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Abstract:
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Recognizing the challenge of adequate evaluation in
higher education, this essay introduces some of the critical,
alternative-seeking conversation about educational measurement.
The thesis is that knowledge, value, and meaning emerge in the
relational dynamics of education, thus requiring complex
approaches to evaluation, utilizing relational criteria. The method
of the essay is to analyse two educational case studies à à à ¢ a travel
seminar and a classroom course à à à ¢ in dialogue with educational
literature and a process-relational philosophy of education.
Building from this analysis, the essay concludes with proposals for
relational criteria of evaluation: relations with self, community and
culture, difference, earth, and social structures. |
