The democratic model of evaluation : an educational form of social theory

Abstract

This thesis explores the philosophical arguments and normative foundations for the claim that 'the democratic model of evaluation is an educational form of social theory' (Simons, 1987, p83). In my view, this claim was inadequately substantiated, although very well founded in practice. In tracing and seeking to substantiate this claim, this thesis draws on four areas of analysis: political philosophy; concept analysis; the history of political thought; and evaluation theory. The approach is broadly analytical rather than descriptive.

The principal question asked is: Why is the democratic model of evaluation an educational form of social theory? The secondary question asked is: Is it tenable at the epistemological, ontological, theoretical and conceptual levels to claim a link between democracy and education and thereby provide a conceptual framework to support the claim that the democratic model of evaluation is an educational form of social theory? The central assumptions of the model in question, that it is democratic, political and educative are also explored.

The major findings are: first, that there is a historical discourse that links democracy and education. Second, the concept of democracy is both historically and socio-politically located. Third, a case is made for a more social ontological basis to under pin the democratic model of evaluation if it is to be conceptualised as an educational form of social theory.

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