ABSTRACT
The ordinary concept of good teaching, as the author have seen, has its roots in agreement in form of life, it is simply not available from a detached or purely objective perspective, the stance that the statistical parsing of student achievement data requires. Once more, such a statement is not to imply that nothing is available from such a perspective; that would be akin to a claim that words in a language cannot be defined, as dictionaries regularly do. Instead, it is to claim that what shows up according to such a detached view leaves out something essential to knowing English, for example, or knowing good teaching; it is to claim that in both the case of language in particular and complex human behavior in general, the detached view misses the whole that the view itself presupposes.
