Epistemology of comparative education

Abstract

The principal problems of Comparative Education as a branch of science are discussed, examining whether it is a science, what class of knowledge it consists of, what name is suitable and what relation it has to other sciences, especially Pedagogy and the Educational Sciences. The opportuneness of the present study depends on a great diversity of opinions among the theories of Comparative Education being observed. With regard to the nature and object of Comparative Education two main currents are shown to exist: 1st. that which states that Comparative Education is a science with its own object, namely the study of the educational systems of different countries, and 2nd. that which affirms that it is only a method, applicable to very diverse pedagogical theories. The author discusses the bringing into line of both attitudes affirming that the first “restricted concept” of Comparative Pedagogy is contained in the second “wide concept”; thus arriving at a unique definition which embraces both aspects. Theoretically we have to agree with the second attitude, but practically the first prevails as the normal one followed by the great world comparativists. Although the attitude of the latter is not totally logical it is supported by the tradition and general usage of the scientific community, wich is sufficient reason to justify its conception of Comparative Pedagogy. There are authors for whom this discipline is theoretical, having as its object the explanation of the differences existing in education and discovering the laws which govern them. This is able to support the claim to consider Comparative Pedagogy as a science. But others consider it as a knowledge applied and practical, believing that its purpose is to serve as a base for educational policy and national educational reforms. It is considered that Comparative Education is not a part of Pedagogy as are, for example, Social Pedagogy or Differencial Pedagogy. As a method it is placed beside Experimental Pedagogy or Differential Pedagogy (neither are part of Pedagogy). It wald be better to call it pedagogic Comparativism because they do not use the word “Pedagogy”, but in the countries which use this term it would be better to say “Comparative Pedagogyn, because it is a more adequate expression. '.