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The first of these attempted to identify the forces and factors shaping national educational systems.The second, and the latest, may be termed the stage of social science explanation, which uses the empirical, quantitative methods of economics, political science, and sociology to clarify relationships between education and society.
Education was seen as the mirror of society; but society, in turn, was molded partly by the schools. The concern now was to understand the interaction of education and society by analyzing the historical forces and contemporary factors that had shaped both.
Moreover, exponents of this approach were interested in more than laying bare the nature of these relationships.
The development of comparative education Human beings are in the habit of making comparisons between things that around them.
Comparison can take place wherever we have more than one thing that has the same purpose.
We compare to make up our minds and to choose between two or more choices.
Comparing can take place also for more scientific reasons for example to find out the relationship existing between, or among the things being compared.The earliest stage, the period of travelers’ tales, was prompted by simple curiosity.Second came a period of educational borrowing, when the desire to learn useful lessons from foreign practices was the major motivation.The main goal of this field is to improve the quality of educational systems.One example of large scale comparative macroanalysis is the PISA study, in which Finland has ranked very highly each year.Curiosity was the mainspring of their voyages, and local color the attraction of their descriptions.Only the rare observer could extract systematic conclusions with explanatory value from a mass of indiscriminately reported impressions.These stages are far from being discrete in time: each of these types of work in comparative education has persisted down to the present and may be observed in the contemporary literature, and rarely can any contributor to the field be confined within a single category.But the categorization suggested, loose though it is, provides a convenient, unforced framework within which to review the development of the field. The first and most primitive comparative education observations were the tales brought home by travelers to foreign parts.In the third stage, international educational cooperation was stressed in the interests of world harmony and mutual improvement among nations.Since the beginning of the twentieth century, two more stages have appeared, both concerned with seeking explanations for the wide variety of educational and social phenomena observed around the globe.