Sociology and comparative education: A comparative educationist's perspective.

Autor/in	Holmes, Brian
Titel	Sociology and comparative education: A comparative educationist's perspective.
Quelle	In: International review of education, (1981) 4, S.397-410Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/BF00598138
Schlagwörter	Avant; Institutional Level; Causal Influence; Sociological Enquiry; Conceptual Philosopher
Abstract	Abstract The thesis examined in this paper is that comparative educationists, far from following intellectual trends, have introduced new dimensions to methods of enquiry developed first by historians, then by social scientists and, finally and perhaps marginally, by conceptual philosophers. In so far as comparisons can be made, it is asserted that, in the twentieth century, paradigms in comparative education reflect revolutions in the natural sciences, and that to the extent that these preceded shifts in social science paradigms after about 1900, comparative educationists debated and rejected positivism before sociologists did, in the Anglo-Saxon world at least. A second assumption which is examined is that comparative educationists have anticipated issues which subsequently became important in the growth of national and parochial research in sociology, and for that matter in political science. A disclaimer is necessary: little attempt has been made to examine the causal influences in either field or between comparative educationists and sociologists. The history of such interaction at a personal and institutional level is very recent, the participants in the interchanges are, in many cases, still alive, and a substantive recent history of comparative education has yet to be written, although to some extent E. Shils' analysis of the history of sociological enquiry provides a schema against which the growth of comparative education can be compared.
Erfasst von	OLC
Update	2023/2/05