Reclaiming the artistry of teaching

Gert Biesta*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingEntry for encyclopedia/dictionary

Abstract / Description of output

The question whether teaching should be understood as an art or a science has been posed many times. Contemporary calls for educational effectiveness, for evidence-based teaching, and for the close monitoring of measurable learning outcomes are strongly pushing education and the work of teachers toward the technicist end of the spectrum. This article provides a detailed case for why teaching needs to be understood as an art and discusses why the artistry of teaching needs to be at the center of any attempt to make education better.

Original languageEnglish
Title of host publicationInternational Encyclopedia of Education
EditorsRobert J. Tierney, Fazal Rizvi, Kadriye Ercikan
PublisherElsevier
Pages648-654
Number of pages7
Edition4th
ISBN (Electronic)9780128186299
DOIs
Publication statusPublished - 18 Nov 2022

Keywords / Materials (for Non-textual outputs)

  • Aristotle
  • artistry
  • effectiveness
  • Lawrence Stenhouse
  • Poiesis
  • praxis
  • resistance
  • teaching
  • technicism

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