ABSTRACT ‘Subjectification', the cornerstone concept of Biesta's philosophy of education, refers to how autonomy should be realized in educational settings and to the fact that explanation is irrelevant to emancipation. In this article a critical realist reading is provided of how Biesta links narrative learning to emancipation and of the shortcomings that spring from this connection. The central thesis of my argument is that truth and values should take center stage in an educational philosophy of emancipation and that these two concepts are left out of Biesta's conception of emancipation. It is suggested that Biesta's philosophy of emancipation has no criteria for distinguishing what is true from what is false and valuable from invaluable. This happens because it cannot adequately address (i) how one passes from ‘is' to ‘ought’ (ii) the ways in which rational thinking could be emancipatory and (iii) the grounds on which emancipatory living is better than non emancipatory living.

中文翻译：

---

以解放为主体。对拜斯塔的教育哲学的批判现实主义解读

摘要“主体化”是拜耶斯塔教育哲学的基石概念，它指的是在教育环境中应如何实现自治，以及解释与解放无关的事实。在这篇文章中，作者提供了一个批判性的现实主义读物，内容是比斯塔如何将叙事学习与解放联系起来，以及由此产生的缺点。我的论点的中心论点是，真理和价值观应在解放的教育哲学中占据中心位置，而这两个概念都被比耶斯塔的解放概念所忽略。有人认为，比耶斯塔的解放哲学没有判别真与假，珍贵与无价的标准。发生这种情况是因为它不能充分解决（i）一个人从“是”的方式