Education, Professionalism, and the Quest for

Today, workers based in institutions designed to serve the public'”teachers, nurses, social workers, community officers, librarians, civil servants, etc.'”are expected to reorganize their thoughts and practice in accordance with a "performance" management model of accountability which encourages a rigid bureaucracy, one which translates regulation and monitoring procedures into inflexible and obligatory compliance. This book shows how and why this performance model may be expected, paradoxically, to make practices less accountable'”and, in the case of education, less educative.

Acknowledgments	p. xi
Introduction	p. 1
Starting-Points: Ideas, Ideals, and Ideologies
From Concern to Doubt, From Doubt to Critique	p. 25
Quest for Accountability: The Managerial Response	p. 38
The Lure of the Explicit: Managerial Modes of Accountability and the Ideal of Transparency	p. 58
Practical Judgment
Responsibility and Accountability	p. 81
Accountability, Answerability, and the Virtue of Responsibleness: Sketch of a Neo-Aristotelian Model of Practical Rationality	p. 101
Quest for Accountability: The Neo-Aristotelian Response	p. 116
End-Points: Ideas, Ideals, and Ideologies
Return of the Lure of the Explicit: 'Making the Implicit Explicit'	p. 139
'Knowing How To': Further Attempts to Make Practical Knowledge Explicit	p. 156
Public Trust and Accountability: What Public? Whose Trust? Which Accountability?	p. 175
Conclusion	p. 197
Notes	p. 209
Bibliography	p. 227
Index	p. 255
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Education, Professionalism, and the Quest for Accountability: Hitting the Target but Missing the Point

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