A Study on the Paradigm of Comparative Education
|Keywords||Comparative Education Comparative Study Research paradigm Paradigm Shift of|
Paradigm in the core parts of the theory. Paradigm as the scientific community \Scientific research is a belief supported by scientists Community research activities. The paradigm shift is a philosophical point of view, theoretical system, research norms and methods for holistic change in a revolutionary process, foremost among which is the change in the way of thinking, or philosophical views to change. This is because the essence of the paradigm is that it is a fundamental inquiry-based activities, a new paradigm, a new way to ask questions to the world. Choose the kind of questions are asked on the choice of the standard and scale of a distinction between true and false propositions, it chose a way of answering questions. Philosophy and way of thinking is different from the way of thinking in the general sense, it is not the operation of thinking and op play specific methods and techniques, but inherently includes the basic core value attitudes view of the world, people's cognitive orientation from the fundamental provisions and practical attitude. Subject development is closely related to the conversion of the Paradigm. Comparative Education was born from 1817 to the present, the research paradigm has undergone several changes: the historical paradigm champion from the 1960s, to the positivist paradigm in fashion in the sixties and seventies, to the 1980s the multiple paradigm of the three pillars, enter 90 comparative education research in the years since the development trend tends to be complex and changeable. Accompanied by changes in Comparative Education, historicism, positivism, cultural relativism is relatively mature research paradigm. Comparative Education Paradigm change many factors, from an academic analysis with the mainstream philosophy, sociology and pedagogy directly related. Current context of globalization, comparative education facing hardship in the external and internal situation: on the one hand, the impact of cultural pluralism and post-modernism comparative education, on the other hand, is more education itself an identity crisis, mainly disciplines cohesion, conflict of science and humanism, and the narrowness of the existing paradigm. Faced with this situation, as the highest Methodology of Comparative Education Paradigm is also to blame. From the inherent weaknesses of the Comparative Education Paradigm ontological assumptions flaws, the epistemological assumptions defects methodology advocated defects self-view, is to help the Comparative Education Research out of the woods a way out. The face of the reality of the plight of the Comparative Education Research, on the one hand, new research paradigm continue to be explored and discovered, which led to the change and development of the research paradigm and methodology for the characterization of the vigorous development trend since the 1990s: interpretation of doctrine based on qualitative research paradigm meteoric rise, the growing influence of Comparative Education Research is an important methodology; with modern and post-structuralist view the guidance of the momentum in the late 1980s and early 1990s; Furthermore, patients who renowned on the world system theory, human capital theory of comparative education methodology based on the experience a period of depression after glow new vitality; on the other hand, many of the more educators actively explore the system construction of the Methodology of Comparative Education, especially in the University of London Institute of Education Holmes and Humboldt University director of the Center for Comparative Education the Shi Ruier the study method is more systematic and more influential: Holmes criticism of Dewey's theory of reflective thinking and Popper dualism based on comparative education as an empirical science, and education reform and the development of basic science education program services, Comparative Education; Shi Ruier sociologist Niklas Luhmann social systems theory of comparative education, breaking the cycle of methodology only discussed within the discipline system, a broader historical and cultural research horizons to explore comparative law as the role of a research method in the social sciences course of development. Direct result of change of Comparative Education Research is a comparison of the expansion of the educational field of academic research, and showed a different change characteristics: research vision emphasizes the dialectical unity of the international perspective and national stand, research paradigm walk from the center of the unit multiple simultaneous the research discourse from simply transplant Western to pay attention to their educational traditional construction. Comparative Education Research increasingly complex pattern, in order to ascertain the uncertain social reality made plausible explanation, the use of the vision of the \The so-called historical (social) system, that is, some kind of spatial boundaries (even if the boundaries of time and change) and developed gradually in the history of the community as a whole. These historical system the same as the system is open, partially closed; That is, they have their own law of running (into the system), and constantly evolving character and contradictions (They are historical). Specifically, the epistemology of the historical system focus on the following two points: (1) uncertainty (and localized) as an extremely important analysis variables; (2) attention to the complexity of the system. The historical system epistemology inherently included in comparative education research which, by the complexity of the domain of comparative education research object and the subject character Institute of cross-cultural decision. Epistemology of historical system to remind people that the point of view of understanding the world and should go beyond the shackles of Newtonian thinking to achieve a fundamental change that is turning the multiplicity, diversity and complexity; people should recognize that we are living in a pluralistic world being. In fact complexity means first of \accidental and other aspects of a unified and comprehensive; complexity principle is established on the basis of the necessary distinction and analysis, but in addition also pursue the establishment of a connection between the partially be distinguished. Complexity studies have shown that the natural world, human existence and social development of order and disorder, the complexity of the evolution of reality interwoven between the disintegration of eternity and eternal restructuring harmony \The world is composed of a number of possible states and possible conversion relationship \This indicates that a scientific theory should only be a complex phenomenon may explain. This essence is \In the contemplation of this epistemological Comparative Education Paradigm will show a new picture: from the the comparative education scientific community point of view, you should have the following concept: (1) pluralism, the concept of orientation; (2) The system theory and reductionism combination of ideas; (3) non-linear and linear thinking of unity; organic link between the (4) to study the subject, subjects and results; (5) in comparative education research paradigms shaping self-organization of education; on the emphasis on unity in diversity that is the unity of philosophical method and the scientific method, qualitative and quantitative methods complementary coupling.