Turning the arrow
Education after the age of the world-view
Bibliographic Data
| ID | 21484823 |
|---|---|
| Authors | Gert Biesta (0000-0001-8530-7105, University of Edinburgh, corresponding author) |
| Year | 2026 |
| Volume | 46 |
| Issue | 2 |
| Pages | 378-388 |
| Publication date | 2026-03-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Asia Pacific Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0218-8791 • E-ISSN: 1742-6855 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02188791.2025.2477587 |
| OpenAlex | W4409061262 |
| Language | EN |
| Citations received | 4 |
| References cited | 18 |
In this essay, I aim to make clear that modern education does not stand on neutral or natural ground but actually is more intimately connected to the “logic” of what Martin Heidegger has referred to as the “age of the world view” than what is often assumed. My focus will be on the philosophical analysis of this issue, situating the discussion firmly within Continental philosophy in conversation with Continental educational theory. The work presented in this essay is “groundwork” aimed at providing an opening towards education after the age of the world view. If in the age of the world view education is perceived in terms of learners who stand in a learning relationship with the world around them so that they are positioned as individuals who view the world and have a view on and about the world, education after the age of the world view turns the relationship in the other direction so that self and world appear altogether differently. I show how this allows for a return of both world and self and for an education in which learning no longer plays a central role
Arrow · Geography · Political science · Sociology · Computer Science · Critical and Liberation Pedagogy · Educational Challenges and Innovations · Global Educational Policies and Reforms
Who can turn the arrow? Voices or noise - or
Leading with Purpose? New Language and Lenses for Considering Educational Purpose and Analysis of Purpose Statements in Australia, Singapore, Finland and Japan
What Does it Mean to be a Student? Exploring the Experience of “Studenting” as Referring and Hosting
Language and time in education
Difficult Freedom
World-Centred Education
Heidegger's Analytic
What's the Point of Lifelong Learning if Lifelong Learning Has No Point? On the Democratic Deficit of Policies for Lifelong Learning
The Age of the World View
Have we been paying attention? Educational anaesthetics in a time of crises
Disciplines Contributing to Education?’ Educational Studies and the Disciplines
The Integrity of Education and the Future of Educational Studies
Taking Education Seriously
Disciplines and theory in the academic study of education
| Citations per year | 4 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |