“比较教育学”：一个让人误解的名称？——论统一的概念和不同的逻辑

Comparative Education has been, and continues to be, a heterogeneous field. It is not possible to obtain unambiguous or even consensual answers when it comes to the field's scholarly status, its legitimate cognitive possibilities and social functions. It therefore no longer makes sense to invoke a purported disciplinary “identity" of Comparative Education and to discuss this identity in terms of “boundaries”, consolidated “disciplinary traditions” or bodies of “authorised knowledge”. This issue requires, instead, historical analyses as well as analyses in terms of the sociology of knowledge and the sciences. This essay clarifies the view that there are different comparative educations (to be understood in the plural) and reveals three different paths and traditions of international and comparative education research as well as the unique issues and logics underlying them, namely the “epistemo-logic” of comparative and historical social science research oriented to the production of scientific knowledge, the “