[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595565-105":59,"doc-detail-595565-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","an-analysis-of-aims-and-the-educational-event","An Analysis of Aims and the Educational “Event”","","Article examines key distinctions in educational aims, arguing that prevailing aims-talk inadequately addresses overlapping domains in schooling: qualification, socialization, and educational subjectification. Drawing on Egan and Biesta, it clarifies an ontological orientation to the educational “event” through Badiou. The analysis connects this with ancient Western contrasts between sophistic and Socratic approaches described by Bartlett.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-analysis-of-aims-and-the-educational-event/595565/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-analysis-of-aims-and-the-educational-event/595565.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What main shortcomings does the article identify in current formulations of educational aims?","Question",{"text":112,"@type":113},"It argues that existing aims-talk fails to capture several overlapping schooling domains: qualification, socialization, and educational subjectification.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article use Badiou to frame the educational “event”?",{"text":117,"@type":113},"It develops an ontological orientation to the educational “event” via Badiou’s work, contrasting the educational with socialization and sophistry.",{"name":119,"@type":110,"acceptedAnswer":120},"What contribution does the article call for regarding Canadian educational aims and citizenship?",{"text":121,"@type":113},"It calls on non-Indigenous educators to expand Canadian conceptions of educational aims and citizenship by drawing on Indigenous orientations to these educational terms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595565,1792425342,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","An Analysis of Aims and the Educational “Event”  \nKent den Heyer  \nUniversity of Alberta  \nAbstract  \nIn this article, the author explores key distinctions relevant to aims talk in education. He argues that present formulations of aims fail to adequately capture or speak to several overlapping domains involved in schooling: qualification, socialization, and the educational in the form of subjectification (Biesta, 2010). Drawing off Egan and Biesta to differentiate the educational domain, the author details an ontological orientation to the educational “event” through the work of Badiou while grounding this exploration in ancient Western distinctions between sophistic and Socratic approaches to education as detailed by Bartlett. The article ends with a call for non-Indigenous educators to expand Canadian conceptions of educational aims and citizenship through Indigenous orientations to these vital education terms.  \nKeywords: objectives, Badiou, Biesta, Socrates, citizenship education, social studies, curriculum  \nRésumé  \nDans cet article, l’auteur explore des distinctions clés à établir lorsqu’on parle de buts en éducation. Il avance que les formulations actuelles des buts ne prennent pas en compte  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:1 (2015)©2015 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nadéquatement les divers domaines qui se recoupent en éducation : la qualification, la socialisation et la subjectivisation (Biesta, 2010) . Puisant dans Egan et Biesta afin de différencier le domaine éducatif, l’auteur décrit une orientation ontologique quant à l’«événement » éducatif à travers l’œuvre de Badiou tout en fondant cette exploration sur les anciennes distinctions occidentales entre les approches pédagogiques sophiste et socratique telles qu’ont été présentées par Bartlett. L’auteur termine en s’adressant aux éducateurs autochtones : il souhaite qu’ils élargissent les conceptions canadiennes des buts en éducation et de la citoyenneté en y intégrant leurs visions autochtones de ces volets clés de l’éducation.  \nMots-clés : buts, Badiou, Biesta, Socrate, éducation à la citoyenneté, sciences humaines, curriculum  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:1 (2015) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nIn a recent article, Stephen Thornton and Keith Barton (2010) review the range of aims offered by history and social studies educators throughout the 20th century to justify a place for their subjects in the U.S. public school curriculum. In regards to such aims, they conclude that both educators of history and social studies should stand together to face a common adversary: those who promote either subject as an induction into nationalistic patriotic pride. The other aim they offer as a more palatable alternative is democratic citizenship. These options, however, do not adequately account for what is at stake in the question of educational aims in contemporary times.  \nAs explored here, socialization and sophistry are two nouns that accurately name the dominant vision of education today. These stand in contrast not to citizenship or patriotism, or other related aims such as disciplinary induction, competencies, or values, but to the always-present potentiality of a Socratic form of the educational. Whereas sophistry and socialization aim to empower students into an existing order of opinion, the educational begins precisely where such orders break down to instigate a “truth procedure”inaugurated by an “event”(Badiou, 2001):  \nAs with anything that constitutes an event, worlds are turned upside down, neuroses engendered, terrible beauties are born and education departments are forced to confront something that they are professionally required to find incomprehensible, namely, the desire to be educated, as something over and above the development of a specialist-knowledge, vocationa","cbCaibM5WxfI9oAT","https://ap.wps.com/l/cbCaibM5WxfI9oAT","pdf",275504,27,"English","# Introduction\n# A Brief Review of Aims","[{\"question\":\"What main shortcomings does the article identify in current formulations of educational aims?\",\"answer\":\"It argues that existing aims-talk fails to capture several overlapping schooling domains: qualification, socialization, and educational subjectification.\"},{\"question\":\"How does the article use Badiou to frame the educational “event”?\",\"answer\":\"It develops an ontological orientation to the educational “event” via Badiou’s work, contrasting the educational with socialization and sophistry.\"},{\"question\":\"What contribution does the article call for regarding Canadian educational aims and citizenship?\",\"answer\":\"It calls on non-Indigenous educators to expand Canadian conceptions of educational aims and citizenship by drawing on Indigenous orientations to these educational terms.\"}]","An Analysis of Aims and the Educational “Event” | PDF",1792081389,68]