Moments of time: a comparative note
Moments of time: a comparative note
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时间的瞬间：比较笔记
DOI：
10.1080/00467600210153609
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发表时间：
2002
影响因子：
0.5
通讯作者：
R. Cowen
中科院分区：
文献类型：
--
作者：
R. Cowen
引言我想探讨一下《时间》这个主题。可能是我们的研究领域--比较教育学和教育史--对时间非常敏感，使用了不同的时间概念。此外，我怀疑每个老年人都将时间视为一种常规的工作概念。也许这两个领域的研究都不符合时间概念的理论。我当然希望表明，比较教育是这样做的。这篇论文的主题是，比较教育倾向于明确其空间概念，而在对待时间的问题上松懈：大多数比较教育作家将他们的时间概念融合到一个改革派议程中，这实际上隐藏了他们对时间的假设。拆解这一主题将是一件很难的事。也许，如果将这项任务分成几个步骤，这一点可能会更清楚。首先，人们会认为，比较教育在其历史上的大部分时间里，都是用一系列从未组织成连贯理论的概念来开展工作的。这些都是比较教育的“单位观念”。它们包括时间的概念。其次，人们会争辩说，在比较教育史上的大部分时间问题都被掩盖了：许多比较教育家的工作就好像时间不是一个需要担心的概念；而当时间是一个值得担心的概念时，他们的工作就好像正确的方法是通过历史的视角来看待事物的起源。第三，可以证明，这种关于时间的旧共识在20世纪60年代对比较教育科学的新探索中破裂了。然而，比较教育的基本政治立场仍然是致力于改善政策行动，特别是围绕国家或国际机构的教育议程。比较教育的实践在很大程度上是自由的，而且通常包含进化论假设。许多比较教育仍然典型地关注进步，坚持变化的均衡模式，并以线性(教育行动和时间)和趋同的方式思考。我们需要摆脱这些旧的假设，这篇论文的结论也提到了这一主题。但让我们从头开始(从罗伯特开始
Introduction I would like to explore the theme of time. It may be that our ®elds of studyÐ comparative education and history of educationÐare di erently sensitive to time, and use di erent concepts of it. Furthermore, I suspect that each ®eld treats time as a routine working concept. Perhaps both ®elds of study undertheorize concepts of time. 1 Certainly I wish to show that comparative education does so. The theme of the paper is that comparative education has tended to be clear about its concept of space and lax in its treatment of time: most writers in comparative education meld their concept of time into a reformist agenda which actually hides their assumptions about time. Unpacking this theme will be di cult. The point can be made more clearly, maybe, if the task is divided into a number of steps. First of all it will be suggested that comparative education, for most of its history, has done its work with a ®nite number of concepts that have never been organized into a coherent theory. These are comparative education’s `unit ideas’. They include concepts of time. Second, it will be argued that for much of the history of comparative education the problem of time was concealed: many comparative educationists worked as if time was not a concept to worry about; and when it was, they worked as if the correct approach to the ®eld was through a historical perspective to see the origins of things. Third, it can be shown that this old consensus on time fractured with the new search for a science of comparative education in the 1960s. However, the basic political position of comparative education has remained a commitment to ameliorative policy action, especially around state or international agency educational agendas. The praxis of comparative education was and is still, largely, liberal and usually embeds evolutionary assumptions. Much of comparative education is still typically concerned with progress, holds to equilibrium models of change, and thinks in linearities (of educational action and time), and convergences. We need to break away from these older assumptions, and the conclusion to the paper picks up that theme. But let us begin at the beginning (and with Robert