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SCHOOL OF EDUCATION

Learner, student, speaker: Why it matters how we call those we teach. Gert Biesta School of education University of Stirling “A learner is not a shedhand or barrower, but a budding shearer who has not yet shorn 5,000 sheep (10,000 in Queensland).” (Gunn 1965, p.35). SCHOOL OF EDUCATION.

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SCHOOL OF EDUCATION

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  1. Learner, student, speaker: Why it matters how we call those we teach. Gert Biesta School of education University of Stirling “A learner is not a shedhand or barrower, but a budding shearer who has not yet shorn 5,000 sheep (10,000 in Queensland).” (Gunn 1965, p.35) SCHOOL OF EDUCATION

  2. L E A R N E R the rise of the ‘new language of learning’ an emancipatory shift? ↓ the learner as ‘not yet’ weak construction of the learner strong construction of the learner explanation: “a means to reduce the situation of inequality where those who know nothing are in relation with those who know” / “to explain is to demonstrate an incapacity” / the learner as the product of the ‘explicative order’ the learner as lifelong learner? SCHOOL OF EDUCATION

  3. S T U D E N T Is it possible to engage in education in such a way that it emancipates rather than stultifies? Is it possible to teach without explanation? ↓ Joseph Jacotot – The ignorant schoolmaster students learned without a master explicator, not without a master; teaching without communication: not: intelligence to intelligence, but: will to will emancipation takes place when an intelligence obeys only itself, even while the will obeys another will emancipatory education: the act of revealing an intelligence to itself SCHOOL OF EDUCATION

  4. emancipation is not something “given by scholars, by their explications at the level of the people’s intelligence” – emancipation is always “emancipation seized” “The emancipatory teacher’s call forbids the supposed ignorant the satisfaction ... of admitting that one is incapable of knowing more.” ( ) option 1 option 2 option 3 critical pedagogy Freire Ranciere truth truth no truth schoolmaster no schoolmaster schoolmaster The one who is the subject of education is summoned to study. ↓ A S T U D E N T SCHOOL OF EDUCATION

  5. S P E A K E R not a psychology, not a theory of ‘teaching and learning’, not a form of constructivism or self-regulated learning, not a new pedagogy but ‘a different route’: that of liberty Who can speak? not the capacity of speech, but: who is ‘allowed’ to speak noise → education → voice? does the teacher need to explain what the noises of the students mean? a ‘distribution of the sensible’ in which some sound exist as noise and other sound exist as voice SCHOOL OF EDUCATION

  6. police or police order (‘la police,’ ‘l’ordre policier’) ↓ an order “of the visible and the sayable that sees that a particular activity is visible and another is not, that this speech is understood as discourse and another as noise” politics (la politique) ↓ A mode of expression that undoes the perceptible divisions of the police order by implementing a basically heterogeneous assumption, that of a part of those who have no part, an assumption that, at the end of the day, itself demonstrates the sheer contingency of the order [and] the equality of any speaking being with any other speaking being. an interruption of the existing order with reference to the idea of equality ↓ dissensus SCHOOL OF EDUCATION

  7. subjectification ↓ “the production through a series of actions of a body and a capacity for enunciation not previously identifiable within a given field of experience, whose identification is thus part of the reconfiguration of the field of experience” subjectification, not identification subjectivity, not identity subjectification: a supplement to the existing order coming to speech [1] identification [2] subjectification SCHOOL OF EDUCATION

  8. D I S C U S S I O N a learner cannot (yet) speak (noise → education → speech) a student can learn without explanation (will to will, not intelligence to intelligence) student a: studies the explanations of others student b: follows her own ‘orbit’ a speaker is the one who already speaks “Equality is not given, nor is it claimed; it is practised, it is verified.” But it can only appear as “an absurdity”. ↓ equality and inequality are “two axioms by which education operates” The point is not to prove the equality of intelligence of all human beings, but seeing “what can be done under that supposition.” SCHOOL OF EDUCATION

  9. C O D A the explicative order is both an educational logic and a social logic: “progress” [perhaps Ranciere’s writings are more a critique of the social logic than of the educational logic: ‘The world is not a school’] “There is no social emancipation, and no emancipatory school” (“only an individual can emancipate an individual”) the explicative order cannot be replaced by an emancipatory order the suggestion to refer to our students as speakers therefore does not inaugurate a new pedagogy or a new system of schooling ↓ it provides a different starting point, not a different conclusion SCHOOL OF EDUCATION

  10. T H A N K Y O U gert.biesta@stir.ac.uk www.gertbiesta.com SCHOOL OF EDUCATION

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