Initiatives such as Race to the Top introduce new statistics and accountability systems to gauge what constitutes "good" teaching, both from an administrative standpoint and the perspective of teacher training programs. Drawing on the philosophical strategies of Ludwig Wittgenstein to break down the guiding assumptions of Race to the Top, this volume explores both the positive and the negative aspects of these policies. It then proposes a different view of teaching and learning which considers how to effectively address the problems Race to the Top seeks to confront.