比较教育理论分析框架的历史演进及其启示-清华大学教育研究

文章信息/Info

Title:: Historical Evolution of Theoretical Frameworks in Comparative Education and Its Implications for Research

Author(s):: WANG Lin-Hall¹SHEN San-San²; 1.Department of Education and Learning Technology, Tsing Hua University(Hsinchu)；2.Faculty of Education,Tsing Hua University(Hsinchu)

Keywords:: theoretical framework; verification research; the theoretical vision of comparative research

摘要:: 理论分析框架的使用一直是比较教育学界聚讼纷纭的中心议题。比较教育完全依赖于借用社会学等其他主流社会学科的各种理论而不时被人诟病为“折衷主义”。而事实上，其理论分析框架的历史演进有力地印证了比较教育是一门验证性研究。更重要的是，其理论借用的轨迹揭示了比较教育研究的独特之处及其优势所在：理论的比较构成了比较研究的逻辑起点；“兼容并蓄”的开放性理论视野是比较研究的优势所在。

Abstract:: The use of theoretical frameworks has always been one of the central issues in comparative education. The field's total reliance on various theories from other mainstream disciplines in the social sciences, particularly from sociology, has been accused of “eclecticism” from time to time. As a matter of fact, the historical evolution of its theoretical frameworks demonstrates convincingly?that comparative education is in the category of verification research. More importantly, its theory-borrowing trajectory sheds light on the particularity and virtue of comparative education research: the comparison of theories is its logical starting point; and the virtue in comparative research lies in its theoretical vision of open-minded “inclusiveness”.