Good Education in an Age of Measurement: On the Need to Reconnect with the Question of Purpose in Education

Autor/in	Biesta, Gert
Titel	Good Education in an Age of Measurement: On the Need to Reconnect with the Question of Purpose in Education
Quelle	In: Educational Assessment, Evaluation and Accountability, 21 (2009) 1, S.33-46 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-008-9064-9
Schlagwörter	Stellungnahme; Educational Objectives; Outcomes of Education; Learning Processes; Role of Education; Educational Principles; Educational Assessment; Educational Trends; Measurement; Educational Environment; Educational Quality; Educational Philosophy + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Learning process; Lernprozess; Bildungsauftrag; Bildungsprinzip; Education; assessment; Bewertungssystem; Bildungsentwicklung; Messverfahren; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Quality of education; Bildungsqualität; Bildungsphilosophie; Erziehungsphilosophie
Abstract	In this paper I argue that there is a need to reconnect with the question of purpose in education, particularly in the light of a recent tendency to focus discussions about education almost exclusively on the measurement and comparison of educational outcomes. I first discuss why the question of purpose should always have a place in our educational discussion. I then explore some reasons why this question seems to have disappeared from the educational agenda. The central part of the paper is a proposal for addressing the question of purpose in education--the question as to what constitutes good education--in a systematic manner. I argue that the question of purpose is a composite question and that in deliberating about the purpose of education we should make a distinction between three functions of education to which I refer as qualification, socialisation and subjectification. In the final section of the paper I provide examples of how this proposal can help in asking more precise questions about the purpose and direction of educational processes and practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10