This collection explores, via various philosophical means, how valuable educational practices can occur within and beyond cultures of measurement. It was originally published as a special issue of Educational Philosophy and Theory.

Steven A. Stolz, PhD, is a Senior Lecturer at La Trobe University, Australia. He has a diverse array of research interests, which ranges from: critical theory, epistemology, phenomenology, embodied cognition, narrative inquiry, and learning theories in psychology. At the moment, his primary area of scholarship is concerned with the relationship between theory and practice, particularly how theory informs practice, and/or how practice informs theory. Recent publications of note include: Theory and Philosophy in Education Research: Methodological Dialogues (Routledge), and MacIntyre, Rationality and Education: Against Education of Our Age (Springer).

R. Scott Webster is an Associate Professor, and the coordinator of the Curriculum, Pedagogy and Professional Learning group within the School of Education at Deakin University, Australia. His areas of research include philosophy and theories of education, teacher education, curriculum theory, existentialism, and spirituality. His authored and edited books include the following: Educating for Meaningful Lives (2009); Understanding Curriculum: The Australian Context (2019, 2nd ed., with A. Ryan); Rethinking Reflection and Ethics for Teachers (2019, with J. Whelan); and Theory and Philosophy in Education Research: Methodological Dialogues (2018).

Introduction: Measuring Up in Education 1. Education, Measurement and the Professions: Reclaiming a space for democratic professionality in education 2. Valuing and Desiring Purposes of Education to Transcend Miseducative Measurement Practices 3. Getting the Measure of Measurement: Global educational opportunity 4. Creating the Civil Society East and West: Relationality, responsibility and the education of the humane person 5. Can Educationally Significant Learning be Assessed? 6. The Givenness of the Human Learning Experience and Its Incompatibility with Information Analytics 7. A Quantum Measurement Paradigm for Educational Predicates: Implications for validity in educational measurement 8. On the Un-becoming of Measurement in Education