Исследования по сравнительному образованию. Исследование по сравнительному образованию Подходы и методы
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6. Сравнение времен роши хотя бы тем, что продолжительность их одинакова, а их начало и конец отмечены весьма значительными датами. в не- которых периодах (особенно во втором, третьем и четвертом) главным основанием для периодизации было преимуществен- но образование; в первом и последнем периодизация связана с материями более широкими, но неизбежно затрагивающими и образование. Эти примеры относятся к множеству аспектов об- разования в одном обществе, изучаемом в течение относитель- но длительного периода времени. в сравнении периодов развития в разных местах есть про- блемы и возможности их решить, как демонстрирует Филлипс, приводя примеры послевоенной Германии и англии [Phillips, 1994, р. 270; 2002, р. 372–374]. Это может способствовать по- ниманию того, что сравнение является неотъемлемым эле- ментом большей части работы историка. Это особенно верно в отношении устойчивых словосочетаний, создания внятных последовательностей, спора об альтернативных объяснениях и толкованиях, а в том, что касается историков образования, — рассмотрения различных уровней или аспектов образования [Westlund, 2007]. вывоДы в сравнительном образовании, как и почти во всех других видах деятельности, многое зависит от цели. Если цель сравнения — просто измерение, то сравнение времен может показаться мар- гинальным — хотя даже в этих случаях оценки, допустим, темпов развития/упадка с течением времени можно сравнивать не без результата. Если, однако, в цели сравнения входит определение отдельных фаз развития образования, то сравнение времен яв- ляется неотъемлемой частью процесса. Дальнейшие исследования сравнения времен могли бы со- средоточиться на сравнении важных времен (подчеркивая осо- бенно концепцию Коуэна о транзитологии) и своевременности сравнения важностей (возможно, как противоядие от некоторых постструктуралистских, постмодернистских и часто глобали- зационных пародий на образовательные системы). оба пунк- та приобретают особую направленность в ситуациях, когда в реформаторских инициативах мы видим характерный вне- исторический подход. Таким образом, намеренно историческая сравнительная перспектива обеспечивает столь необходимую коррекцию. И в более общем смысле, позитивные ценности Истории в признании гуманного и гуманистического [Kazamias, 2001], усилении решающей роли контекста [Crossley, 2009] и 202 Ис следование по сравните льному образованию: под ходы и методы предложении альтернатив «макромании» [Sweeting, 1989] могут обогатить область сравнительного образования. Такой результат есть абсолютное подтверждение важности сравнения времен. 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