Biesta distinguishes three functions of education: qualification, socialization and subjectification. We focus on subjectification. When first addressing this concept, Biesta referred to action as defined by Arendt, thereby stressing the importance of ‘the question of freedom’. More recently, the question of freedom (Arendt) is replaced by ‘the question of responsibility’ (Levinas). For Levinas responsibility is related to irreplaceability. While the concept of responsibility is valuable, we question the call upon irreplaceability in education. Actively taking responsibility where irreplaceability might not be either present or felt should be central to education. Unlike the morally clear examples invoked by Biesta, complex societal issues like the climate and refugee crisis are not accessible as an immediate appeal to a specific subject. Therefore, we propose a return to Arendt and her concept of action. Action allows and requires students to create the world anew, to take a position without pretending that the outcome can be controlled. Biesta refers to this as the impossibility of education. However, rather than repeating the theme of impossibility, we focus on the possibilities of education: there are several ways to create the world anew.

中文翻译：

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坚持在教育中行动：学生是独一无二的，但不是不可替代的

比斯塔区分了教育的三种功能：资格、社会化和主体化。我们专注于主体化。在第一次谈到这个概念时，比斯塔提到了阿伦特定义的行动，从而强调了“自由问题”的重要性。最近，自由问题（阿伦特）被“责任问题”（列维纳斯）所取代。对于列维纳斯来说，责任与不可替代性有关。虽然责任的概念很有价值，但我们质疑教育不可替代性的呼吁。在不可替代性可能不存在或不认为应该成为教育的核心时，积极承担责任。与 Biesta 引用的道德明确的例子不同，气候和难民危机等复杂的社会问题无法作为对特定主题的直接诉求而获得。因此，我们建议回归阿伦特和她的行动概念。行动允许并要求学生重新创造世界，在不假装结果可以控制的情况下采取立场。比斯塔将此称为教育的不可能性。然而，我们没有重复不可能的主题，而是关注教育的可能性：有几种方法可以重新创造世界。