Valuing and desiring purposes of education to transcend miseducative measurement practices

Webster, Robert Scott 2017, Valuing and desiring purposes of education to transcend miseducative measurement practices, Educational philosophy and theory, vol. 49, no. 4, pp. 331-346, doi: 10.1080/00131857.2015.1052355.

Attached Files
Name Description MIMEType Size Downloads

Title Valuing and desiring purposes of education to transcend miseducative measurement practices
Author(s) Webster, Robert ScottORCID iD for Webster, Robert Scott
Journal name Educational philosophy and theory
Volume number 49
Issue number 4
Start page 331
End page 346
Total pages 16
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2017
ISSN 0013-1857
Keyword(s) desire
Summary The separating and isolating tendencies of measuring practices can lead educators to lose sight of the aims and purposes of education. These end purposes can be used to guide and ensure that the activities of educators are educational, and therefore, Biesta recommends there is a need for educators to reconnect with them. This article. explores this notion of a ‘reconnection’ and argues that if educators are to challenge any potentially miseducative measuring practices, then this reconnection must require educators to value and desire particular end purposes. Desires are recognised to be existential in character and are identified as being necessary for initiating actions. It is argued here that this aspect of desires is important for understanding the significance of a ‘reconnection’ because without it the purposes of education may remain only as abstract philosophical ideals. To make a difference and to challenge the isolating and miseducative tendencies of some measuring practices, educators must come to value particular purposes of education, and in addition, they must exercise the courage to enact them. This can be made possible because educators strongly care for and desire the actualisation of the purposes to which they are connected.
Language eng
DOI 10.1080/00131857.2015.1052355
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930501 Education and Training Systems Policies and Development
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Taylor & Francis
Persistent URL

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Connect to link resolver
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 5 times in TR Web of Science
Scopus Citation Count Cited 6 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 243 Abstract Views, 1 File Downloads  -  Detailed Statistics
Created: Thu, 30 Jul 2015, 17:38:31 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact