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Chapter 2 Historical Development of Comparative Education

The historical development of comparative education can be divided into three stages: 1) The descriptive and borrowing stage where early comparativists collected education data to transplant practices between countries, 2) The predictive stage where comparativists studied institutions and practices to predict adoption success or failure in their own country, considering different cultural bases, and 3) The scientific stage featuring rigorous analysis and objectivity in critically analyzing other countries' practices before transplanting to avoid issues from the earlier stages. Key figures in each stage sought to understand reasons for practices and be more careful in adoption.

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630 views1 page

Chapter 2 Historical Development of Comparative Education

The historical development of comparative education can be divided into three stages: 1) The descriptive and borrowing stage where early comparativists collected education data to transplant practices between countries, 2) The predictive stage where comparativists studied institutions and practices to predict adoption success or failure in their own country, considering different cultural bases, and 3) The scientific stage featuring rigorous analysis and objectivity in critically analyzing other countries' practices before transplanting to avoid issues from the earlier stages. Key figures in each stage sought to understand reasons for practices and be more careful in adoption.

Uploaded by

Iqra Rashid
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Comparative Education-6317 MA Education

Chapter 2
Historical development of Comparative Education
The historical development of Comparative Education can be divided into different stages
1. Descriptive and borrowing Stage
2. Predictive Stage
3. Scientific Stage
1. Descriptive and borrowing Stage
During this first phase of the development of Education, the educational comparativists involved
in this stage include Marc-Anthony Jullien de Paris, Comparative 1817, Mathew Arnold of
England, Victor cousin of France, Leo Tolstoy, and K.D. Aushinsky of Russia, Domingo
Sermiento of Argentina, Horace Mann and henry Barbard of America.
At the borrowing stage, the education data collected would be compared to make use of it for the
best educational practice of the country studied to transplant it to other countries.
2. Predictive Stage
The second phase in the study of comparative education took place in the first half of the 20th
century. The stage could be regarded as a stage of Prediction because at this stage, the study of
comparative education has gone beyond the borrowing sage.
At this stage, the educational comparativists studying the educational institutions and practices of
another country will be in the position to predict what is likely to be the success or failure of
adopting the educational practices of the country studied by his own country.
It should be remembered by both the students and the teachers of comparative education that the
basis on which a country's educational practice is based may not necessarily be the same thing
with which of education comparatives studying the education system of other countries.
The educational comparativists involved in this stage included: Friedrich Schneider and Franz
Hilker of Germany, Isaac Kandel as well as Robert Ulich of America., Nicholas Hans as well as
Joseph Lanwerys of England including Pedro Rosselo of Switzerland.
They tried to find out the reasons behind the educational practices of the country visited by them
and they became more careful in transplanting the educational practices of another country to their
own.
3. Scientific Stage
The third stage can be regarded as the scientific period or analytical period. This stage took place
in the second half of the 20" century. The period witnessed rigorous analysis as well as objectivity
in the study of educational practices of other countries.
At this stage, before transplanting the educational practices of another country to one's country,
such educational practices have to be subjected to a critical analysis unlike the first stage when the
educational practices of the country visited could be borrowed or the second stage when the
implication of transplanting the educational practices of another country can be easily predicted.
The comparativists involved in this stage included: Schneider, Kandel as well as Uich.

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Instructor: Iqra Rashid, Department of Education, University of Sargodha, Pakistan.

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