文档介绍：The Meanings of the parative parative Education
Published in World Studies in Education 3 # 1 & 2, 2002: 53-68
Val D. Rust
University of California, Los Angeles
It is a pleasure to share ments with you at the regional meeting of parative and International Education Society (CIES). I shall address some issues related to CIES, for I feel all too little attention is given to the meanings of the labels “comparative” and “international” in our society. CIES was originally known as parative Education Society and in 1972 during his tenure as president Stewart Fraser was essful in adding the term “International.” I do not plan to draw a firm distinction between the two spheres, though it might be helpful to suggest that “comparative education” is generally regarded as the more academic or scientific aspect of the field, while international education is related to “cooperation, understanding, and exchange” elements of the field (Fraser and Brickman 1968). I work actively in both spheres, in that I consider my research and theoretical work to be related parative education, while my service as director of the UCLA Education Abroad Program to be related to international education.
Today, I would like to concentrate on the term “comparative” as used parative education. In some respects the parative studies has been unfortunate, because most knowledge parative in nature. In terms of education, R. Murray Thomas (1998: 1) reminds us that “in its most inclusive sense, comparative education refers to inspecting two or more educational entities or events in order to discover how and why they are alike and different.” Thomas points out parative education is generally defined in practice in a more restricted sense. That is, it refers to the “study of educational likenesses and differences between regions of the world or between two or more nations….” Stewart Fraser and William Brickman (1968: 1) would agree with Thomas in their own definition of the field: “Comparative Education is