The Methodological Transformation in Comparative Educational Research in the Context of Global Interconnectedness:The Formation and Characteristics of the "Socio-historical" Comparative Analysis Paradigm of Jürgen Schriewer
Jürgen Schriewer,a world-renowned comparative education scholar,has been engaged in the methodological research of comparative education for over 30 years. During this period,he has gradually established a "socio-historical" comparative analysis paradigm centred on "reconciling history and comparison". This paradigm responds to the crisis and challenges faced by the Institute of Comparative Education in the context of global interconnection. A comprehensive examination of this paradigm of comparative analysis will facilitate reflection and investigation into the methodology of comparative education from the meta-scientific perspective of its development and evolution. The "socio-historical" paradigm of comparative analysis is founded upon the premise that "relational knowledge" represents the fundamental basis for research,that "functional equivalence" constitutes the primary mode of explanation,and that "reconciling history and comparison" serves as the principal mode of interpretation. The research method of "reconciling history and comparison" is based on the comparative vision of social history. It emphasises the complex relationship between multiple causes and effects and focuses on the systematic construction of a theoretical system. Schriewer's comparative analytical paradigm aims to integrate and reconstruct the research methodology of comparative education. It seeks to establish connections,understanding and balance between history and contemporary times,between countries and nationalities,and between globalisation and localisation through comparative education research.
Jürgen Schriewercomparative educationmethodology"socio-historical" comparative analysis paradigm
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