30 Matching Annotations
  1. Jul 2021
    1. how their impact is assessed

      This has always seemed key to me. Active learning methods help learning, not people doing well in traditional assessments with traditional conceptions of learning which lead to the 5 minute university

    2. “replicability crisis,”

      Good term

    3. Father Guido Sarducci

      Amazing video if you have not seen it https://www.youtube.com/watch?v=kO8x8eoU3L4

  2. May 2021
    1. intentions

      education should never have intentions for us - it is about freeing us

    2. forced into modes of self‐management

      more control and power being exerted

    3. life

      subjectification is not who I am, but how I am

    4. patience

      subjectification - the student-centreness? - is at odds with qualification and socialisation

    5. If you only have two taught hours per week I guess you have a lot of free time

    6. And we also know that children are sometimes perfectly able to stay in the middle ground, whereas many adults keep pursuing fantasies.

      So are we talking about FE and HE and older teacher again?

    7. when confronted with this double‐bind, out of frustration, we step back and withdraw ourselves from the situation

      Are we talking about when we become a conspiracy theorist - we stop engaging in the debate and create a new reality?

    8. We encounter this reality when our initiatives meet resistance — first of all, the resistance of the material world but also, of course, the resistance of the social world, the resistance of other human beings who, if they take up our beginnings at all, may do so in very different and unexpected ways.

      Learning to fly? In science there is plenty of resistance, and plenty of reasons why

    9. .

      What does this mean in a science discipline? How does science meet our subjectification?

    10. exist

      they are not an object of education they are the subject of education. So they are subject and the topic is biology? How does the subject interact with the topic?

    11. to be(come) self‐active

      becoming yourself/finding yourself? Have we already done this in HE?

    12. child

      To what extent is this relevant to HE? Is it true only of children?

    13. How do I cultivate freedom through coercion?

      Are most disciplines coercing students to learn what the tutor thinks is important

    14. Education has not always had an interest in freedom, or, to be more precise, it has not always had an interest in the promotion of freedom (and we could even say that is still the case in many places today)

      This implies in the West at least the argument is won? Education has an interest in freedom. Yes I think I agree it has an interest, but probably not a focusin all disciplines. Should it?

    15. Put simply, what is at stake in the idea of subjectification is our freedom as human beings and, more specifically, our freedom to act or to refrain from action.1111 I am thinking here of the “category” of “intentional nonaction” — that is, the unique human capacity to decide not to act or to refrain from action. This is not about freedom as a theoretical construct or complicated philosophical concept, but concerns the much more mundane experience that in many — perhaps even all — situations we encounter in our lives, we always have a possibility to say yes or to say no, to stay or to walk away, to go with the flow or to resist — and encountering this possibility in one's own life, particularly encountering it for the first time, is a very significant experienc

      So this is subjectification: be a self - so should all disciplines be encouraging us to be a self?

    16. how education can help children and young people to obtain “sovereignty” in light of the societal and natural forces they are subjected to.

      Philosophers such as Kant have influenced the domain of education. Do philosophers have the same sway now?

    17. It is about how I exist as the subject of my own life, not as the object of what other people want from me.

      How does this objective/domain of education interact with socialisation? Are they contradictory?

    18. it can be argued that education always also impacts on the student as individual, either by enhancing or by restricting capacities and capabilities

      so is subjectification - how education enhances or restricts students capabilities?

    19. they learn something, that they learn it for a reason, and that they learn it from someone

      Learning at school is directed. We tell them what and how to learn. Is this a problem?

    20. this.

      This is one way in which we return freedom, but what are other more general ways in which freedom can be returned?

    21. returned their freedom to them

      Should one of the key objectives of education be to "return their freedom" or give access to "freedom"? Is freedom a loaded term or is it obvious what Biesta means?

    22. Biesta explains that this is not the freedom to do what one wants to do, but the freedom to act in and with the world in a “grown‐up” way

      Is acting in and with the world in "grown-up" way subjective or objective ?

    23. Interruption, suspension, and sustenance

      interruption: meet the real world suspension: provide time for students to decide sustenance: so that students stay with the difficulty and meet the real world

    24. an interruption of the flow of intentions and initiatives

      education for subjectification offers choice - an interruption

    25. subjectification

      Three purposes of education: qualification, socialisation, subjectification

    26. learning

      what is the purpose of education?

    27. authoritarian practices

      Education as a means of incarceration