Reflections on Comparative Methodology in Education, 1964‐1966

Bereday, George Z. F.

doi:10.1080/0305006670030304

Cited by 33 publications

(20 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The comparative texts on educational systems, especially in Economic sciences and Sociology, as well as in well-known large International studies and a number of comparativists studies dealing with education, are often accompanied by data interpretation in the context of its historical, economic and social development. Thus, J. Beredey considered interpretation as one of the main methods of research in Comparative Education (Bereday, 1967). We can also found the mention of this method in a number of contemporary books (Ivanova, 2012;Marchall, 2014;Matheson, 2015;Phillips & Schweisfurth, 2014).…”

Section: Research Questionsmentioning

confidence: 94%

The Problem Of Interpretation In Comparative Education (Interdisciplinary Approach)

Naydenova¹

2018

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

The purpose of the article is to consider the method of interpretation as one of the ways to increase the scientific level of Comparative Education. The authors of the article consider, discuss and analyze the reasons for the practical lack of interpretation method in this field of knowledge. They raise questions on the elimination of problems that stand in the way of using the method in Comparative Education. They are engaged in polemics on this issue, they turn to the opinion of different scientists who study the factors of objective/ subjective interpretation of scientific texts and offer different approaches to interpretation. The problem of interpretation in this article is analyzed in science generally, it is traced historically. The authors of the article pay particular attention to consider the theory, strategies, principles and functions of interpretation in Humanities and Social science. The authors of the article turn to the books of philosophers, methodologists, philologists, sociologists, political scientists, geographers, psychologists and comparativists in search for understanding the meaning of the term «interpretation». The article reveals different understandings of the term. The authors of the article investigate the reasons for the appeal of scientists in different fields of knowledge to the method of interpretation. They consider the significance of this method in different studies. The authors of the article raise the question of place and role of this method in Comparative Education. A special place in the article is given to the consideration of the ethical aspect of interpretation in pedagogical texts.

show abstract

Section: Research Questionsmentioning

confidence: 94%

The Problem Of Interpretation In Comparative Education (Interdisciplinary Approach)

Naydenova¹

2018

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

show abstract

“…Y en tercer lugar, la educación comparada se ha ocupado de desarrollar y definir toda una serie de metodologías y vocabularios para realizar comparaciones científicas válidas entre sistemas educativos (Beech, 2006;Schriewer, 2012;Steiner-Khamsi, 2002). Pensemos, si no, en los conceptos de yuxtaposición, tertium comparationis, descontextualización, préstamo, préstamo tácito y transferencia, sin mencionar toda la gama de herramientas cuantitativas y estadísticas reunidas para medir y consagrar las cifras que se obtienen (Bereday, 1967). Tal como sostienen Cardoso y Steiner-Khamsi «el uso de indicadores hace que los sistemas educativos sean factibles de ser comparados más allá de las diferencias que tengan» (2017, p. 401).…”

Section: La Educación Comparadaunclassified

Los antecedentes históricos de la cultura evaluativa global en el ámbito de la educación

Ydesen

Andreasen

2019

FdE

View full text Add to dashboard Cite

El presente artículo parte de la idea de que la educación contemporánea está caracterizada por la presencia de una cultura evaluativa global. Dicha cultura refleja el hecho de que los resultados y los estándares del aprendizaje de los estudiantes son el foco de atención de quienes elaboran las políticas públicas en todo el mundo. Así, la cultura evaluativa global tiene un papel preponderante tanto en las políticas de educación como en las condiciones en las que se desarrollan las prácticas educativas en los diferentes contextos nacionales. El objetivo de este artículo es proporcionar una descripción breve y de calidad de los precursores, antecedentes y condiciones que alentaron y facilitaron el surgimiento de la cultura evaluativa global que observamos en nuestros días. El artículo se estructura a partir de dos etapas cronológicas. La primera abarca la confluencia de la educación comparada con la aparición de la psicología aplicada y las estructuras organizacionales transnacionales que comenzaron a formarse en el contexto previo a la Segunda Guerra Mundial. La segunda etapa comprende el surgimiento de fundaciones y organizaciones dedicadas a la cultura evaluativa global luego de la Segunda Guerra Mundial, período en el que se evidenció una especial preocupación por las comparaciones y mediciones en el ámbito de la educación. Se postula en este artículo que estos desarrollos, que se produjeron a partir de un marco establecido principalmente durante los años de entreguerras, se fusionaron con posterioridad en una trayectoria promovida por las políticas durante la Guerra Fría, y se convirtieron luego en una tendencia predominante a partir de la década de 1990.

show abstract

“…1). In order to refine what constitutes expert knowledge and occupational domain, questions posed by Bereday (1967) provide further guidance.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Annual Review of Comparative and International Education 2013

2013

International Perspectives on Education and Society

View full text Add to dashboard Cite

No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters' suitability and application and disclaims any warranties, express or implied, to their use.

show abstract

Reflections on Comparative Methodology in Education, 1964‐1966

Cited by 33 publications

References 7 publications

The Problem Of Interpretation In Comparative Education (Interdisciplinary Approach)

The Problem Of Interpretation In Comparative Education (Interdisciplinary Approach)

Los antecedentes históricos de la cultura evaluativa global en el ámbito de la educación

Annual Review of Comparative and International Education 2013

Contact Info

Product

Resources

About