151-166

• Καρράς, Κωνσταντίνος Γ.
• Wolhuter, C.C.

The aim of this paper is to clarify the issue of "method" in Comparative Education. The thesis of the article is that while there is a generic "Comparative Education method"; an area of inquiry, as broad and with such loose boundaries such as Comparative Education is open to contract virtually any of the total spectrum of methods in the social sciences. There is an old controversy, whether Comparative Education is a discipline/field or a method. The article commences by outlining this controversy, followed by a conceptual clarification of the terms "Comparative Education" and "the comparative method" in education. This is followed by a perspective of the founding fathers - the views of Jullien, Bereday, King, Holmes and Noah & Eckstein on method. Subsequently the range of subjects of comparison, levels of comparison, and paradigms in contemporary Comparative Education are outlined, as the thesis of the article contends that each of these imply particular methodological preferences. The article concludes by identifying a need for the explication of the possibilities of each of these methods for Comparative Education.

• Educational sciences

• Εκπαίδευση

συγκριτική παιδαγωγική, συγκριτική μέθοδος, μεθοδολογία-εττιστημολογία, επίπεδα σύγκρισης, συγκριτικά παραδείγματα

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