ABSTRACT Gert Biesta astutely criticizes thepolitics of learning through which learning has been popularized and exalted. He offers a valuable critical diagnostics of this politics, but, I argue, his conclusions about ‘going beyond learning’ incriminate learning wholesale. Through a close reading of one of Biesta’s related articles, I show that he sweepingly indicts learning per se , and not only its politics in the ‘learning age’. Biesta departs from current theoretical underpinnings of learning but deep down accepts too much of the conventional semantics of learning. His advancing a denaturalization of learning and his dismissing the assumption that learning is omnipresent and inextricable from living make unnecessary and unintended concessions to the hegemonic idiom and politics of learning. Instead of attaching undue weight to ‘beyond learning’ and to ‘refusing the learner identity’, I defend a theorization of learning(s) in plural that complicates both the self-understandings and the critiques of the era.

中文翻译：

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Gert Biesta超越学习的范围是什么？

摘要杰尔·比斯塔（Gert Biesta）严厉批评了学习的政治学，通过这种政治，学习得到了普及和崇高。他提供了对这种政治的有价值的批判性诊断，但我认为，他关于“超越学习”的结论使学习全面化。通过仔细阅读Biesta的相关文章之一，我发现他广泛地指责学习本身，而不仅是“学习时代”的政治。比耶斯塔（Biesta）背离了当前的学习理论基础，但是从内心深处接受了太多的传统学习语义。他推进了学习的变性，并驳斥了学习无所不在，生活不可分割的假设，这为霸权习语和学习政治带来了不必要的，无意的让步。