摘要
Abstract
Time is not only an inherent dimension participating in comparative education research but also a mecha-nistic dimension for identifying causal chains and a referential dimension for formulating educational policies.Currently,four conceptions of time are prevalent in existing comparative education research:structural comparison without time,cul-tural comparison beyond time,developmental comparison with a progressive view of time and action-oriented comparison with a multivariate view of time.This diversity of temporal conceptions requires researchers to reflect on how to construct more inclusive and dialectical explanatory frameworks that integrate structural constraints,cultural heritage,the contingen-cy of historical processes,and actor agency along the temporal dimension.As the understanding of time continues to deep-en,the explanatory power and applicability of future comparative education research will be enhanced.However,this ad-vancement also faces challenges from three aspects:first,the re-examination of the dialectical relationship between time and space;second,the re-assessment of the social collective presentation and cultural differences of multidimensional times;and third,the renewed recognition of the importance of timing and temporal sequencing in comparative studies.Ad-dressing these questions will help comparative education research further break away from singular paradigms,promote in-terdisciplinary dialogue,lay the groundwork for developing more inclusive,dialectical explanatory frameworks incorporating Chinese wisdom,and advance disciplinary theory.关键词
比较教育研究/时间维度/时间观类型/时间与空间/时机与时序Key words
comparative education/temporal dimension/typologies of time conceptions/time and space/the method-ology of timing and temporal sequencing分类
社会科学
