Acting comparatively upon the educational world: puzzles and possibilities
Acting comparatively upon the educational world: puzzles and possibilities
复制标题
DOI：
10.1080/03054980600976155
复制
发表时间：
2006-11-01
影响因子：
2
通讯作者：
Cowen, Robert
中科院分区：
文献类型：
--
作者：
Cowen, Robert
本文认为，被称为比较教育的学术研究领域必须始终处理由背景（教育现象的地方性和社会性）和转移（教育思想，政策和实践从一个地方到另一个地方的运动，通常跨越国界）概念产生的知识问题;以及它们之间的关系。已经取得了相当大的进展，但尽管有正常的乐观情绪，以及该领域研究史上关于其“有用性”的非常强大的合法性主题：比较教育的特殊价值，但这些知识问题尚未得到完全解决。作为改进教育政策的一种方式。本文认为，在比较教育的历史上有用的意识形态有助于允许整个范围内的智力，准智力，而实际的活动被聚集在一起的伞名，“比较教育”的认识论，伦理和政治的严重混乱正在发生的地步。文章最后建议，这可能是一些新的思考比较教育的知识形态和它的关系，教育政策的时间。有哪些简单的问题可能有助于澄清一个充满可能性的议程？
This article suggests that the academic field of study called comparative education must always deal with the intellectual problems produced by the concept of context (the local, social embeddedness of educational phenomena) and transfer (the movement of educational ideas, policies and practices from one place to another, normally across a national boundary); and their relation. Considerable progress has been made, but these intellectual issues have not yet been fully sorted out despite the normal optimism-and the very powerful legitimation motif in the history of the field of study about its 'usefulness': the special value of comparative education as a way of improving educational policy. The article suggests that the ideology of usefulness in the history of comparative education has helped to permit a whole range of intellectual, quasi-intellectual, and rather practical activities to be gathered together under the umbrella name, 'comparative education' to the point where serious epistemological, ethical and political confusions are occurring. The article concludes by suggesting that it may be time for some fresh thinking about the intellectual shape of comparative education and its relations to educational policy. What are some of the simple questions which might help to clarify an agenda of possibilities?