TY - JOUR
AU1 - Cowen, Robert
AB - EDITORIAL ARTICLE Comparative education is, historically, rooted in the positivism and en- cyclopaedism of the eighteenth century. Its proper theoretical and practical concerns, as defined by Jullien of Paris, were to be the creation of an administrative science of education. 1 The whims and prejudices &education- al administrators would be destroyed by the collection, on an international scale, of facts. The facts would demonstrate the best educational practice. Education everywhere would be improved on the basis of universal principles. The proposition is, of course, ridiculous- except that the general vision has more or less worked. In almost every country, educational policy and practice is informed by some knowledge of educational policy and practice in other countries. French efforts to reform higher education are watched with as much interest as the post-war expansion of the junior college system in the United States. The Scandinavian countries exchange a great deal of in- formation on how to adapt educational provision to the needs of the individual in secondary, post-secondary and higher education. In the Soviet Union specialists on foreign education work both in the Academies of Pedagogical Sciences and in the universities. The educational experiments of China, Cuba, Tanzania and Yugoslavia draw 
TI - Sociological analysis and comparative education
JF - International Review of Education
DO - 10.1007/BF00598137
DA - 2004-10-23
UR - https://www.deepdyve.com/lp/springer-journals/sociological-analysis-and-comparative-education-jklGwSKyaL
SP - 385
EP - 395
VL - 27
IS - 4
DP - DeepDyve
ER -