Abstract
Abstract This paper explores Biesta’s recent revisiting of his iconic and at times contested notion of education as subjectification. First, I look at how Biesta presents his notion by attending to his answers to the criticisms it has faced concerning elusiveness, oversimplification, and self-centredness. Then, going beyond the declarative level, I explore a concrete example of education as subjectification from Biesta’s 2022 book, World-Centred Education. Analysing the example of Homer Lane and Jason, I examine the ambivalence between Biesta’s explicit statements on subjectification as a form of spontaneous and non-coercive teaching aimed at cultivating freedom and the more complex picture that emerges from a close reading of the original story. From this analysis, I find important conceptual limitations to education as subjectification: it could conceal part of the institutional context of education and the teacher’s active role, and also reduce freedom to an individualistic concept. I thus conclude by suggesting that the language of subjectification should always be engaged with critically—but never in isolation—and with a stereoscopic optic in mind.
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