A narrative review of Greek myths as interpretative metaphors in educational research and evaluation |
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| Authors: | Antonio Fernández-Cano Manuel Torralbo Mónica Vallejo Inés M Fernández-Guerrero |
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| Institution: | 1. Department of Research Methods in Education, College of Educational Sciences, Campus de Cartuja, University of Granada, Granada 18071, Spain;2. Department of Mathematics, College of Education, C/Alfonso XIII, 13, University of Córdoba, Córdoba 14071, Spain;3. Department of Didactics, College of Education, Campus de Espinardo, University of Murcia, Murcia 28071, Spain;4. University General Hospital “Virgen de las Nieves”, University of Granada, Av. Fuerzas Armadas, 2, Granada 18014, Spain |
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| Abstract: | This paper reviews a series of Greek myths put forward as cultural narratives that could be used as metaphors or interpretative similes for explanatory and evaluative purposes in educational research and evaluation. These myths have been used in educational research literature, and most of them were found by carrying out an exhaustive search of that literature. In particular, the paper discusses Procrustes, referring to the use of arbitrary evaluative standards; the myth of Mentor, the embodiment of the researcher as facilitator/improver for new, inexperienced researchers; Prometheus, or the archetype of the self-sacrificing researcher; Periphetes, representing the evaluator who is cruel through incompetence; Sisyphus, symbolising the researcher’s anxiousness to achieve his goals; and Ulysses, an archetype for qualitative research.These myths are still absolutely relevant today, after more than 20 centuries, and can be used as powerful explicative frameworks of phenomena in the field of educational research and evaluation. By using myths to interpret educational phenomena, one reconnects contemporary qualitative educational enquiry with its ancient predecessor forms of meaning making. |
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