Opening up broad prospects for comparative education
[size=14pt][b][font=Times New Roman][/font][/b][/size][b][font=Times New Roman]Jujie Zhang
Jiao Tong[/font][/b]
[b][font=Times New Roman][i][size=7.5pt]Abstract: [/size][/i][size=7.5pt]Comparative education is a branch of science that aims to study and draw on thee experience of various forms of education for reference at all time and in all countries by means of comparison and analysis as a whole so as to stimulate educational reform and development, world comparative education underwent three stages, beset with difficulties and troubles. With the rapid progress of internationalization of education, comparative educationalists are making a thorough investigation and study and dealing with the problems in work practice, taking active part in cooperation and intercourse of international comparative education in coordination with educators at the grass-roots level with the concept and field of CE research being continuously through multi-level macroscopic and microcosmic comparative analysis. Thereby, a new vast world is to be opened up for the 21st comparative education that is sure to grow vigorously.[/size][/font][/b]
[font=Times New Roman][i][size=7.5pt]Keywords[/size][/i][size=7.5pt]:[b] comparative education(CE), educational practice, multi-levels, internalized education, WCCES[/b][/size][/font]
[font=Times New Roman][b][i][size=7.5pt]Authors[/size][/i][/b][b][size=7.5pt]: Jujie Zhang, who was born in November, 1947, he began with educational research in 1963 and awarded the professional title of high education. He initiated a methodology of teaching as a guide; The former director of staff training in Yangzhou Petrochemical Factory, and professional researcher of China management science research institute; and was invited to attend the 11th WCCE.[/size][/b][/font]
[b][size=7.5pt][font=Times New Roman]Jiao Tong,
born in
January, 1974, and in Taixin, jiangsu Province, a teacher titled assistant instructor in jiangsu Staff Training Center.[/font][/size][/b]
[font=Times New Roman] [/font]
[font=Times New Roman]In the first summer of the 21st century, I was privileged to be invited to attend the 11th WCCE. When I came back, I took up an on-the-spot investigation deliberately over running schools in the west China. At one time
I was asked what CE was, my answer was very simple: Without comparison, there is not distinguish, without which inheritance and advancement won' t exist. Therefore, CE is a branch of science
that aims to study and draw on the experience of education, whether ancient or modern, Chinese or foreign, so as to facilitate the reform and development of education. Then why do we put special emphasis on comparison in education? In my opinion, whether at macroscopic or microcosmic level, education involving too many variable factors is a complete organic system with specialized individual characters. If any variable factor is separated from the whole part, the original meaning and features will be changed. In this case, we should only make a comparative analysis of a relatively complete entity or phenomenon instead of differentiating certain variable factor isolate and making quantitative and qualitative analysis and research just as the study of natural science. I think this is a kind of the most typical meaningful method of science research, besides, which is true of other sciences just like law, literature, environment science etc. and education merely arrive first in the field of comparative research.[/font]
[font=Times New Roman]From the point of view of most of scholars, the definition of CE should be established on the basis of social reality by means of investigating the development and features of education in different countries by comparison, and trying to probe into the common rules and tendencies of education in order to have successful experience of other countries to go by and guide educational science research and practice, proceeding from this definition, CE is generally characterized by such three points as internationalization, comparability, trans-subject . So CE is always associated with international intercourse, or “ comparativeness and internationalization simply exist side by side. In 1817, a French educator Julia issued “ research program and primary opinion" initially, and put forward four creative suggestions for CE Research, which laid a foundation for the developing CE; “ comparative education" written by an American educator LL Cattell, cast a great influence upon teaching and research of CE.
A soviet educationalist and activist, HK Crupuskaya, who researched into the educational systems of America, Germany, Austria, France, Belgium, Switzerland, played an important role in soviet educational policy and schooling construction. With UN founded in 1945, UNESCO launched inter-continental educational intercourse actively. In 1951, Hamburg educational Research Institute was founded; in 1956, international Association of test evaluation; WEEC, created in 1970to advance the field of comparative education, and brings together scholars, practitioners, planners, researchers and administrators from all over the world to exchange ideas using cross-national and comparative perspectives. To sum up, the development of CE can be summarized as three periods: the first, ranged from 1817 to 1917, featured by drawing on the experience of other countries; the second, from 1917 to 1945, stressing on comparative analysis and research of various educational system in the world; the third, from 1945 up to now, concerning taking up international CE research and intercourse orderly and thoroughly. [1][/font]
[font=Times New Roman]It is especially pointed out that a Swiss educator, Claparede, established the council of IBE under the direction of Pierre Bovet , the first director of IBE, based on the institute of J-J.Rousseau.
In 1927, IBE was reconstructed on the basis of the government, and Jean Piaget was in charge of it, which furthered the international educational intercourse.[2] In 1952, Germany international research institute was set up in Frankfort, which was the first trans-regional international educational research establishment. As for USA, CIES was built up and the first annual conference was held in 1956; besides, in the same year, “ comparative education review" was issued. CIES encourages the practice of making studies of various schooling systems in the different countries and furthers mutual visit of educators from different countries, and brings CER accomplishment and reference into introduction, carrying out international cooperation of various sciences and organizations, promoting CE and international academic research in North America, even throughout the world.[/font]
[font=Times New Roman]WCCE holds a world conference every three years in coordination with UNESCO. Meanwhile, the educators and researchers coming from various areas gather and discuss about global educational problems besides organizing the world Congress, the Council issues a Bulletin in Innovation, the publication of the international Bureau of Education in Geneva, Switzerland, to keep individual societies and their members abreast of activities around the world.[/font]
[font=Times New Roman]Up to July, 2001, WCCES was composed of 28 members just as follows:[/font]
[font=Times New Roman]Association Francophone d' Education Compararee (AFEC), Australia and New Zealand Comparative an International Education Society( ANZCIES), British Association of International and Comparative Education( BAICE), Bulgarian Comparative Education Society( BCES), China Comparative Society( CCES), China Comparative Education Society- Taipei ( CCES- T), Comparative Education Society of Asia( CESA), Comparative Education Society in Europe( CESE), Comparative Education Society of India ( CESI), Comparative and International Education Society( CIES), Comparative and International Education Society of Canada ( CIESC), Comparative Education Society of Hong Kong( CESHK), Czech Pedagogical Society ( Comparative Education Section) ( CPS- CES), Dutch Speaking Society of Comparative Education( NGVO), Greek Comparative Education Society ( GCES), Hungarian Pedagogic Society ( HPS), Israel Comparative Education Society ( ICES), Japan Comparative Education Society ( JCES), German- speaking Section of CESE ( KVEDGE), Korean Comparative Education Society( KCES), Nordic Comparative Education Society (NCES), Polish Comparative Education Society( PCES), Portuguese Comparative Education Society ( PCES), Russian Council of Comparative Education( RCCES), Sezione Italiana della CESE( SICESE), Sociedade Brasileira de Educacion Comparada( SEEC), Southern African Comparative and History of Education Society( SACHES). From 1970 till 2001, 11 world congress in total had been held by WCCES, and ranked in chronological order as the following: Ottawa (Canada) in 1970, Geneva (Switzerland) in 1974, London (UK) in 1977, Tokyo ( Japan) in 1980, Paris( France) in 1984, Rio de Janeiro( Brazil) in 1987, Montreal ( Canada), Prague ( Czech Rep) in 1992, Sydney ( Australia) in 1996, Cape Town(South Africa) in 1998, Chungbuk( Korea) in 2001. WCCE takes effective measures to realize and solve the problem from different perspectives and cultures by means of exchanging ideas about education among different countries and areas and strengthening coordination and contact of educational researchers so as to stimulate mutual respect and cooperation for different peoples and maintain equal human rights; moreover, to dedicate to the world' s peace and education.[/font]
[font=Times New Roman]I happened to read some magazines such as “ Foreign educational reference" and “ Comparative Educational research: etc, and I caught a preliminary idea of educational trends in Soviet Union, Japan, and some European and American countries. It is true that as a common teacher working at grass-roots level, I have not much opportunity for further research or never cherish illusions about being a professional scholar someday. Though I was enthusiastic about learning and teaching Russian and English, in the period of 1960s-1970s,it was impossible for me to choose what I was interested in at that time so that my studies was out of practice and only few words kept in my mind after 20 years. But CER institutes and organizations lay emphasis on selection of College English-majored students, who are trained in educational theories and researching methods, then engaged in research and translation work. It is hardly heard that the comparative educators emerge in primary and high school. Among these magazines about CER in China, most of which belong to translated works about foreign educational systems, the educational systems and methods of China seldom are concerned in contrast with those of other countries, and new experience in education practice is deficient. So for teachers in elementary education, little opportunities could be offered to them to express their own ideas about CE. It was in my childhood that I knew that a certain USSR female professor talked of the importance of self- taught, and in 1980s, a new upsurge of “ coordination education: that was well-known in the world was set off by USSR teachers spontaneously. These foreign educational thought exerted a subtle influence on my studies and instruction gradually. It was not until in the latter half of 1980 s that I planned" the methodology of teaching as a guide: By myself and put class teaching innovation into practice, which showed that feasibility of teacher- guidance thought “ teacher- orientated" ideology in kailuofu “ pedagogy" was popular for a while; however, my written experimenting report and essays on educational reform were laid aside, dirty- laden. In 1997, part committee advocated comprehensive quality education, which was just what I expected in my educational reform program. Thus, I was immersed in educational research, and my treatises were published and won acclaim, two of which are “ a tentative attempt at the methodology of teaching as a guide"(issue 1, Modern skills development,2001) and “ conception education in the new century"( Issue 12, oil education,2000), caught the attempt of scholars, whether internal or external, and found favor. My translated works was adopted successively, which invited me for presenting at the international forum! To my surprise,, I could have opportunities to discuss and exchange ideas
with many well-known professors in the world . From then on, I addicted myself to CE research, which is incredible for some people, So these two essays are attributed to decades of educational practice and though in my life. Rooted in native land from beginning to end without any foreign scholar' s name cited, but how could they rank among the collection of WCCE academic articles, and my name with so many famous educational experts? The fact can not be neglected that if I sent my articles to some domestic presses, not only will editors brush them aside, but also I will be in doubt and owe all the errors to my myself. It is shown from this that Chinese educators .On the other hand, have not much knowledge of CE; moreover, many CE experts give a limited and insufficient definition for CE, so CE finds little space to expand as it can, which hinders the intercourse of theories and achievements and cut off the essential connection with other educational activities. At least, we should think it over in mind that there is still a big gap in CE between China and other countries. After all, the expression “ CE" was coined by foreigners. A matter for rejoicing is the first website “CE in China” has been set up by CER of Peking Normal University. Although it is only a small step, I think it very essential means to open a window to the world, just like a bridge leading to knowledge, which shows a very brill1ant future for CE. I clicked the bulletin board “Debating”, but was disappointed to find few messages left, no one discussing about CE there. Later, it seemed that several college students entered only to chat or collect referential material, and almost everyone expressed a pessimistic opinions. Some viewed that the intellectual frame or outline of CE was indefinite; some thought CER breaks from educational work practice, also exposed some problems; for example, CE graduate had no choice but to go to circus; the persons taking up CE research work were unfamiliar with their native education; others held that the CE fad had passed away, and the CE achievements lagged behind practically, and so many hard problems had to be dealt with, later, retrospecting the three periods of CE; from my point of view, the :CE fad” only refers to the period between 1970s and 1990s, for among 28 members in WCCE every CES was founded during this stage, except the Nordic Comparative Education Society in 1956,
the European Comparative Education Society in 1961, the Japan Comparative Education Society in 1965[5]*; and the Korean Comparative
Education society in 1968. Still in this period, other international cooperation and research institute came into being one after another, and a variety of international educational conferences are held in many areas of world, then it was in fashion for a time in history. The “integration” of “world market” leads to the evitable phenomenon that production and consumption of all
the countries will be made very common in the worldwide range. [6]The internationalization becomes a main trend in the 21st century, and this progress is getting rapider and rapider through booming Internet CE is the need of educational innovations and development throughout the world. In all, it is reasonable to say that 21st century is an era of prosperous CE. CE contains a good perspective though there still exists a lot of problems.[/font]
[font=Times New Roman]Internationalized education is bringing a blossoming spring to CE, challenges and opportunities standing side by side. It is through defeating the challenges of the era that we can grasp the opportunities of history. Education must serve the modernization while CE serve the reform and development of education, which account for the emerge of CE, and supplies a power and resource of CE course construction. Thus the person who research on CE should come out of their studies and go to the forefront of schooling, trying to be familiar with current situation and existing problems in Education, understanding the initial laws of development of Education and seeking the train of thought to solve the problem and carrying on CE research world purposefully with a definite object. It is required that Comparative educators associated themselves with the grass-roots teachers in work and put research program and achievement into practice to put forward China’s education reform simultaneously call on the common teachers to join the research, as a saying goes: there are other hills whose stones are good for working jade, it means other people’s good quality or suggestion whereby one can remedy one’s own defects. I’m sure that CE will give impetus to the modernization of Education and become a motive force in the progress of internationalized education. It is natural that CE theoretical system comes into being while CER serve the reform and advancement find solution to various problems and spread the achievement. CER come to form a perfect theoretical system gradually in educational reform and advancement just as the complete educational system is made during a long period of practice. If CE separates itself from educational reality only to concentrate simply on subject frame and self-construction, it will abandon its original stand, and no doubt become meaningless and senseless. Such kind of CE not only deserts its power and resource for marching, but make impractical or vain effort to the end.[/font]
[font=Times New Roman]The secretary general professor Mark Bray published his thesis “levels of comparison in educational studies: different insights from different literatures and the value of multilevel analysis, insisting on widening the concept and research field.[7] He holds views that comparison is very important in educational studies. In addition, multilevel comparative analysis should also go ahead in the different regions of countries, and in various types of schools or classes, even between educators and learner, Mark Bray is an amiable and easy-to-approach scholar, whose personality and venerable characters, giving me a favorable impression.. it is his attribution to CE concentration and diligent work that broaden our scope of mind. Prof. Mark Bray was awarded annual outstanding international research Prize granted by AERA, He fully deserve this honor and enjoys popular confidence. In case a wide quantity of educators make joint efforts, the conception above could come true. CER is certain to find wide and broad space and field to develop. With upsurge of internationalized education booming, we surely predict that 21st century will provide bright prospects.[/font]
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[font=Times New Roman][b]Bibliography[/b]:[/font]
[font=Times New Roman]I.
The volume II “comparative education” of “China Encyclopedia”(VCD), China Encyclopedia Press in October2000;[/font]
[font=Times New Roman]II.
An article “a educational policies development---preference on the 60th suggestion of IBE” in “Foreign Educational Reference “(P36-42, the 4th issue, totaled 152 issues)[/font]
[font=Times New Roman]III.
The program “world comparative research institute” & “the introduction of
main magazines” on
Net web
“comparative education in China” hosted by Peking Normal University Research Institute.[/font]
[font=Times New Roman]IV.
The materials of the 11th WCCE [/font]
[font=Times New Roman]V.
[url=http://wwwsoc.nii.ac.jp/jces/index.html][color=#0000ff]http://wwwsoc.nii.ac.jp/jces/index.html[/color][/url][/font]
[font=Times New Roman]VI.
The first volume of
“Marx & Angels Selected works” (P254), published in by the people’s Press in 1972.[/font]
[font=Times New Roman]VII.
“The analysis structure in comparative education” by Gui Qing , P63, the 2nd issue ,in 2000
in “comparative educational research”.[/font]
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[font=Times New Roman]*the Japan Comparative Education Society[/font][font=宋体]：[/font]
[align=left][align=left][b][font=宋体][size=12pt]发件人:[/size][/font][/b][b][font=宋体][size=12pt] [color=#990000]"Toru Umakoshi" <[email]j45642a@nucc.cc.nagoya-u.ac.jp[/email]>[/color]
[/size][/font][/b][b][font=宋体][size=12pt]收件人:[/size][/font][/b][b][font=宋体][size=12pt] [color=#990000]"yaxia101" <[email]yaxia101@163.com[/email]>[/color][/size][/font][/b][b][font=宋体][size=12pt] [b]抄送:[/b] [color=#990000]([/color][color=#990000]无)[/color]
[b]发送时间:[/b] [color=#990000]2002-06-21 15:03:31[/color] [b]优先级:[/b]
[color=#990000]普通[/color]
[b]标题:[/b] [color=#990000]Re: an inquiry from a Chinese friend[/color][/size][/font][/b][b][font=宋体][size=12pt][/size][/font][/b][/align][/align][align=left][align=left][b][font=宋体][size=12pt]Dear Dr. Junjie Zhang,[/size][/font][/b][b][font=宋体][size=12pt][/size][/font][/b][/align][/align][b][font=宋体][size=12pt]Thank you for your mail message. JCES was founded in 1965 and you can make sure the history of[/size][/font][/b][b][font=宋体][size=12pt][font=Times New Roman] [/font][/size][/font][/b][b][font=宋体][size=12pt]our[/size][/font][/b][b][font=宋体][size=12pt][font=Times New Roman] [/font][/size][/font][/b][b][font=宋体][size=12pt]Society[/size][/font][/b][b][font=宋体][size=12pt][font=Times New Roman] [/font][/size][/font][/b][b][font=宋体][size=12pt]through[/size][/font][/b][b][font=宋体][size=12pt][font=Times New Roman] [/font][/size][/font][/b][b][font=宋体][size=12pt]the Web-site;[/size][/font][/b]
[b][font=宋体][size=12pt]http://wwwsoc.nii.ac.jp/jces/index.html[/size][/font][/b]
[b][font=宋体][size=12pt]However unfortunately it is written in Japanese.[/size][/font][/b]
[b][font=宋体][size=12pt][font=Times New Roman] [/font][/size][/font][/b][b][font=宋体][size=12pt]All good wishes,[/size][/font][/b]
[b][font=宋体][size=12pt][font=Times New Roman] [/font][/size][/font][/b][b][font=宋体][size=12pt]Toru Umakoshi[/size][/font][/b]
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