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ERIC Number: ED366515
Record Type: RIE
Publication Date: 1992
Pages: 23
Abstractor: N/A
A Cognitive Mapping of Vision and Division in Comparative Education Texts.
Paulston, Rolland G.
The theoretical landscape in which scholars of comparative education work has become increasingly diverse and fragmented in recent years. This paper contends that cognitive maps can enable scholars to see better this shifting landscape. Mapping also is offered as a rationale by which social and intellectual worlds may be uttered and constructed in different ways according to different principles of vision and division. It is contended that failing to map the array of positions within the theoretical landscape prevents scholars from seeing more objectively their own vantage points and how their own perspectives relate to those of others. To illustrate the utility of such mapmaking, the changing ways of seeking comparative and international education through both textual analysis and the use of four figures or maps are examined. The changing representations of knowledge in the field since the 1950s, paradigms and theories today, and how diverse knowledge constructs may be mapped at micro and macro levels of social reality are reviewed and discussed. (DB)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the International 30-October 4, 1992).