Good Education in an Age of Measurement: Ethics, Politics, DemocracyThe widespread use of the measurement of educational outcomes in order to compare the performance of education within and across countries seems to express a real concern for the quality of education. This book argues that the focus on the measurement of educational outcomes has actually displaced questions about educational purpose. Biesta explores why the question as to what constitutes good education has become so much more difficult to ask and shows why this has been detrimental for the quality of education and for the level of democratic control over education. He provides concrete suggestions for engaging with the question of purpose in education in a new, more precise and more encompassing way, with explicit attention to the ethical, political and democratic dimensions of education. |
Contents
EvidenceBased Education between Science and Democracy | |
Education between Accountability and Responsibility | |
A Pedagogy of Interruption | |
Democracy and Education after Dewey | |
Epilogue The Ends of Learning | |
About the Author | |
Other editions - View all
Good Education in an Age of Measurement: Ethics, Politics, Democracy Gert J. J. Biesta Limited preview - 2015 |
Good Education in an Age of Measurement: Ethics, Politics, Democracy Gert Biesta,Gert J. J. Biesta No preview available - 2010 |
Good Education in an Age of Measurement: Ethics, Politics, Democracy Gert Biesta,Gert J. J. Biesta No preview available - 2010 |
Common terms and phrases
aims and ends Arendt argued articulate Audit Bauman become Biesta central Chapter citizens citizenship education coming into presence constitutes good education Critical Pedagogy culture of accountability curriculum deliberation deliberative democracy Democracy and Education democratic demands democratic education Dewey Dewey's discussion distinction domain educational policy educational practice educationally desirable Emmanuel Levinas emphasis in original ends of education engage Ethics evidence-based education Evidence-Based Medicine evidence-based practice focus freedom human idea of evidence-based important inclusion individual Jacques Rancière judgment knowledge language of learning learnification Levinas liberal democracy Lingis managerial Marquand mathematics education means neoliberal nonparticularistic normative Oelkers outcomes participation particular pedagogy of interruption police order political possible postmodern precisely professional action public sphere purposes of education qualification question of purpose Rancière rational community refers relationship requirements of education responsibility simply situation socialization and subjectification subject-related learning suggest teachers theory transformation understanding uniqueness University Press values