The Problem of Educational Theory
Abstract This interview sheds light on current developments threatening the disciplinary ‘heart’ of education. Taking a starting point in the continental ‘configuration’ of the field, Gert Biesta and Stefan T Siegel argue that there are forms of theory considered distinctively educational. Based on this premise, they discuss why defining educational theories (Erziehungswissenschaftliche Theorien) is so challenging, and why it is nevertheless a rewarding endeavour. By distinguishing between (genuinely) educational theories in a narrow sense and (educationally relevant) theories in a wider sense, Biesta and Siegel attempt to tackle the problem of educational theory and to stimulate the discourse on theorizing education. This text is the Spanish translation of the interview between Stefan. T. Siegel and G. Biesta and published as an article in July 2021 in Policy Futures in Education journal. Siegel, S. T., & Biesta, G. (2021). The problem of educational theory. Policy Futures in Education. https://doi.org/10.1177/14782103211032087. Licensed CC-BY 4.0 (https://creativecommons.org/licenses/by/4.0/)
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Biesta, G. J. J. (2007). Why ‘what works’ won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1-22. https://doi.org/10.1111/j.1741-5446.2006.00241.x
Biesta, G. J. J. (2011). Disciplines and theory in the academic study of education: A comparative analysis of the Anglo-American and continental construction of the field. Pedagogy, Culture & Society, 19(2), 175-192. https://doi.org/10.1080/14681366.2011.582255
Biesta, G. J. J. (2013). On the idea of educational theory. En B. J. Irby, G. Brown, R. Lara-Alecio, et al. (Eds.), The Handbook of Educational Theories (pp. 5-16). IAP.
Biesta, G. J. J. (2020). Educational Research: An Unorthodox Introduction. Bloomsbury.
Biesta, G. J. J. (2021, forthcoming). World-Centred Education: A View for the Present. Routledge. https://doi.org/10.4324/9781003098331
Biesta, G. J. J., & Säfström, C. A. (2011). A manifesto for education. Policy Futures in Education, 9(5), 540-547. https://doi.org/10.2304/pfie.2011.9.5.540
Biesta, G. J. J., Filippakou, O., Wainwright, E., et al. (2019). Why educational research should not just solve problems, but should cause them as well. British Educational Research Journal, 45(1), 1-4. https://doi.org/10.1002/berj.3509
Condliffe-Lagemann, E. (2000). An Elusive Science: The Troubling History of Education Research. University of Chicago Press.
Irby, B. J., Brown, G., Lara-Alecio, R., et al. (Eds.). (2013). The Handbook of Educational Theories. IAP.
Krautz, J. (2021, forthcoming). Pädagogik als téchne, der Lehrer als artifex (Pedagogy as Téchne, the teacher as artifex). En B. Blankenheim (Ed.), Kunstlehre/Lehrkunst, Kunstlehre als Paradigma von Bildung, Erziehung und Vermittlung (Art teaching/teaching art, art teaching as a paradigm of education, upbringing and mediation). Kopäd.
Labaree, D. (2006). The Trouble with Ed Schools. Yale University Press.
Loch, W. (2019). Die allgemeine Pädagogik in phänomenologischer Hinsicht (1998) (General Pedagogy in Phenomenological Terms (1998)). En M. Brinkmann (Ed.), Phänomenologische Erziehungswissenschaft von ihren Anfängen bis heute. Eine Anthologie (Phenomenological education from its beginnings to the present. An anthology) (pp. 393-421). VS. https://doi.org/10.1007/978-3-658-17082-0_20
Matthes, E. (2020). Aktualität der Geisteswissenschaftlichen Pädagogik (The relevance of ‘Geisteswissenschaftliche Pädagogik’. Vierteljahrsschrift für wissenschaftliche Pädagogik, 96(2), 214-230. https://doi.org/10.30965/25890581-09602005
Prange, K. (2005). Die vielen Erziehungswissenschaften und die eine Pädagogik – zum Verhältnis von Erwachsenenbildung und Allgemeiner Pädagogik (The many educational sciences and the one pedagogy – on the relationship between adult education and general pedagogy). Report, 28(1), 13-22.
Prange, K. (2012). Die Zeigestruktur der Erziehung. Grundriss der operativen Pädagogik (The pointing structure of education. Outline of the operative pedagogy). Schöningh.
Saeverot, H. (2013). On the need to ask educational questions about education: An Interview with Gert Biesta. Policy Futures in Education, 11(2), 175-184. https://doi.org/10.2304/pfie.2013.11.2.175
Siegel, S. T., & Daumiller, M. (2021). Students’ and instructors’ understandings, attitudes and beliefs about educational theories: Results of a mixed-methods study. Education Sciences, 11(5), 1-16. https://doi.org/10.3390/educsci11050197
Vogel, P. (2016). Die Erziehungswissenschaft und ihr Wissen. Selbstkritik, Thematisierungsformen, Analytik (Educational science and its knowledge. Self-criticism, forms of topicalization, analytics). Zeitschrift für Pädagogik, 62(4), 452-473
Biesta, G. J. J. (2011). Disciplines and theory in the academic study of education: A comparative analysis of the Anglo-American and continental construction of the field. Pedagogy, Culture & Society, 19(2), 175-192. https://doi.org/10.1080/14681366.2011.582255
Biesta, G. J. J. (2013). On the idea of educational theory. En B. J. Irby, G. Brown, R. Lara-Alecio, et al. (Eds.), The Handbook of Educational Theories (pp. 5-16). IAP.
Biesta, G. J. J. (2020). Educational Research: An Unorthodox Introduction. Bloomsbury.
Biesta, G. J. J. (2021, forthcoming). World-Centred Education: A View for the Present. Routledge. https://doi.org/10.4324/9781003098331
Biesta, G. J. J., & Säfström, C. A. (2011). A manifesto for education. Policy Futures in Education, 9(5), 540-547. https://doi.org/10.2304/pfie.2011.9.5.540
Biesta, G. J. J., Filippakou, O., Wainwright, E., et al. (2019). Why educational research should not just solve problems, but should cause them as well. British Educational Research Journal, 45(1), 1-4. https://doi.org/10.1002/berj.3509
Condliffe-Lagemann, E. (2000). An Elusive Science: The Troubling History of Education Research. University of Chicago Press.
Irby, B. J., Brown, G., Lara-Alecio, R., et al. (Eds.). (2013). The Handbook of Educational Theories. IAP.
Krautz, J. (2021, forthcoming). Pädagogik als téchne, der Lehrer als artifex (Pedagogy as Téchne, the teacher as artifex). En B. Blankenheim (Ed.), Kunstlehre/Lehrkunst, Kunstlehre als Paradigma von Bildung, Erziehung und Vermittlung (Art teaching/teaching art, art teaching as a paradigm of education, upbringing and mediation). Kopäd.
Labaree, D. (2006). The Trouble with Ed Schools. Yale University Press.
Loch, W. (2019). Die allgemeine Pädagogik in phänomenologischer Hinsicht (1998) (General Pedagogy in Phenomenological Terms (1998)). En M. Brinkmann (Ed.), Phänomenologische Erziehungswissenschaft von ihren Anfängen bis heute. Eine Anthologie (Phenomenological education from its beginnings to the present. An anthology) (pp. 393-421). VS. https://doi.org/10.1007/978-3-658-17082-0_20
Matthes, E. (2020). Aktualität der Geisteswissenschaftlichen Pädagogik (The relevance of ‘Geisteswissenschaftliche Pädagogik’. Vierteljahrsschrift für wissenschaftliche Pädagogik, 96(2), 214-230. https://doi.org/10.30965/25890581-09602005
Prange, K. (2005). Die vielen Erziehungswissenschaften und die eine Pädagogik – zum Verhältnis von Erwachsenenbildung und Allgemeiner Pädagogik (The many educational sciences and the one pedagogy – on the relationship between adult education and general pedagogy). Report, 28(1), 13-22.
Prange, K. (2012). Die Zeigestruktur der Erziehung. Grundriss der operativen Pädagogik (The pointing structure of education. Outline of the operative pedagogy). Schöningh.
Saeverot, H. (2013). On the need to ask educational questions about education: An Interview with Gert Biesta. Policy Futures in Education, 11(2), 175-184. https://doi.org/10.2304/pfie.2013.11.2.175
Siegel, S. T., & Daumiller, M. (2021). Students’ and instructors’ understandings, attitudes and beliefs about educational theories: Results of a mixed-methods study. Education Sciences, 11(5), 1-16. https://doi.org/10.3390/educsci11050197
Vogel, P. (2016). Die Erziehungswissenschaft und ihr Wissen. Selbstkritik, Thematisierungsformen, Analytik (Educational science and its knowledge. Self-criticism, forms of topicalization, analytics). Zeitschrift für Pädagogik, 62(4), 452-473
Siegel, S. T. ., & Biesta, . G. (2021). The Problem of Educational Theory. Teoría De La Educación. Revista Interuniversitaria, 34(1), 33–48. https://doi.org/10.14201/teri.27157
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