Perhaps most importantly, the claim that we are educating children implies a claim that we are somehow making things better, helping them to become better than they would have been without our intervention. “Better” is a value judgment that requires a conception of the good and enough wisdom to see how it might play out in learning. Claiming that a strategy “works better” only makes sense if it is backed up by an idea of what kind of good we are trying to achieve: better for what, and why? Talking well about education includes ideas like assessment, outcomes, and cognitive development but at
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