A Methodology for Comparing Syllabus Topics Across Educational Contexts
Chapter One: Traveller’s Tales, Textbook Research and Theory Development
It is not the general idea that is implicated in opposition and combat, and that is exposed to danger. It remains in the background, untouched and uninjured. This may be called the cunning of reason…
G. W. F. Hegel, The Philosophy of History, 1991, p.33
Limits define possibilities in comparative education. What contexts can we engage with and what contexts are for one reason or another too remote? All comparisons must begin from somewhere. But the question is where? By acknowledging our limits as subjects we come to understand our proximity to settings in the world. This is as good as locating oneself on a map.
When we compare the education of one country with that of another we are comparing contexts of great complexity. Each will be made up of a web of relationships, influencing factors, configured differently from one setting to the next. The type of comparisons that we undertake should depend, therefore, on our understanding of the internal dynamics of each context. On approaching the context we will need special tools to somehow ‘get inside’ and view the dynamics of the system from within. What is affecting what? Where are the major points of influence? What is the relationship between the various parts and the context as a whole? We may find that several contexts share similar parts. However, where a certain part may be highly influential in one context it may significantly lack influence in another.
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