[World-Centred Education: A View for the Present] Standing between a student-centered and curriculum-centered education

Biesta, G. (2021). World-Centred Education: A View for the Present (1st ed.). Routledge. https://doi.org/10.4324/9781003098331

World-Centred Education | A View for the Present | Gert Biesta | Taylo

 

I have debated to answer a seemingly simple but profound question in physical education, what should the center be in education? One side argued the importance of the subject matter, raising the voice of justification as a school subject in physical education (i.e., curriculum-centered education). The opposite emphasized what and how students experience matters (i.e., student-centered education). My thoughts swung back and forth as I faced papers written by the proponents of each side. The breakthrough of mine was to stand in between the two thoughts drawn on the Yin-Yang concept, saying both sides cannot stand alone.

This book is interesting because it reminds me of one more thing that has been neglected but is critically important today: the world. The world has rapidly changed and developed to the point where a subject cannot catch up. Students will live in the world not as independent but as interconnected individuals. From this perspective, the world, in and of itself, should be another pillar of educational purpose. This makes sense to me when Gert explains the three main components of educational purposes: socialization, qualification, and subjectification. 

His concept can be a good framework to building a curriculum and pedagogy in physical education, where proponents of each side have been divided too much to agree with each other. This conceptual framework allows teachers to choose which side of components and how much should be considered in their context. 

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Key Themes and Concepts

1. Global Perspective:
   • The book advocates for an educational approach that transcends national and cultural boundaries, encouraging students to think and act as global citizens. This involves understanding and addressing global issues such as climate change, social justice, and economic disparities.
2. Interconnectedness:
   • Biesta emphasizes the interconnected nature of the modern world. Education should reflect this by fostering a sense of interdependence and mutual responsibility among students, preparing them to navigate and contribute positively to a globally connected society.
3. Critical Thinking and Problem-Solving:
   • The author argues for an education system that prioritizes critical thinking and problem-solving skills. Students should be equipped to critically assess information, think creatively, and develop solutions to complex global problems.
4. Ethical and Moral Dimensions:
   • World-centred education involves instilling a strong ethical and moral foundation in students. This includes teaching values such as empathy, respect for diversity, and a commitment to fairness and justice.
5. Cultural Awareness and Sensitivity:
   • The book highlights the importance of cultural awareness and sensitivity. Students should be educated about different cultures, traditions, and perspectives, fostering a more inclusive and respectful global community.
6. Sustainability:
   • A significant focus is placed on sustainability and environmental stewardship. Education should promote sustainable practices and encourage students to be mindful of their impact on the planet.
7. Educational Reforms:
   • Biesta calls for reforms in educational policies and practices to support the shift towards a world-centred approach. This includes curriculum changes, teacher training, and the development of new pedagogical methods.

Implementation Strategies

1. Curriculum Development:
   • Integrating global issues into the curriculum across various subjects. For example, teaching about climate change in science classes or exploring global history and cultures in social studies.
2. Collaborative Learning:
   • Encouraging collaborative projects and discussions that involve students from different cultural backgrounds, fostering a sense of global community and shared learning.
3. Experiential Learning:
   • Promoting experiential learning opportunities such as international exchanges, community service projects, and hands-on activities that connect classroom learning to real-world contexts.
4. Technology Integration:
   • Leveraging technology to connect students with peers and experts from around the world, facilitating cross-cultural communication and collaboration.

Conclusion

"World-Centred Education: A View for the Present" by Gert Biesta presents a compelling vision for transforming education to better align with the needs and challenges of the contemporary world. By fostering a global perspective, critical thinking, and ethical responsibility, the book argues that education can play a pivotal role in creating a more just, sustainable, and interconnected world.

 

From Google image search

https://link.springer.com/referenceworkentry/10.1007/978-3-319-49789-1_16-1

 

https://www.downes.ca/post/76640

 

Related reference

Biesta, G. (2020). Risking Ourselves in Education: Qualification, Socialization, and Subjectification Revisited. Educational Theory, 70(1), 89–104. https://doi.org/10.1111/edth.12411  

Biesta, G. J. J. (2010). Good Education in an Age of Measurement (0 ed.). Routledge. https://doi.org/10.4324/9781315634319   

Biesta, G. (2015). What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism. European Journal of Education, 50(1), 75–87. https://doi.org/10.1111/ejed.12109  

Biesta, G. (2015). Freeing Teaching from Learning: Opening Up Existential Possibilities in Educational Relationships. Studies in Philosophy and Education, 34(3), 229–243. https://doi.org/10.1007/s11217-014-9454-z   

Hughson, T. A. (2021). Learnification and the outcomes‐focused curriculum: The case of secondary school English in Aotearoa New Zealand. The Curriculum Journal, 32(4), 652–666. https://doi.org/10.1002/curj.91