern perspective on education and its contribution to improving practice, the book offers a good introduction and opportunity for deeper understanding. For those who are committed to this stance, Good Education offers a firm foundation for further developments, both theoretical and practical."