Biesta’s educational theory; the shadows of the metaphysical approach and “aims of education”

Abstract

Biesta’s educational theory has a strong focus on the event of subjectivity and receives increasing attention in the field of philosophy of education. This thesis attempts to identify what are the problems with Biesta’s educational theory. Close examination reveals that Biesta’s educational theory has two major problems. The first problem is that his notion of subjectification might be neither relevant to nor feasible in educational contexts. Also, there is a danger that Biesta’s strong advocacy of subjectification might undermine other educational values such as morality and rational autonomy. I therefore suggest that we should take the genealogical approach to subjectivity instead of the metaphysical approach that Biesta employs. The second problem is that Biesta confuses political problems with educational problems as his theory is based on the presupposition of the existence of aims of education. With the help of Peters’ claim, I suggest that education can be valuable in itself and does not need to have aims. Instead of reaching out to external aims, an educational theory should focus on the search and protection of values which are worthwhile to pass on in education and the process how these are passed on.