for your consistent argument against a priori definitions. I feel no need
for disagreement (indeed, have my own old but unrealized plans for a paper
"against definition"), although I may not always be able to carry out this
relational reasoning in practice.
On the other hand, I am still wondering about how the assessment of
education (of general, mass, education) can be carried out within this
framework. Perhaps I am only asking because I have no job obligations in
the assessing direction (if I had, I would presumably know?), but I *did*
find it striking when the problem of how to deal with assessment in a
convincing way was the motive for Bill's recent quest for definitions.
Anyone got an answer?
Eva