| Summary: | 碩士 === 國立暨南國際大學 === 比較教育學系 === 96 === A comprehensive educational system symbolizes the progress of a race or a nation. Comparative education was originated in the 19th century from people’s concern and desire for education, and it aimed to study the educational system of other races or nations through field research or interview, in order to deliberate and encourage domestic educational system. The conception of the development for comparative education was from the thinking pattern in Chinese “Book of Odes” (Hsiao Ya), ”Observing the other’s virtue may mend one’s own fault”. Nevertheless, what is the foundation of human’s comparative thinking during the practice? This is an issue deserved to be explored; after all, comparative thinking and the perspective of comparative education research are closely related and have direct impact on the accomplishment of goal for comparative educational research.
The purpose of this study is to investigate the thinking foundation and research approach of comparative education through methodological debates of social science. In the examination of European science, the study focuses on the historical trail of developmental for philosophical thinking instead of scientific technology history. Also, it intends to search for the inner correlation of different philosophical thinking so that the thinking pattern of modern social science may find a historical consistency through analysis of the entire philosophical history; the core issue among philosophical arguments may therefore be found. The contents discussed in this study are as follows:
1. It investigates the development and methodological debates of social science, among them, the positivism established by French philosopher A. Comte(1798-1857) was the most significant to have impact on social science methodology.
2. It investigates the development and research approach of comparative education through the methodological debates of social science, and clarify the natural science thinking within the limitation of humanity society.
3. It reviews the comparative education research approach from the subjective meanings of humanity. It mainly examines social nature and its constructive process. With subjective meanings of humanity as a core of investigation, the unique characteristics of social context take shape due to its cultural particular meaning. For the comparative education methodology that is significantly affected by positivism, it may provide an appropriate research approach between natural science thinking and humanity science thinking.
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