By Mark Bray (auth.), Mark Bray (eds.)
At the start of the twenty first century, new beneficial properties have emerged in the box of comparative schooling. a few of these gains consequence from new applied sciences, whereas others mirror political transitions and the forces of globalisation. the sphere embraces new insights on cultures, and students are exploring assorted devices of research.
This e-book provides views on those alterations whereas noting quite a few carrying on with traditions. Its individuals come from quite a lot of nations and contexts, and current their paintings inside of a framework set by way of the eleventh congress of the area Council of Comparative schooling Societies (WCCES). The publication makes a beneficial methodological in addition to a conceptual contribution to the sector.
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Additional info for Comparative Education: Continuing Traditions, New Challenges, and New Paradigms
The underlying assumption is that Western science is the objective measure of what is factual. Unless it can be proven through these scientific methods, it is not "science"; and no matter how efficacious a process it is for those that use it, it is relegated to the realm of wisdom. However, given that basis of Western science is coming under increasing criticism, its use as a tool for establishing the factual may be little more than a cultural idiosyncrasy. Thus this paper makes no such distinctions between knowledge and wisdom.
An obese person may consult a physician, a dietician, a surgeon, a psychiatrist or a gastro-enterologist. In subsequent treatment, an obese person may be cut, blocked, counselled, drugged or dieted depending upon the branch of medicine to which the person subscribed. Other options available for treating the problem include consulting priests or pastors, or going to gym, hypnotist or behaviourist (Cooke 1989: 12). Western knowledge is compartmentalised even within the one paradigm - medical practice.
2000. Aboriginal Philosophy in Australian Higher Education: Its Own Place in Its Own Time. R. Teasdale and Z. , Local Knowledge and Wisdom in Higher Education. Oxford: Pergamon Press. Swain, T. 1993. A Place for Strangers: Towards a History of Australian Aboriginal Being. Cambridge: Cambridge University Press. 49 The author Douglas L. Morgan is a lecturer at Yunggorendi, the First Nations Centre for Higher Education and Research at Flinders University in Adelaide, Australia. In this role he provides academic support for Indigenous Australian students studying at the university, and lectures on cross-cultural issues.
Comparative Education: Continuing Traditions, New Challenges, and New Paradigms by Mark Bray (auth.), Mark Bray (eds.)