Comparative Education. Methodology Contexts

Preface        

Chapter I
Comparative education versus education science, its subdisciplines and other disciplines of social sciences

1.    Knowledge versus opinions – what shall we call scientific?        
2.    Ideology and normativity as threats to social sciences     
3.    Truth and simplicity in science       
4.    Imagination in science – how far can we creatively describe the reality    
5.    Historical and cultural context in comparative education        
6.    Cross-cultural research versus comparative education        

Chapter II
Paradigms of social sciences versus paradigms of comparative education

Chapter III
How is the research area chosen in comparative education?

1.    The similarity theory by Amos Tversky and Daniel Kahneman versus the anchoring heuristic    
2. The availability heuristic and the false consensus effect    

Chapter IV
How should comparative research be conducted and what purpose does it serve?

1.    Comparison as anticipation of social change        
2.    Comparative research methods        
3.    Data collection and qualitative research in comparativism        
4.    More on description, explanation and prediction        
5.    Selected historically established but rarely used comparison methods

The Ogden-Richards triangle       
Porphyrian Tree        
Classification strategies – Mill’s Canons    
The chaos of the world – the order of science. Weber’s ideal types     
Raymond Boudon’s formula        
Möbius strip in comparativism        

Chapter V
Development or stagnation? Problems with modern comparative education

Conclusions       

References     

Abstract    

Index of persons