Abstract
Recently researchers have become increasingly aware of the value of the concept of teaching as an implementer of educational goals. At least many of Gert Biesta’s recent theoretical-conceptual studies on teaching and the teacher provide indications of this. It is all about finding teaching again, but not exactly in the same sense as before. It is possible to conceptually highlight aspects of teaching that emphasize its value. This unique value can be expressed through a teleological model combined with a modern view of causality, i.e., teaching works as a complex and reciprocal process. The causal mechanism can be traced by using close conceptual analysis, which leads us to essential power categories: There are potential structures for student learning (within which all factors are not always activated), moreover, teaching intentions are indispensable.
Highlights
Recent philosophical articles written by Gert Biesta (2015a, 2015b, 2015c, 2015d, 2016) on teaching, teachers and learning provide the impulse for this article
When we talk about teaching, we are thinking about intentional learning, but it is difficult to measure the extent to which we have succeeded in promoting learning
There are a number of journals of education that focus on publishing research on teaching, such as Teaching and Teacher Education, Learning and Instruction, and Teachers and Teaching: Theory and Practice
Summary
Biesta (2015c) argues that teaching is vital, without it there can be no education. He suggests that educative teaching comprises three sub-areas that must be involved in practical teaching: content, purpose and relationship. Biesta (2015d) argues that students should not be seen as clients They cannot know in the same way as their teachers (at least not always) what they need or what is good or necessary for them to learn. In education, the student and the teacher have different responsibilities and expectations. Learning according to teaching criteria is seen as an intentional and active event that requires critical examination between all actors, teachers and students. Some philosophers of education (Biesta, McEwan) have argued that teaching should provide enough challenge from the learner’s point of view. Transparency and competent activity in research could be a good model for ideal teaching
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