This paper is a critique of Eisner's "The Perceptive Eye: Toward the Reformation of Educational Evaluation," abstracted in ED 103 327. Criticisms are that Eisner (1) distorts the analogy between the arts and education by choosing the instructional process as a potential object of connoisseurship and criticism; (2) discusses critics and connoisseurs examining instruction, noting that they are seldom concerned with instrumental processes such as instruction and instead are interested in finished products; and (3) offers a proposition that is not applicable to education since there are no immediate products from education. In spite of these problems, Eisner's proposition should be accepted as a challenge by the educational community to become more perceptive. (ND)