Taylor considers challenges in measuring success of educational initiatives in the context of Peoplehood education in pluralistic settings. ” When evaluating success, it is especially important to be mindful of the wide range of starting points learners might have and the wide range of changes they might undergo as a result of a particular program.” He concludes that there is a need to develop measurements that “account for the diverse and evolving ‘behira’-points and perspectives that learners of different denominations bring with them. They should account for, be open to and evolve with the wide-array of outcomes that might ensue.”

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