Study On The Transformations Of Relativism Paradigm In Comparative Education

To be a more scientific discipline, the study on methodologies of comparative education is pressing. Entail now, comparative education is still a subject whose boundary is fuzzy, methods are messy. In order to get rid of the fetters of discipline, rebuild the prestige of the discipline of comparative education, it is necessary to research the paradigm of comparative education. Because of this, we selected the relativism paradigm which is one of the two mainstream thinking that include the other paradigm named positivism in the comparative education to inquiry. In order to contribute to the construction of comparative education, we focuse on the methodologies of comparative education in Edmund King whose thinking is representative, analyze the basic characteristics of the relative Paradigm and its position in the history of comparative education, by clearing the development path of paradigms, revealing the historical background and development process.This article includes three parts. In the first part, we inspect the relative paradigm of comparative education from a historical perspective, investigate the social and academic background, history of the development path, especially research the thinking of Edmund King in depth. In the second part, we analyze the basic characteristics and the impacts of the relative paradigm of comparative education. In the end, there is a brief evaluation. In the history of comparative education, humanism throughouts the entire development process from beginning to end. I.kandel, Robert Ulich, Vernon Mallinson, Edmund J. King which we are familiar with are the followers of humanism. However, this paradigm can not be the brightest spot in comparative education research because of its own determined characteristics. We can not jump into the whirlpool of one or the other paradigm, the only way is to use various research paradigms dialectally.