ABSTRACT
Like the blind men in the proverb speculating on the nature of an elephant by touching only one part, a single, specialized theory can illuminate only a fragment of any given social phenomenon. In many instances stressing one theory has a great deal of value, affording the opportunity to develop an expansive argument and marshal evidence that has not received sufficient attention in alternative lines of inquiry. In other instances theory-building efforts can produce a focus that prioritizes some issues and topics over others, creating the impression (whether real or perceived) that explanatory elements have been overlooked or ignored. Much of the literature in comparative education fits this latter pattern, particularly with respect to levels of analysis and the nature of actors.
