Abstract
Since the 1980s, educational evaluation has prominently been interwoven with the concepts of measurement and accountability. The reduction of educational evaluation to technical and instrumental processes, ignoring its underlying normative ethical claims and values, is not only undesirable but also detrimental to pursuing educational endeavors. I attempt at a Kuhnian paradigm shift from the measurement and calculation discourse to reframing educational evaluation as Hermes. Educational evaluation as Hermes attends to the messy ground of teaching with ethical dimensions, dwelling in human relationships. I understand educational evaluation as Hermes with three salient dimensions, namely the content of recognizing the divine messages of sacred and holistic human beings, the purpose of deliberating the values and interrupting and transcending the norms, and the methodology of a circular dialogic structure to highlight the contemplative and relational dimension of educational evaluation.
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Recommended Citation
Ma, Ying Dr.
(2024)
"Educational Evaluation as Hermes,"
Journal of Contemplative and Holistic Education: Vol. 2:
Iss.
1, Article 4.
DOI: https://doi.org/10.25035/jche.02.01.04
Available at:
https://scholarworks.bgsu.edu/jche/vol2/iss1/4