Social Change and Education in Developing Areas: Uzbekistan
| Autor: | William M. Cave, William K. Medlin |
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| Rok vydání: | 1964 |
| Předmět: | |
| Zdroj: | Comparative Education Review. 8:166-175 |
| ISSN: | 1545-701X 0010-4086 |
| DOI: | 10.1086/445058 |
| Popis: | ling with the problem of comparability in education between social systems. More recently, they have called on the "comparative method" to help define plans for educational development in countries seeking advancement toward European-type social and cultural values: industrial organization, scientific methods applied to processing natural resources, rationalization and specialization of labor, representative popular forms of government, social reorientation of family, religious, and related roles, etc. This impact of the European and North American cultural revolution indelibly includes the school, a major agent for the formation and transformation of human behavior. This definition of education's place in the culture and the conceptual demands of comparability delineate the tasks for educators interested in these problems. Comparing education between two or more social systems evokes necessarily a qualifying process whereby the criteria defining the comparability (com-par, equalness) are clearly identified so as to allow a set of relationships to be established. With respect to specific, on-going cultures and their dynamic social systems, these criteria cannot be defined a priori: they must be defined by means of scientific methods in the social sciences and history. The views and research described in this article are predicated on the fact that educators have in the main neglected to face a basic problem in the field of comparative education: it is that the necessary research and theoretical work have not yet been produced to permit teachers and students to work perceptively in what is called comparative education, or in planning work for crosscultural and international educational enterprises. That this work proceeds, nonetheless, is largely due to the unflinching efforts of those who have taken up the cause. But we dare not rest here. Until a number of case studies, carried out longitudinally, can be completed and evaluated, there will remain few tenable guidelines and so much chaff in the educational mills. Thus, much of our advanced work in graduate programs will stand on very questionable grounds. From existing literature and work done in this complex field, one learns that one of its main purposes is to define kinds of educational effort to reach specified societal goals. The history, philosophy, psychology, or sociology-anthropology of education has been applied in various ways to perform the task. In recent decades educators' attention |
| Databáze: | OpenAIRE |
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