This year’s BERA conference took place at Sussex University outside Brighton. As ever it was a busy event – there were more applications than ever to present and that competition was as a result more fierce than ever.
The diversity of papers and presentations was exciting and provided a lot of space for discussion and interaction.
The final keynote was a high point. Drawing on a range of insights from his work and in particular his new book, The Rediscovery of Teaching, Gert Biesta talked about learning and how it has been hi-jacked by a policy view that draws on neoliberal human capital theory. In other words, the current focus on learning is learning for a purpose connected to skills and productivity: an economised version of learning.
For Biesta, learning has now become a problem. He connects this also to certain kinds of learning that involve ‘meaning-making’. In the worst cases, this becomes ego-logical – i.e. the (isolated) individual making sense for themselves (although he acknowledged that Freirean dialogical learning is collective rather individualised).
His provocative response to this situation, embedded in his philosophical position, suggests a return to a dynamic curriculum in which students and teachers stop learning. Learning spaces then become classrooms in which the world can be listened to. He presented the issue by posing these questions:
If we are sense makers – can the world speak to us in its own terms and on its own terms?
If we are just meaning-making beings, how then can we be taught?
There was a sense in this that the cultural and economic emphasis on individualism and entrepreneurialism that is having such an impact on our ways of living and on our world needs to be checked. Otherwise, learning will only support the further deterioration of our planet and jeopardise our collective attempts to achieve a good life for everyone.
Other than referring to Levinas, Biesta didn’t elaborate on what stopping learning might mean in our classrooms, but he did assert the importance of doing something other than focusing on the transmission of ‘bodies of knowledge’. He also developed the idea that we should try to ‘bracket’ learning to open up different ways of being in the world: a ‘non ego-logical’ way of being in the world.
For Biesta then being in the world in our times is filtered by the desires that shape who we are. There is a question about the provenance of many of these desires in our commercialised and commodified world. The suggestion is that the desires created for us by the forces of marketisation and commodification are displacing desires that could be more meaningful. Out of that thought emerges the fundamental question:
Is what I desire, desirable?
While he didn’t offer any pat answers to this last puzzle, Biesta cited Spivak and her idea of the individual ‘non-coercive rearrangement of desires’ as a way forward. Education he viewed as a space in which such a rearrangement could occur to support “grown-up ways of being in the world”.
There is something in that final phrase that brings us back to earth with a bang when we consider the current ‘common sense’ views on education that we are confronted by and also, occasionally, the level of debate.
Dr. Rob Smith is a Reader in Education at Birmingham City University. His body of work explores the impact of funding and marketisation on teaching and learning in further education settings. He has researched and written extensively in collaboration with FE and HE practitioners. Currently, Rob is involved in the FE in England: transforming lives and communities project with Dr Vicky Duckworth (Edge Hill University). This is a national research study focusing on the transformative qualities of further education. He is also developing an interdisciplinary research project looking at HE space and time focusing on the design and architecture of HEIs and their situatedness with urban settings.
Follow Rob’s publications on researchgate.