Good Education in an Age of Measurement: Ethics, Politics, DemocracyRoutledge, 17 Nov 2015 - 160 halaman The 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. |
Isi
| 1 | |
1 What Is Education For? | 10 |
2 EvidenceBased Education between Science and Democracy | 28 |
3 Education between Accountability and Responsibility | 50 |
4 A Pedagogy of Interruption | 73 |
5 Democracy and Education after Dewey | 92 |
Edisi yang lain - Lihat semua
Good Education in an Age of Measurement: Ethics, Politics, Democracy Gert J. J. Biesta Pratinjau terbatas - 2015 |
Good Education in an Age of Measurement: Ethics, Politics, Democracy Gert Biesta,Gert J. J. Biesta Pratinjau tidak tersedia - 2010 |
Good Education in an Age of Measurement: Ethics, Politics, Democracy Gert Biesta,Gert J. J. Biesta Pratinjau tidak tersedia - 2010 |
Istilah dan frasa umum
aims and ends Arendt argued articulate Bauman become Biesta central chapter citizens citizenship education classical liberalism coming into presence constitutes good education Critical Pedagogy culture of accountability curriculum decisionmaking deliberative democracy democracy and education democratic demands democratic education Dewey Dewey's dimensions discussion distinction domain educa educational policy educational practice educational research educationally desirable effective Emmanuel Levinas emphasis in original ends of education engage epistemology Ethics evidence-based education evidence-based practice focus freedom human idea of evidence-based important inclusion individual Jacques Rancière Jo Ann Boydston judgment knowledge language of learning Levinas Lingis managerial Marquand mathematics mathematics education means neoliberal normative Oelkers outcomes participation particular pedagogy of interruption political possible postmodern precisely profes professional action purposes of education qualification question of purpose Rancière rational community refers relationship responsibility role schools sense simply situation socialization and subjectification subject-related learning suggest teachers tion understanding uniqueness values