What constitutes the good of education? Reflections on the possibility of educational critique

I am grateful to Michael Peters for stepping in at the last minute when I was unable to make it to Beijing. And I am grateful for the opportunity to respond to his reflections on the educational good, which he formulated with reference to ideas from my book Good Education in an Age of Measurement: Ethics, Politics, Democracy (Biesta 2010), marking the occasion of the publication of the Chinese translation of this book. Michael makes a strong case for a contextual answer to the question of good education and the good of education, which he contrasts with what he characterises as my ethical, non-contextual and, in a sense, even foundational approach. I fully agree that questions about what makes education good, what counts as good education, and what constitutes educational goods, cannot be determined in abstracto, and cannot and should not be decided ex cathedra, that is, from some authoritarian position. On that point I think that we fully agree