The book is about educational evaluation in the anthropological, hermeneutic research paradigm. It was the outcome of a small gathering of evaluators at Cambridge University in December, 1972. In fact, it is called "The Cambridge manifesto", drawn to legitimize a form of evaluation study based on case portrayal of human experience. Traditional emphasis on outcome measurement was criticized for its failure to grasp the complexity of change in individual behaviour resulting from prograammatic action. Its historical importance in this field is widely recognized.