Teoria Martina Wighta jako kontekst interdyscyplinarności pedagogiki porównawczej

Olena Bocharova; Inessa

doi:10.21697/fp.2023.2.20

Published: 2023-12-25

Vol. 13 No. 2 (2023)

Martin Wight’s Theory as a Context for Interdisciplinarity in Comparative Pedagogy

Olena Bocharova , Inessa

Pedagogical Forum

Section: Articles and essays

https://doi.org/10.21697/fp.2023.2.20

Abstract

The basis for interpreting comparative pedagogy as an episteme of scientific knowledge lies in Martin Wight's original work, "International Theory: The Three Traditions" (1992), the founder of the English school of international political theory. The theory of international society describes three traditions: realism (or Machiavellianism), rationalism (Horatianism), and revolutionism (Kantianism). This article provides an overview, drawing from existing literature, and is divided into two parts. Part one presents the theory of international society and its assumptions, while the second part examines the transformations that have occurred in the conduct and organization of comparative research. These changes encompass the research subject, such as viewing the state as a research unit and analyzing the activities of international organizations (e.g., PISA, TIMSS) and their role in educational development. Moreover, the article delves into topics including competitiveness, intercultural education, the impact of globalization on education, all of which have been addressed at the World Council of Comparative Education Societies (WCCES) conferences.

Keywords:

comparative pedagogy, Wight's theory, international organizations, globalization

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Bocharova, O., & Inessa. (2023). Martin Wight’s Theory as a Context for Interdisciplinarity in Comparative Pedagogy. Pedagogical Forum, 13(2), 283–294. https://doi.org/10.21697/fp.2023.2.20

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Olena Bocharova

lenabotcharova@gmail.com

Affiliation:

a:1:{s:5:"pl_PL";s:10:"UP Kraków";} Poland

Inessa

Affiliation:

Vasyl Stefanyk Precarpathian National University Ukraine