比较教育理论与方法课程纲要(3)

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Session 4: The Problem Approach to Comparative Education

Common Readings

1. Holmes, Brian, “The Positivist Debate in Comparative Education – An Anglo-Saxon Perspsective, (Chap. 3) and “A Framework for Analysis – ?Critical Dualism? (Chap. 4) in Comparative Education: Some Considerations of Method [London: George Allen and Unwin, 1981], pp. 57-75.

2. Dewey, John, How We Think [Boston: D.C. Heath & Co., 1933], pp. 102-118.

Discussion Questions

1. What does Holmes see as the purpose of Comparative Education?

2. In what sense does he try to make Comparative Education research \important is critical dualism to this endeavour, in Holmes? view?

3. What does Holmes mean by a \philosophers John Dewey and Karl Popper to define problems and clarify the steps of problem analysis and solution?

4. How does Dewey lay out the problem solving approach as a fundamental method of thought?

Additional Readings

*Epstein, Erwin, “The Problematic Meaning of ?Comparison? in Comparative Education,” in Schriewer, Juergen (ed.), Theories and Methods in Comparative Education (Frankfurt am Main, Bern, New York, Paris: Peter Lang, 2nd edition,1990), pp. 3-23.

*Hayhoe, Ruth, \Comparative Education Review, Vol, 33, No. 2, 1989, pp. 155-173.

Holmes, B., Problems in Education: A Comparative Approach [London: Routledge and Kegan Paul, 1965].

*Holmes, Brian, “The Problem Solving Approach and National Character,” in Keith Watson and Raymond Wilson (eds.), Contemporary Issues in Comparative Education (London: Croom Helm, 1985), pp. 30-52.

*Holmes, Brian (ed.) Diversity and Unity in Education: A Comparative Analysis (London: Goerge Allen and Unwin, 1980), Introduction and Chapters 1-3, pp. 1-30.

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*Hurst, Paul, “Comparative Education and Its Problems,” Compare, Vol. 17, No. 1, 1987, pp.

7-16.

Kuhn, T., The Structure of Scientific Revolutions, [Chicago: University of Chicago Press, 1969].

Magee, B., Popper [Glasgow: Fontana, 1973].

McLean, Martin, \Compare, Vol. 17, No. 1, 1987.

Medawar, P., Induction and Intuition in Scientific Thought [London: Methuen, 1969].

Nisbet, Robert, Social Change and History [New York: Oxford University Press, 1969].

Ogburn, W.F., On Culture and Social Change [Chicago: University of Chicago Press, 1964].

Popper, K., Conjectures and Refutations [London: Routledge and Kegan Paul, 1963].

Session 5: The Developmental Approach to Comparative Education: Neo-Marxism, Dependency and World Order Thinking

Common Readings

1. Altbach, P., \Teachers College Record, No. 79, 1977, pp. 187-203.

2. McLean, Martin, “Educational Dependency: a critique” Compare, Vol. 13, No. 1, 1983, pp, 25-42.

3. Galtung, Johann, “Is Peaceful Research Possible? On the Methodology of Peace Research” in J. Galtung, Peace: Research. Education. Action [Copenhagen: Christian Ejlers, 1975]. pp.263-279.

Discussion Questions:

1. What views of social change lie behind the dependency approach to comparative education? What problems does it bring to the fore for consideration?

2. How far might comparative research within this framework claim to be scientific, and on what basis?

3. Which aspects of the dependency framework does McLean find helpful, and which does he suggest may be misguided? Do you agree?

4. What elements in Galtung's suggestions for peaceful research open up the possibility of positive action in relation to global inequalities? How does his approach differ from the classical dependency/world systems analysis, with its basis in Marxism?

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Additional Readings

Altbach, P., Arnove, R., and Kelly, G., (eds.), Comparative Education [New York: Macmillan, 1982].

Altbach, P. and Kelly, G., Education and the Colonial Experience [N.B., U.S.A. and London: Transaction Books, 1984].

Arnove, R., Philanthropy and Cultural Imperialism [Boston: C.K. Hall, 1979].

*Arnove, R., \Comparative Education Review, No. 24, February, 1980, pp. 48-62

Cardoso, F. and Faletto, E., Dependency and Development in Latin America [Berkeley: University of California Press, 1979].

*Carnoy, Martin, Education as Cultural Imperialism [New York: MacKay, 1974]

Carnoy, M., \CER, Vol. 26, No. 2, June, 1982, pp. 160-177.

Carnoy, Martin, “Rethinking the Comparative and the International,” (Presidential Address, Hawaii, 2006) in Comparative Education Review, Vol. 50, No. 4, November 2006, pp. 551-570, also Commentary by Arnove, Epstein, Levin, Masemann and Stromquist, pp. 571-580.

Eisemon, Thomas, \Peripherality\CER, Vol. 25, No. 2, June, 1981, pp. 164-182.

Epstein, E., \and Holmes, CER, Vol. 27, No. 1, February, 1983.

Frank, A. Capitalism and Underdevelopment in Latin America [New York: Monthly Review Press, 1967].

Freire, P., The Pedagogy of the Oppressed [London: Sheed, 1972].

Galtung, J., \Journal of Peace Research, Vol. 8, 1972.

*Hayhoe, Ruth, “Penetration or Mutuality: China?s Educational Cooperation with Europe, Japan and North America, Comparative Education Review, Vol. 30, No. 4, 1987, pp. 532-559.

Lenin, V.I., Imperialism: The Highest Stage of Capitalism [New York: International Publishers,

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1939].

Noah, H. and Eckstein, M., \Doing

Comparative Education: Three Decades of Collaboration (Hong Kong: Comparative Education Research Centre, University of Hong Kong, 1998), pp. 75-91.

Shukla, S., \CER, Vol. 27, No. 2, June, 1983, pp. 246-258.

Woodhouse, Howard, \Compare, Vol. 17, NO. 2, 1987, pp. 119-136.

Session 6: Ideal Types in Comparative Education Research

Common Readings

1. Weber, Max, The Methodology of the Social Sciences [New York: Free Press, 1948], pp. 85-112.

2. Lauwerys, J., \International Review of Education, Vol. V, No. 3, 1959, pp. 281-298.

3. Holmes, B., Comparative Education: Some Considerations of Method [London: George Allen and Unwin, 1981], chapter 6, pp. 111-132.

Discussion Questions

1. How does Weber define the \

2. What is its importance with reference to problems of scientific method? 3. How could it be used within different approaches to social change?

4. How is it applied to Comparative Education research by Lauwerys and Holmes?

Additional Readings

Hayhoe, Ruth, “The Use of Ideal Types in Comparative Education: A Personal Reflection,” in Comparative Education, Vol. 43, No. 2, May, 2007, pp. 189-206.

*Hickling-Hudson, Anne, “Towards Caribbean ?Knowledge Societies?: dismantling neo-colonial barriers in the age of globalisation,” in Compare Vol. 34, No. 3, pp. 293-300.

Le Than Khoi, \B., Theories and Methods in Comparative Education (Frankfurt, Bern, New York, Paris: Peter Lang, 1989), pp. 87-121.

*Louisy, Dame Pearlette, “Whose context for what quality? Informing education strategies for the

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Caribbean, “ in Compare, Vol. 34, No. 3, pp.285-292.

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Session 7: Comparative Education and the Postmodern Challenge Common Readings:

1. Val Rust, “From Modern to Postmodern Ways of Seeing Social and Educational Change,” in Rolland Paulston (ed.) Social Cartography: Mapping Ways of Seeing Social and Educational Change (New York: Garland Publishing, 1996), pp. 29-52.

2. *Ruth Hayhoe, “Redeeming Modernity” CER, Vol. 44, No. 4, November, 2000, pp. 423-439.

3. Gu Mingyuan, “Modernisation and Education in China?s Cultural Traditions,” in Gu Mingyuan, Education in China and Abroad: Perspectives from a Lifetime in Comparative Education (Hong Kong: Comparative Education Research Centre, University of Hong Kong, 2001), pp. 101-110.

Discussion Questions

1. How does Val Rust explain the emergence of postmodernism? What key concepts does he identify and how does he see their relevance to comparative education? What cautions does he suggest for doing comparative education within a postmodern framework? 2. How are metanarratives viewed in “Redeeming Modernity”? To what extent can a self-conscious use of them be a means of listening to, rather than dominating, other discourses?

3. How does Gu Mingyuan, China?s best known comparativist, see the importance of

modernisation for China, and what possibilities does he see in China?s cultural traditions for China?s own educational development, and for the global community?

Additional Readings

*Cowen, Robert, “Last Past the Post: comparative education, modernity and perhaps

post-modernity,” CER Special Number (18) in Comparative Education and Post-modernity, Vol. 32, No. 2, pp. 151-170.

Cowen Robert, “Performativity, Post-modernity and the University,” CE, Vol,. 32, No. 2, pp. 245-258.

Doherty, Joe et al, Postmodernism and the Social Sciences (Basingstoke: Macmillan, 1992)

Habermas, Juergen, “Conceptions of Modernity: A Look Back at Two Traditions,” in Habermas, Juergen, The Postnational Constellation: Political Essays (Cambridge, Mass.: The MIT Press, 2001), pp. 130-156.

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