Hechtius (1795-1798) - the beginnings of historical-philosophical-idiographic research in comparative education
From its very beginnings, we can discern two methodological approaches to comparative education; one broadly historical-philosophical-idiographic and another broadly empirical-positivist-nomothetic. Friedrich August Hecht's 1795-1798 De re scholastica Anglica cum Germanica comparata (English an...
Gespeichert in:
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| Dokumenttyp: | Article (Journal) |
| Sprache: | Englisch |
| Veröffentlicht: |
2018
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| In: |
Comparative education
Year: 2017, Jahrgang: 54, Heft: 1, Pages: 26-34 |
| ISSN: | 1360-0486 |
| DOI: | 10.1080/03050068.2017.1396094 |
| Online-Zugang: | Verlag, Volltext: https://doi.org/10.1080/03050068.2017.1396094
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| Verfasserangaben: | Volker Lenhart |
MARC
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| 520 | |a From its very beginnings, we can discern two methodological approaches to comparative education; one broadly historical-philosophical-idiographic and another broadly empirical-positivist-nomothetic. Friedrich August Hecht's 1795-1798 De re scholastica Anglica cum Germanica comparata (English and German school education compared), with its hermeneutic textbook analysis, represents an idiographic methodology. Whilst the 1816/1817 data-driven research programme of Marc-Antoine Jullien - usually considered the origin of comparative education - represents an empirical-positivist-nomothetic approach. In this essay, we will examine the theoretical orientations of Hecht's study - his ideas of transnationality and national character, and his avoidance of the proposal of borrowing and lending. We situate the beginnings of Hecht's methodology in its social-historical context and analyse the transfer of interpretation methods from philology to comparative education. Finally, we will postulate a combination of Jullien's and Hecht's methodological approaches. | ||
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| 650 | 4 | |a First treatise in comparative education | |
| 650 | 4 | |a idiographic vs. nomothetic methodology | |
| 650 | 4 | |a mixed methods in comparative education | |
| 650 | 4 | |a transfer of philological methods to comparative education | |
| 650 | 4 | |a transnationality vs. national character in education | |
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