Perspektiven des internationalen Vergleichs in der Erziehungswissenschaft. Die historische Perspektive.

Autor/in	Liegle, Ludwig
Titel	Perspektiven des internationalen Vergleichs in der Erziehungswissenschaft. Die historische Perspektive.
Quelle	In: Bildung und Erziehung, 59 (2006) 1, S. 97-109Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0006-2456; 2194-3834
Schlagwörter	Historische Pädagogik; Erziehungswissenschaft; Methodologie; Pädagogische Forschung; Vergleichende Forschung; Bildungsgeschichte; Verstehen; Internationaler Vergleich; Fremdes
Abstract	Historically oriented research in Comparative Education faces a double challenge: the attempt to understand a foreign socio-cultural system as well as a strange, i.e. past period of time. This article discusses some of the methodological problems of dealing with these facets of strangeness. With reference to critical theories of the operation called comparison and in accordance with recent approaches in the science of history it is argued that culturally sensitive research is feasible only under several conditions: avoidance of "nostrification" of foreign systems not as specific entities but as results of cross-cultural encounters; a corresponding definition of the tertium comparationis in the perspective of system-environment-relations; and a conception of scentific practice that includes the consideration of the cultural position of the researcher as well as of the field of science that he or she represents. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/1