ERIC Number: EJ710156
Record Type: Journal
Publication Date: 2005-Feb-1
Reference Count: 92
Abusing Ancestors: Historical Functionalism and the Postmodern Deviation in Comparative Education
Epstein, Erwin H.; Carroll, Katherine T.
Comparative Education Review, v49 n1 p62 Feb 2005
Comparative education, as an eclectic field, contains flexible boundaries whose contours are often difficult to discern. Are the boundaries of comparative education wide enough (or, perhaps better said, narrow enough) to make it a "science"? Should it be largely a policy-driven field, or should it focus mainly on theory? How "hard" or "soft" should the field be? What part should intuition play in research? To what extent should comparative education draw on other fields for insight and inspiration, and to what extent can and should comparative education stand apart from other fields? The main purpose of this article is to raise questions about these claims. The article asserts that although the meaning of comparison has been debated over the course of the field's development, the recent rise of postmodernism is plausibly the most serious challenge ever to boundary stability.
Descriptors: Postmodernism, Educational History, Comparative Education, Foundations of Education, Educational Philosophy, Educational Theories
University of Chicago Press, Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 773-753-3347; Web site: http://www.journal.uchicago.edu; e-mail: firstname.lastname@example.org.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A