比较教育学重点.docx

Chapter 2 Major Theories in Comparative EducationIntroductionModernist PerspectivesStructural-functionalism vs. MarxismSimilarities: Stem from common antecedents in the Western Enlightenment EraDifferences: Structural-functionalism: envisions展望consensus一致 and equilibrium均衡to be hallmarks印记of social intercourse交流and human progress, and seesstability稳定性as natural and desirabl令人满意的e. Marxism: questions the possibility of consensus, critique the authenticity真实性of apparent consensus, and assert that conflict rather than stability is the overriding高于一切的catalyst for social change. Postmodernist and Poststructuralist PerspectivesDeny rationalist explanations, challenge and question modernizationQuestion the possibility of “master narratives”大叙事or encompassing theoretical argumentsFocus on otherwise marginalized边缘化alternative perspectivesReject predictability as goal for theoryStructural-functionalismStability and equilibrium, being central within the structural-functionalist analysis, reflect the theory’s identity as a consensus perspective. What is Structural-functionalismThree Major Characteristics of Structural-functionalismUnitary统一的: Structural-functionalism’s identity as a consensus theory is built on the conviction that society is unitary and that the building and preservation of agreement is the preferred and most powerful social force. Coherence连贯性: not only as a unit unto itself but also in terms of the relationships that exist among its various elements. Social institutions are not just a collective of people, but, rather, an entity实体having clear purpose and potential to fulfill social needs, especially social solidarity. Stability: working towardsharmony and its own self-preservation, and its own reliance on the motion of equilibrium as a fundamental trait of society, and social progress is predictably linear. Structural-functionalism is a framework for building theory that sees society as a complex system whose parts work together to promote solidarity and stab