Eine neo-existenzialistische Konzeption von Unterricht und Lehrerhandeln? Zu Gert Biestas Wiederentdeckung und Rehabilitation des Lehrens und des Lehrers 1

Abstract

Neo-Existentialism as a Theory of Classroom Teaching? Reviewing Gert Biesta’s Re(dis) -covery of Teaching Gert Biesta is well known as a critic of a dominantly psychological interpretation of education and learning. He is also sceptic towards the evidence-based approach to educational reform and administration. Instead of this current dominating paradigm he defends and praises »the beautiful risk of education« based on a non-technological, dialogical interpretation of education. But what about teaching? In his new book Biesta rediscovers and recovers teaching and the teacher. His central idea is to disconnect teaching and learning, to free teaching from learning. Teaching cannot produce or cause learning; measured learning progress of students cannot be regarded as an indicator for successful teaching. This approach resembles former existentialist ideas on education and teaching. In this critical review central elements of Biesta’s approach to teaching and teachers are presented and discussed in the light of other theories of classroom teaching.