HOW WELL THE SCIENTIFIC PROBLEM IS DEVELOPED IN CONTEMPORARY COMPARATIVE EDUCATION STUDIES – ANALYSIS

Abstract

The article deals with grounding approaches to research in comparative education. The content of dissertations and basic methodology of comparative education research were analyzed and typical flaws of the works revealed. The author suggests looking upon a scientific problem in two different ways, (1) to study it from the point of view of the structural components of scientific knowledge and (2) to study it as a systemic phenomenon. The level of development of terminology; definition of law conformities, principles, rules and conditions; formulation of concepts and theories; accumulation of empirical facts correlate with the level of development of science in general and a scientific problem in particular. Systemic approach encompasses analysis of an aim, content, forms, methods and technologies of education; of models of activities of the pedagogical subjects (teachers and students). The results of this study can be used to analyze the contemporary dissertations in comparative education, to model and use the ways of evaluation of the scientific problem’s development, and to improve the effectiveness of studies.