Some Old and New Approaches to Methodology in Comparative Education

Kazamias, Andreas Μ.

doi:10.1086/444876

Cited by 29 publications

(8 citation statements)

References 8 publications

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“…Noah and Eckstein (1969: 65) single out three methodological phases in comparative research: the first phase characterized as data collection, an encyclopedic and somewhat non-selective approach; the second phase with an emphasis on explanation rather than description that seeks historical and cultural context; the third phase, which is a new mainstream methodology that involves the use of empirical methods of the social sciences and self-awareness of procedures. Kazamias (1961) distinguishes between the new and the old methodology in comparative research. The old is descriptive, prescriptive and indiscriminately mixing "what is" with "what should be".…”

Section: Methodological Apparatus Of Comparative Researchmentioning

confidence: 99%

Methodology of Comparative Research in Education: Role and Significance

Milošević

Maksimović

2020

IJCRSEE

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Research interest in the comparison of education systems emerged parallel with the study of social development and the general globalization of social resources. The contemporary context of research discourse puts researchers in a position of necessary collaboration and partnership, with a special emphasis on the comparative analysis of educational phenomena. The aim of this study is the analysis of the theoretical understandings of the role of comparative research in the cognition of pedagogical phenomena as well as the transformation of the comparative methodological apparatus in the contemporary context. The research tasks are aimed at analyzing the historical development of comparative research, epistemology, the function of comparative research in pedagogy, as well as its importance in pedagogy. The importance of developing pluralism in the methodological approach of comparative research is emphasized in order to strengthen research capacities for its future development in pedagogical sciences. The study relies on the historical method and the method of source content analysis.

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Section: Methodological Apparatus Of Comparative Researchmentioning

confidence: 99%

Methodology of Comparative Research in Education: Role and Significance

Milošević

Maksimović

2020

IJCRSEE

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“…Kazamias (1961) presented a critical analysis of the methods of both re-search and presentation by various specialists. Perkinson (1962) prepared a critique of three recent studies and suggested a new, "applied dimension" of comparative education-a dimension for the improvement of education by means of such empirical approaches as those associated with tests, measurements, and experimentation.…”

Section: Theory and Methodologymentioning

confidence: 99%

Chapter III: Comparative Education

Brickman¹

1964

Review of Educational Research

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“…But, and this is important, not history as such, in the comparative study of educational systems. As I shall have occasion to comment further on this later on, I called for a revisionist historical approach (Kazamias, 1961(Kazamias, , pp. 90-96, 1963, one that would combine history with social science.…”

Section: The American Comparative Proteusmentioning

confidence: 99%

Re-inventing the Historical in Comparative Education: Reflections on a protean episteme by a contemporary player

Kazamias¹

2001

Comparative Education

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It has been said, not in jest, that while the future may be predictable, the past is unpredictable. This essay rst constructs yet another, but hopefully different, historical overview of the episteme of comparative education in the USA, the American comparative proteus (after the Greek mythical sea-god who, according to the Oxford English Dictionary, would assume different shapes and appearances 'to avoid answering questions'). The focus of the second section is a comparative view of the British comparative proteus. In both cases, the analysis is focused on the epistemological-cum-methodological orientations of the two 'comparative educations'. It is argued that in the period after the 1960s the two proteuses were metamorphosed from essentially being historical to social scienti c. In the third section it is argued that this metamorphosis has impoverished the eld, and a call is made for the re-invention of the historical dimension in comparative education. It is further argued that the reclamation of the historical legacy, among other things, would help to humanise comparative education in a cosmos of economic globalisation and instrumental rationality.

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Some Old and New Approaches to Methodology in Comparative Education

Cited by 29 publications

References 8 publications

Methodology of Comparative Research in Education: Role and Significance

Methodology of Comparative Research in Education: Role and Significance

Chapter III: Comparative Education

Re-inventing the Historical in Comparative Education: Reflections on a protean episteme by a contemporary player

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