by Brian Holmes
Presented in this book is a coherent theory of Comparative Education research, based on the traditions and innovations established by such pioneers as Joseph Lauwerys and Nicholas Hans. Readers interested in the evolution of comparative education, and in the debates between positivists and ethnomethodologists who have been influenced by Karl Popper's analysis of scientific method, will find in this book suggestions of how John Dewey's problem-solving approach can be incorporated into Popper's hypothetico-deductive method of scientific enquiry. Professor Holmes maintains that this combination of assumptions provides the social scientist with models and techniques needed in policies studies designed to allow piecemeal social engineeering and educational planning.
Erin Morgenstern
Virginia Evans
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