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Author: Brian Holmes
Publisher: Routledge
ISBN: 1351005049
Category : Education
Languages : en
Pages : 288
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Book Description
Originally published in 1981. Presented here is a coherent theory of Comparative Education research, based on the traditions and innovations established by such pioneers as Joseph Lauwerys and Nicholas Hans. From the author’s substantive studies emerges a taxonomy for education based on Popper’s critical dualism, and a way of analysing problems based on Dewey's reflective thinking and the social change theories of people such as Marx, Ogben and Pareto. Models of formal organisations drawn from Talcott Parsons show how systems analyses can be made in comparative perspective and how the processes of policy formulation, adoption and implementation can be studied. The use of ideal typical normative models illustrates how comparative educationists can penetrate aspects of man's socially created worlds. These techniques are exemplified in succinct models against which debates about education in Western Europe (Plato), the USA (Dewey) and the USSR (Marx, Engels and Lenin) can be analysed. Against the crude use of comparative arguments and transplantation of foreign practices, Dr Holmes suggests that problems should be analysed and the outcomes of hypothetical solutions or policies should be tested under identified national circumstances. The distinctive feature of this book is that it takes account of the debate among social scientists, rejects both induction and ethnomethodology as adequate in themselves and brings together the problem-solving approach favoured by American research workers and the hypothetico-deductive method of enquiry advocated by natural scientists such as Sir Peter Medawar and Sir John Eccles.
Author: Brian Holmes
Publisher: Routledge
ISBN: 1351005049
Category : Education
Languages : en
Pages : 288
Get Book Here
Book Description
Originally published in 1981. Presented here is a coherent theory of Comparative Education research, based on the traditions and innovations established by such pioneers as Joseph Lauwerys and Nicholas Hans. From the author’s substantive studies emerges a taxonomy for education based on Popper’s critical dualism, and a way of analysing problems based on Dewey's reflective thinking and the social change theories of people such as Marx, Ogben and Pareto. Models of formal organisations drawn from Talcott Parsons show how systems analyses can be made in comparative perspective and how the processes of policy formulation, adoption and implementation can be studied. The use of ideal typical normative models illustrates how comparative educationists can penetrate aspects of man's socially created worlds. These techniques are exemplified in succinct models against which debates about education in Western Europe (Plato), the USA (Dewey) and the USSR (Marx, Engels and Lenin) can be analysed. Against the crude use of comparative arguments and transplantation of foreign practices, Dr Holmes suggests that problems should be analysed and the outcomes of hypothetical solutions or policies should be tested under identified national circumstances. The distinctive feature of this book is that it takes account of the debate among social scientists, rejects both induction and ethnomethodology as adequate in themselves and brings together the problem-solving approach favoured by American research workers and the hypothetico-deductive method of enquiry advocated by natural scientists such as Sir Peter Medawar and Sir John Eccles.
Author: Various
Publisher: Routledge
ISBN: 1351003577
Category : Education
Languages : en
Pages : 5250
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Book Description
Reissuing works originally published between 1962 and 1995, this collection is made up of volumes that examine insights and data from the practises and situation in one country or area when considering educational practice elsewhere. Many important educational questions are examined from this international and comparative perspective in these volumes. Countries represented here include Russia, the Caribbean, Latin America, Australia and New Zealand, China, France, Japan, Israel, Italy, Germany, the United Kingdom and the United States. Many of the volumes look at the whole area of comparative education and its methods and theories, while one looks at the Unesco literacy program.
Author: Comparative Education Society in Europe
Publisher:
ISBN:
Category : Comparative education
Languages : en
Pages : 176
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Book Description
Author: R. E. Bell
Publisher: CUP Archive
ISBN:
Category : Education, Higher
Languages : en
Pages : 212
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Book Description
Author: Robin Alexander
Publisher: Symposium Books Ltd
ISBN: 1873927584
Category : Education
Languages : en
Pages : 304
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Book Description
'Learning from Comparing' is a major two-volume study which reassesses the contribution of comparative educational research and theory to our understanding of contemporary educational problems and to our capacity to solve them. At a time when educational research is under attack on the grounds of ‘bias’ and ‘irrelevance’, and under pressure to address only those questions which are acceptable politically (as good a definition of bias as any), this is a serious attempt to bridge the worlds of research, policy and practice. The editors have put together a collection – in terms of both perspective and nationality – which ensures contrasting viewpoints on each topic.
Author: Thelma Bristow
Publisher:
ISBN:
Category : Comparative education
Languages : en
Pages : 202
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Book Description
Author: Leoncio Vega
Publisher: Springer
ISBN: 9462097313
Category : Education
Languages : en
Pages : 280
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Book Description
Empires, Post-Coloniality and Interculturality: The New Challenges for Comparative Education, presents some outcomes of the 25th Conference of the Comparative Education Society in Europe (CESE), held in Salamanca, in June 2012. The central aim proposed for the debates of the Conference revolves around an intellectual effort to re-think and re-direct the scientific discipline of Comparative Education based on the broad cultural trends that influence the internationalization and/or globalization of education. Reconsidering and/or re-thinking our discipline involves studying the influence exerted on it by three major international forces. First, empires, not so much in terms of discipline or governance but more related to cultural, technological and knowledge perspectives. This area addresses both historical process and contemporary circumstances and is expressed through networks, research programs, academic reform in universities supported by criteria of governance and efficiency, transnational mobility, and linguistic monopolies. Second, it is necessary to re-think the influence of post-colonialism in educational models and models of citizens’ education not only from the perspective of their impact on the curricular reorganization of education systems but also of their educational and sociocultural expression. Both forms were acclaimed both in the 19th century and the 20th century within different international geographic contexts. The third component of the discourse triangle is the reconsideration (not only historical) of the impact of migratory fluxes, or better said, of “cultural migrations”, and their relationship with the reordering of curricular and educational processes in both education systems and in the social framework. Education is now in a transition from “monoculture” to multiple cultures in the classroom. This publication is structured along four themes that illustrate the academic contributions to the Conference. The themes are as follows: I. From Empires, History and Memory: Comparative Studies of Education, II. Learning and Assessment Processes: an International Perspective, III. Transnational Education and Colonial Approach, IV. International Education: Comparative Dimensions.
Author: Brian Holmes
Publisher: Routledge
ISBN: 1000582515
Category : Education
Languages : en
Pages : 160
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Book Description
First published in 1980, Diversity and Unity in Education is the result of a conference set up to analyse criteria of diversity in education, comment on the politics of decision-making where diversity exists, and review in comparative perspective policies within countries and regions which have been designed to achieve educational harmony. Issues associated with the provision of separate education on the basis of sex and intelligence are identified and discussed. The extent to which national and local government officials, teachers and parents should, and do, participate in policy decisions is also analysed. International organisations, research workers and consultants will find the volume valuable for the direction it gives to research studies in education. University teachers of comparative education and those involved in multicultural education will find topics on which further research can be developed and postgraduate teaching can be based. The contributors are all distinguished international educationalists who have devoted their careers to the analysis of multicultural education in a world perspective. They are drawn from east and west Europe, North America, Africa and Latin America.
Author: Stefan Immerfall
Publisher: Springer Science & Business Media
ISBN: 038788291X
Category : Ethnology
Languages : en
Pages : 698
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Book Description
European integration is one of the most ambitious and socially far-reaching developments in world politics and in world economics. Against growing opposition and despite increasing social heterogeneity, the European Union continues to expand and to acquire new competences. But to what extent is the self-proclaimed "ever closer union among the peoples of Europe" a social reality? In which ways is the political European project anchored in social developments? How does social change impinge upon political integration? Societal trends in multi-cultural, multi-ethnic, multi-lingual and socially diverse Europe have never been studied systematically. Handbook of European Societies: Social Transformations in the 21st Century sets to rectify this neglect of societal developments in Europe, providing a groundwork for the sociology of European integration. The book portrays social life and social relations in the enlarged Europe, and gives a perspective on the European Union as an evolving social entity. Handbook of European Societies is a pioneering source book analyzing the current social patterns on the continent. It covers a representative selection of major topics of social concern and sociological relevance, such as Collective Action, Consumption, Identity, Power Structure, Sexuality, Stratification and Well-being. Each contribution probes key developments in a strictly comparative manner. The Handbook thus offers a detailed look into the intricacies of the national societies of Europe and into the prospect of an emerging European society. The Editors have enlisted leading researchers to synthesize existing knowledge and to make use of many different data sources in a straight-forward style. The contributions stay away from jargon, simple labeling and sweeping assertions. Instead, they provide solid and accessible information on a wide variety of social trends and processes within and across European societies
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 332
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Book Description
