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ERIC Number: ED265251
Record Type: Non-Journal
Publication Date: 1983
Pages: 9
Abstractor: N/A
Reference Count: N/A
The Methodology of Comparative Education and Its Clarification as a Basis for Its Contribution to the Theory and Practice of Education.
White, Doug
This brief paper considers the historical development of comparative education and consequent problems. It is argues that the origin of comparative education was found in the possibility of being both national and supranational in one's orientation to the study of education. This has led to confusion in what is being studied and the concepts used for studying it. One methodological assumption places the nation as the determinant of educational practice, while another regards the nation as the unit through which universal educational values are delivered. The decline of the group or nation as the determiner of education has contributed to the decline of a defining element of education--the placing of young people in a tradition which gives social and moral meaning to life. The confusion about the goals of comparative education, whether it studies the different modes by which education is determined or actively seeks to destroy those modes and teach local traditions and forms instead, could become a strength. For this to happen, educators must draw upon and renew universal sources of knowledge so that people can direct the life of their community. Comparative education should study the determination of an approach to schooling by different groups, and the relationship of those groups to one another. (CG)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia