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Methodological Universalism and Particularism in Comparative Education

Methodological Universalism and Particularism in Comparative Education. Prof. Dr. Shen-keng Yang National Chair Professor Chair Professor National Chung Cheng University Chiayi, Taiwan E-Mail: skyang@ntnu.edu.tw Fax: 886-2-23410882. Ⅰ. Introduction.

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Methodological Universalism and Particularism in Comparative Education

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  1. Methodological Universalism and Particularism in Comparative Education Prof. Dr. Shen-keng Yang National Chair Professor Chair Professor National Chung Cheng University Chiayi, Taiwan E-Mail: skyang@ntnu.edu.tw Fax: 886-2-23410882

  2. Ⅰ. Introduction • Historical Transformation of Methodological Universalism • Contemporary Universalism in Comparative Education and its Challenges • Nationalism and Cultural Morphology in Comparative Education • Comparative Education as a Social Field • Globalization vs. Decolonizing Methodologies • Towards a Dynamic Multidimensional Epistemology in Comparative Education

  3. Ⅱ. Historical Transformation of Methodological Universalism • Tao, Logos, Ananke（Necessity） “Tao is what by which all things become what the are. It is what with which call principles are commensurable.“ ‘’Logos is universal（for all things come into being in accordance with this logos）, the majority live as if they had peculiar understanding peculiar to themselves.’’ Ananke：everything happens out of reason and by necessity.

  4. Ⅱ. Historical Transformation of Methodological Universalism • Raymond Lull（1235-1315）：Ars Megna • The Modernity Project in the Enlightenment R. Decartes：Mathesis Universalis G. M. Von Leibnitz ：Charateristica Universalica • Comparison as Paradigmatic Method for Universalizing Human Knowledges • Jullien’s Project of Positive Comparative Education Science

  5. Ⅲ. Contemporary Universalism in Comparative Education and its Challenges • The Vienna Circle & Unification of Science • C. A. Anderson（1961）： “using cross-national data to discover invariant relationships between aspects of society in order to throw light on process abstracted from cevolutionary stages“ • H. J. Noah（1973）： “Replacement of systems（countries）by the names of concepts（variables）“ .

  6. Ⅲ . Contemporary Universalism in Comparative Education and its Challenges • Le Thanh Khoi（1986）：Formulation of Explanatory Laws • G. Psarcharoponlos（1990）： “Conceptualization, Methodological design, statistical sample, rigorous data analysis and hypothesis testing“ • Challenges to Methodological Universalism challenges from Quantum physics challenges from Cultural studies

  7. Ⅳ. Nationalism and Cultural Morphology in Comparative Education • The Rise of Nationalism & Nation-states as Analytical Units • I. Kandel： studies of National Character & Historical Forces • N. Hans： studies of influencing factors of education development：national, religious & secular factors

  8. Ⅳ. Nationalism and Cultural Morphology in Comparative Education • V. Mallinson：systematic examination of other cultures • V. H. Moehlman：Cultural Morphology • Challenges to Nationalism & National-State as Analytical Unit

  9. Ⅴ. Comparative Education as a Social Field • Bourdieu’s Social Field as concept streched beyond the nation in the studies of Comparative Education • Relationship between Social Field and Habitus Habitus：The shared common dispositions by all individuals in a certain community which are conditioned by their similar social status in a structured macro-society

  10. Ⅴ. Comparative Education as a Social Field • Ed. Reform Studies in terms of Interaction of Social Field & Habitus（Policy Text Studies） Q.1：How far are the actions of the author of text（a social agent）controlled by the logic of social field or by the agent’s intention keep his social status？ Q2：What are the author’s habitus, moral attribute and value-orientations？ Q3：What strategies does the author use privileged capital in formulating and implementing reform policy？ Q4：What impacts does policy-text exert upon stakeholders？

  11. Ⅵ. Globalization vs. Decolonizing Methodologies • The Nature of Globalization • Globalization as Methodological Universalism • Critique of Globalization • Glocalizaton & Vernacular Globalization • Decolonizing Methodologies • Cultural “Other“ & Methodological Particularism

  12. Ⅶ. Towards a Dynamic Multidimensional Epistemology in Comparative Education “…… human knowledge possesses dynamic multidimensional deep structure. The core of the structure remains unchanged. The outer layer of the structure changes over time. Different approaches to knowing lead to the formation of various patterns of knowledge. Different patterns of knowledge seem externally to be contradictory to each other. In depth, however, they constitute complementarily the dynamic whole of knowledge.

  13. Thanks for your listening

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