Gert J. J. Biesta, The Beautiful Risk of Education
Gert J. J. Biesta, The Beautiful Risk of Education
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格特·J·J·比斯塔，《教育的美丽风险》
DOI：
10.1111/edth.12063
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发表时间：
2014
影响因子：
1
通讯作者：
T. Lewis
中科院分区：
文献类型：
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作者：
T. Lewis
在他的最新著作《教育的美丽风险》中，格特·比斯塔呼吁教育要薄弱。他没有主张教育变得更强大、更安全、更可预测、更无风险，而是回到了那些被当前标准化测试和测量趋势所哀叹的教育质量，认为这些质量是需要克服的缺陷。事实上，比斯塔认为，教育越强大，我们就越忽视教育的本质：教育是一种缓慢的、困难的、不安全的、不可预测的、充满风险和不确定性的实践。在这个意义上，弱点是“使教育成为可能的条件”（BRE，4）。[1]在本书的其余部分，比斯塔举例说明了软弱、不安全感和不可预测性的卑鄙品质是如何在超越学习的教育中拯救创造力、沟通、教学、学习、解放、民主和精湛技艺的核心。在这个意义上，比斯塔的思想可以被看作是一个更大的参与与pensiero debole，或弱思想，在教育的一部分。[2]事实上，他有力地证明了弱点是一种偶然的，但也是一种构成的力量，它可以超越制度化的、构成的测量和测试的力量，向另一种更道德的欣赏开放，对“美丽的风险”，即教育。简而言之，弱点应该被称赞为一种资产，而不是被谴责为一种缺陷。也许他最尖锐的观察来自于致力于教学和学习的章节。至少对我来说，这几章是这本书的核心概念，因此我想把重点放在它们身上，把它们作为比斯塔的见解和分析方法的典范。目前，教学面临着危机。这些选择似乎要么主张教师的强大权威（它依赖于教师作为一个自给自足的形而上学存在，是知识者的基本体现），要么主张建构主义学习使教师黯然失色（它将教师降低为仅仅是一个促进者，无法教授学生任何超出他或她已经拥有的东西，在某种意义上，）。这两种选择对比斯塔来说都是不可取的，他提出了第三种方法：弱教师概念。为了理解这个弱点，比斯塔提供了一个有用的现象学区分“学习”和“被教导”。向老师学习意味着老师是一种资源
In his latest book, The Beautiful Risk of Education, Gert Biesta calls for a weak education. Instead of arguing for education to become stronger, more secure, more predictable, and risk-free, he returns to precisely those qualities of education that are bemoaned by current standardized testing and measurement trends as defects to be overcome. Indeed, Biesta makes the claim that the stronger education becomes, the more we lose sight of what education actually is: a practice that is slow, difficult, insecure, unpredictable, and full of risks and uncertainties. Weakness, in this sense is “the very condition that makes education possible”(BRE, 4). 1 Throughout the rest of the book, Biesta gives examples of how the abject qualities of weakness, insecurity, and unpredictability are central to redeeming creativity, communication, teaching, learning, emancipation, democracy, and virtuosity for an education beyond learning. In this sense, Biesta’s thought can be seen as part of a larger engagement with pensiero debole, or weak thought, in education. 2 In fact, he makes a strong case for weakness as a kind of contingent yet constituting power that can transgress the institutionalized, constituted power of measurement and testing, opening up to another, more ethical appreciation for the “beautiful risk” that is education. In short, weakness is to be praised as an asset rather than decried as a deficit.Perhaps his most poignant observations come in the chapters dedicated to teaching and learning. To me, at least, these chapters feel like the conceptual heart of the book, and therefore I would like to focus on them as paradigmatic of both Biesta’s insights and his method of analysis. Currently, teaching is faced with a crisis. The options seem to be asserting either the strong authority of the teacher (which relies on a metaphysical presence of the teacher as a self-sufficient, fundamental embodiment of the one-who-knows) or the eclipse of the teacher by constructivist learning (which reduces the teacher to a mere facilitator incapable of teaching a student anything beyond what he or she already, in some sense, possesses). Neither of these alternatives is desirable to Biesta, who instead proposes a third way: a weak conception of the teacher. To understand this weakness, Biesta provides a useful phenomenological distinction between “learning from” and “being taught by.” Learning from a teacher means that the teacher is a resource