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INNOVATIVE AND DEEP PEDAGOGY
(IN ITS SIMPLEST FORM)

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^{"Teach just the essence of what the learner must understand to be able to apply in the real world"}
Paulo Sandroni, Brazilian Economist.

^{‘Curriculum, pedagogy, and assessment - in that order’}
Dylan Wiliam, 2023. Biesta 2022, p. 17

^{‘The education of the person always takes place within teh horizon of the world’}
Bohm (2016, p. 163) translated by Biesta 2022, p. 90
 
^{Your children are not your children. They are the sons and daughters of Life's longing for itself. They come through you but not from you. And though they are with you yet they belong not to you.}
Khalil Gibran 1923

^{“And in all of this, there is an even bigger question, which is whether human life is just a matter of ongoing adjustment to a changing world around us, or whether the dignity of our human existence also requires that we are able to judge whether the situation we find ourselves in is worth adjusting to or actually needs to be resisted. Human life is not a matter of just saying ‘yes’ to everything that happens around us. Sometimes it is of crucial importance to say ‘no’ and refuse to adapt and adjust. And for that, we need really useful knowledge, not just the useful knowledge that only allows us to ‘go along’ with the situation.”} Prof. Gert Biesta, Taking the Angle of the Teacher, 2024.


^{A close friend of Isidore I. Rabi (1898), Nobel-prize winner for physics, once asked him: “Why did you become a scientist, rather than a doctor, or laywer or businessman, like the other immigrant kids in the neighborhood?” Isidore’s answer was profoud, another friend, Donald Sheff, wrote to the New York Times:  ''My mother made me a scientist without ever intending it. Every other mother in Brooklyn would ask her child after school: 'So? Did you learn anything today?' But not my mother. She always asked me a different question. 'Izzy,' she would say, 'did you ask a good question today?' That difference - asking good questions - made me become a scientist'.}
Anecdote largely copied from Sheff (1988) himself, as sent in to the newspaper in memory of Rabi, who had passed away that month. In: Breimer 2014, p. 490



Are you curious for more? Would you like to get in touch? Feel free to contact our lead directly for any questions or inquiries you may have. Tikvah Breimer (MSc MAEd MSc)) tikvah@studioblended.com +31 6 42 47 29 69

Image: “Architectural Sketch by Cazú Zegers © Cazú Zegers – all rights reserved.”

EDITORIAL: SETTING THE SCENE

© 2026 STUDIOBLENDED https://www.studioblended.com/Pedagogy

This page is underway. Would you like to already exchange about it? Feel free to contact us directly:
Tikvah Breimer (MSc MAEd MSc)
tikvah@studioblended.com +31 6 42 47 29 69 


Where does this design angle come in?
Pedagogy resonates deeply with our vision for resilient education that stands the test of time - by design. Pedagogy infuses every course, training or (master)degree.

A good way to scope your pedagogy is with a Design Studio.

PEDAGOGY

KEY PROJECTS

MASSIVE OPEN ONLINE COURSE (MOOC) funded by the ERC
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2025 - 2026 (1 year)
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StudioBlended is currently partnering with an institute for capacity building within a European University, to co-create an impactful MOOC for this client (2025-mrch 2026).

In this assignment, we found a pedagogy that resonates deeply with the content, centered on (preparations for) dialogue and on a socio-emotional approach to the topic, followed by a concrete way forward of reflection and then into perspective for action.

European funded program. e follows.

More information follows soon.

AUDIO PODCAST

Prefer to read? Transcript
Listen on: Acast Spotify Apple
Release spring ‘25

OUR FINITE SET OF DESIGN ANGLES

Technical resilience
Big ideas
Paradigm shifts/decade strong
Simplicity and decluttering
Human resilience
Modular
Innovative and deep pedagogy
Assesment / evaluation
Time dimension
Evidence-based design
Financial health and resilience by (re)design
Multi- Inter- and transdisciplinary
Flexibilisation and personalisation
Blended

REFERENCES

Biesta, G. (2022) World-Centered Education; A view for the present. New York and London: Routledge.

Biesta, G. (2020) Perfect education, but not for everyone: On society’s need for inequality and the rise of surrogate education. Zeitschrift for Padagogik, 66(1), pp. 8-14.

Biesta, G. (2015) Freeing teaching from learning: Opening up existential possibilities in educational relationships. Studies in Philosophy and Education, 34(3), pp. 229-243.

Biesta, G. (2013). Receiving the gift of teaching: from ‘learning from’ to ‘being taught by’. Studies in Philosophy and Education, 32(5), pp. 449-461.

Biesta, G. (2009). Authority is relational. Rethinking educational empowerment. Albany, NY: SUNY Press.

Biesta, G. (2006). Beyond learning: Democratic education for a human future. London/New York: Routledge.

Biesta, G. (2004) Against learning, Reclaiming a language for educaiton in an age of learning. Nordisk Pedagogik, 23 (1), pp. 343-351.

Cardozo, M.L., Wessels, K. and Van den Berg, B. (2025) The Art of Regenerative Educatorship. London: Routledge. Available: https://www.taylorfrancis.com/books/oa-edit/10.4324/9781003705321/art-regenerative-educatorship-mieke-lopes-cardozo-koen-wessels-bas-van-den-berg(Accessed: October 27, 2025)

Freire, P. (1974) (2013) Education for critical consciousness. London New York: Bloomsbury Academic.

Freire, Paulo (1970) (2000) Pedagogy of the Oppressed. New York: The Continuum International Publishing Group Inc. 

Gibran, K. (1923) The Prophet. New York: Alfred A. Knopf.

Rousseau, J-J (1979 (1762). Emilie, or on education: Trans.Allan Bloom. New York: Basic Books.

Surma, T. et al. (2025). Developing Curriculum for Deep Thinking. The knowledge revival. Cham: Springer. Available: https://link.springer.com/book/10.1007/978-3-031-74661-1 [Accessed: October 27, 2025)

Taveras-Dalmau, V., Becken, S. and Westoby, R. (2025) ‘From paradigm blindness to paradigm shift? An integrative review and critical analysis of the regenerative paradigm.’ Ambio (2025). https://doi.org/10.1007/s13280-025-02232-7Available: https://link.springer.com/article/10.1007/s13280-025-02232-7#citeas(Accessed: October 27, 2025).

Wegerif, R. (2025) Rethinking Education Theory; Education as Expanding Dialogue. Chantelham, Northhampton: Edward Elgar Publishing. Available: https://www.e-elgar.com/shop/gbp/rethinking-educational-theory-9781803926407.html?srsltid=AfmBOoqITFS0EGp2NLoxicDpFhQcfy1ARVcLzeXDKMS6r-cJtpYlJGen

Resilient education that stands the test of time - by design.