Bibliographic record
Abstract
Biesta's work in last two decades is of the kind that is too often lacking in philosophy of education discourses, or in foundations of education in general: examination that takes education itself, as a whole, as its "unit of analysis," and focuses on what education should mean. The Beautiful Risk of Education continues Biesta's efforts to articulate what in hindsight he refers to as a "theory of education" (p. xi), a theory not only in the descriptive sense but primarily in the normative one. This book is the latter in what can be seen as a series of three books by Gert Biesta. In Beyond Learning: Democratic Education for a Human Future (2006) he develops subjectivity as a central dimension in education through a critique of the dominant discourse of learning in education and an exploration of the notion of "coming into presence." In Good Education in an Age of Measurement (2010) he introduces a broader education framework by adding two other dimensions, qualification and socialization. In The Beautiful Risk of Education (2014) Biesta "focuses on a theme that was implicit in the other two books" (p. x), namely the weakness of education. Biesta believes this theme deserves explicit examination since it has important implications that might assist in engaging with his ideas in practical settings. This review is a good opportunity to take a comprehensive look at Biesta's work, after completing the 'trilogy'.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".