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    Phases of Comparative Education

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    moon
    The document outlines 7 phases in the development of comparative education: 1) A prescientific phase of travelers' tales from ancient times. 2) A phase beginning in 1830 of systematic study of foreign education systems to borrow best practices, though not rigorously scientific. 3) A phase beginning in 1925 of international cooperation through organizations like UNESCO and increased rigorous scholarly study. 4) A "factors and forces" phase beginning in 1930 that studied education systems as outcomes of national contexts. 5) A social science phase beginning in 1960 that sought to establish comparative education as a full social science. 6) A phase of "paradigm wars" beginning in 1970 between equilibrium and conflict theories. 7) A heterogeneous phase beginning in 1990

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    Phases of Comparative Education

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    moon
    5K views2 pages
    The document outlines 7 phases in the development of comparative education: 1) A prescientific phase of travelers' tales from ancient times. 2) A phase beginning in 1830 of systematic study of foreign education systems to borrow best practices, though not rigorously scientific. 3) A phase beginning in 1925 of international cooperation through organizations like UNESCO and increased rigorous scholarly study. 4) A "factors and forces" phase beginning in 1930 that studied education systems as outcomes of national contexts. 5) A social science phase beginning in 1960 that sought to establish comparative education as a full social science. 6) A phase of "paradigm wars" beginning in 1970 between equilibrium and conflict theories. 7) A heterogeneous phase beginning in 1990

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    The document outlines 7 phases in the development of comparative education: 1) A prescientific phase of travelers' tales from ancient times. 2) A phase beginning in 1830 of systematic study of foreign education systems to borrow best practices, though not rigorously scientific. 3) A phase beginning in 1925 of international cooperation through organizations like UNESCO and increased rigorous scholarly study. 4) A "factors and forces" phase beginning in 1930 that studied education systems as outcomes of national contexts. 5) A social science phase beginning in 1960 that sought to establish comparative education as a full social science. 6) A phase of "paradigm wars" beginning in 1970 between equilibrium and conflict theories. 7) A heterogeneous phase beginning in 1990

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    5K views2 pages

    Phases of Comparative Education

    Uploaded by

    moon
    The document outlines 7 phases in the development of comparative education: 1) A prescientific phase of travelers' tales from ancient times. 2) A phase beginning in 1830 of systematic study of foreign education systems to borrow best practices, though not rigorously scientific. 3) A phase beginning in 1925 of international cooperation through organizations like UNESCO and increased rigorous scholarly study. 4) A "factors and forces" phase beginning in 1930 that studied education systems as outcomes of national contexts. 5) A social science phase beginning in 1960 that sought to establish comparative education as a full social science. 6) A phase of "paradigm wars" beginning in 1970 between equilibrium and conflict theories. 7) A heterogeneous phase beginning in 1990

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    Phases of Comparative Education

    Phase 1: A phase of travellers’ tales; since times immemorial


    As these travellers’ tales of the education practices of foreign societies and
    Cultures are mostly incidental, cursoric and not at all scientifically done, this
    phase could be regarded as a prescientific phase of Comparative Education.

    Phase 2: A phase of the systematic study of foreign education systems


    for Borrowing; since approximately 1830
    By the beginning of the nineteenth century, mostly government officials began
    .To undertake comprehensive studies education systems and educational
    developments. In foreign countries, with the goal to borrow best ideas, methods,
    insights and Practices; i.e. to import them to improve their own education
    systems back home. These developments could be understood against the
    backdrop of the rise of national States in the countries of Western Europe and
    Northern America at this time, and the Establishment of national education
    systems of primary education in the states, as Part of the national project of state
    and nation formation. Though comprehensive, these studies of foreign education
    systems generally do not comply to the rigours of Scientific scholarship. Often, on
    the basis of pre-conceived ideas, beliefs and Prejudices, rather than on the basis
    of evidence, some systems and practices were Declared better than others.
    Comparative Education was still in a pre-scientific stage.

    Phase 3: A phase of international cooperation, since 1925


    It was at this time when Jullien appeared on the stage, pleading for a scholarly
    Endeavor of “Comparative Education” (he coined the term) serving the interest of
    humanity rather than narrow national ends. While he had no influence in the
    world 22 Jullien: Founding Father of Comparative and International Education
    Still Pointing the Way of his day, in the twentieth century got underway his ideals
    were realised in a variety of ways. These include International Organisations (such
    as UNESCO), International Institutes of Education Research (such as Institute of
    Education, University of London, or the Ontario Institute of Studies in Education,
    OISE, and University of Toronto), professional Comparative Education societies,
    conferences and journals, and studies international in scope (such as those of the
    International Association of Education Achievement, IEA).

    Phase 4: A “factors and forces” phase, since about 1930


    This was a phase when (national) education systems were studied as the outcome
    of (national) contextual forces, a phase which reached its zenith in the inter-war
    decades, a phase and paradigm chiming-in with the rise of nationalism and of
    nation-states in parts of Europe.

    Phase 5: A social science phase, since approximately 1960


    In this phase, which gathered momentum in post-war Europe and North America,
    attempts were made to turn Comparative Education in a full-blown social science.
    In these decades there was a wide-spread belief in the power of education as
    total panacea for all societal ills.

    Phase 6: A phase of heterodoxy, since about 1970


    This was the phase of paradigm wars, the main fault lines between the
    equilibrium paradigms (such as human capital theory, structural functionalism
    and modernization theory) and the conflict paradigms.

    Phase 7: A phase of heterogeneity, since approximately 1990


    This was a phase of a proliferation of the number and variety of paradigms
    making up the field. To summarize, while Jullien formulated a lofty vision for the
    field, and laid the basis for a science of Comparative Education (the two phases
    prior to his time were pre-scientific phases) his ideas and vision only came into
    fruition in the twentieth century. On top of that Comparative Education first went
    into a phase of remission (“factors and forces” stage) and went into a meandering
    course (fixation with paradigms) which distracted attention from the mission
    identified by Jullien.

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