The Problem Of Interpretation In Comparative Education (Interdisciplinary Approach)

Abstract

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.

Comparative pedagogy: changing research perspective

“…In other words, it is the interpretation and the contexts which we see as the key research tools. We share the view of some researchers [36] that these techniques enhance the methodology of comparative pedagogy.…”

Fairness Principle in Accreditation of Health Specialists: The Differential Item Functioning Method

“…The problem of ensuring the equal rights of individuals in mass assessment procedures is solved by many test services, including in comparative international studies of the education quality (Crocker & Algina, 2010;Naydenova, Tagunova & Sukhin, 2018;Tumeneva & Valdman, 2012;Yazdani et al, 2018). Since Item Response Theory (IRT) allows to select the items that discriminate particular groups of individuals in the most effective ways, this article has chosen the DIF-analysis within IRT (Baker & Kim, 2004;Chelyshkova, 2002;Chelyshkova et al, 2018;de Ayala, 2009;Dorozhkin et al, 2016;Filaretov, Danilov & Golovchenko, 2014;Gorbatkova & Zabrodina, 2015;Lord, 1980).…”