Comparative education: a brief desk study

Abstract

The “method” aspect is the most significant that is of interest to the educational researcher of Comparative Education. Significant in as much as it is demonstrably a useful instrument which has made possible real and qualitative improvements in the development of the contemporary education phenomena. The development of these national educational systems since the second world war has been strengenthened by the comparative discipline and its methodology, diversified and confluent with the fundamental purpose of Comparative Education: improvement in the educational world. The history of the young discipline of Educational Sciences provides us with thriving occupation, an encircling dynamism and a permanent recycling action for the educational schemes of the diverse States which, through their educational systems, define their own particular form of education. A constant flux and reflux of the positive aspects of these systerns have perrnitted an improvement in the national educational schemes. And this, to a great extent, has been possible thanks to the existence of Comparative Education. It is everybody's task to encourage the pedagogical student in studies which raise professional thinking to the universality of education and of its postulates in the world today, and especially of those of us who believe that a “prospective pedgagy” is rooted precisely in the teachings of comparative studies and its scientific discipline which is Comparative Education.