Comparative education methodology in transition: towards the study of complexity?

Autor/in	Schriewer, Jürgen
Titel	Comparative education methodology in transition: towards the study of complexity?
Quelle	Aus: Discourse formation in comparative education. Frankfurt, Main: Lang (2003) S. 3-52Verfügbarkeit
Reihe	Komparatistische Bibliothek. 10
Beigaben	Literaturangaben; Tabellen 1
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildungsforschung; Methode; Methodologie; Vergleichende Forschung; Bildungsgeschichte; Sozialforschung; Bildungssystem; Äquivalenz; Kausalität; Wissenschaftsgeschichte; Sozialwissenschaften; Internationalität; 18. Jahrhundert; 19. Jahrhundert; 20. Jahrhundert; Theorie
Abstract	This contribution is part of a publication in honour of Jürgen Schriewer, which is devoted to the discussion of new theories and theory-based methodological approaches in Comparative Education as in Comparative Social Science in general. The article "deliberately intends to link the outcomes of substantive comparative research with interdisciplinary theory development in the social sciences, and to discuss their changing connections from a history-of-science perspective. It thus functions to some extent, as a systematic introduction ... to the field.... The author discusses the central claim of comparative research in the social sciences: its distinctive role in providing explanation of macro-social phenomena. He places particular emphasis on the difficulties which stand in the way of its realization. These difficulties arise from two kinds of complexity, which have become clear only in consideration both of the theoretical insight following from recent comparative social research and of contrary developments taking place at the level of international (or intercultural) relations. They are related ... to the complexity of social causation, and to the complexity of comparative research's object domain proper. The author discusses these issues neither from the point of view of epistemological criticism nor of methodological prescription, as has been customary in Comparative Education methodology. Rather, he tries to take advantage of the possibilities, provided by the so-called socio-historical shift in the general meta-scientific discourse, to empirically substantiate and thus to objectify methodological arguments. Underlying this reasoning is, then, at least implicitly, a history of science perspective. More precisely, comparative methodology and ... research are examined as they have developed at three successive time levels: 1. at the end of the eighteenth century, when the grand program of the comparative study of man and society emerged; 2. at the end of the nineteenth century, when principles of what later became the mainstream social science comparative methodology were first defined and 3. at the end of the twentieth century, which acknowledges the questioning of fundamental assumptions of this mainstream methodology." (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)