Gergen and Gill have provided us with a radically different way of thinking about education as a whole. Building on the idea that education is ultimately relational process, they redefine what education is , and develop a framework for educational evaluation from a relational perspective, with implications for pedagogical and curriculum transformation. The book offers an alternative to our traditional approach to assessment which views teaching and learning as a process of depositing knowledge and measuring what is retained. Such an alternative is grounded in illustrative and implementable evaluative practice in classrooms, of teachers’ learning, and about the whole school’s processes. A splendid book!
— Edmund W Gordon, Richard March Hoe Professor of Education and Psychology, Emeritus Teachers College, Columbia University; John M Musser Professor of Psychology, Emeritus Yale University