ABSTRACT
In this chapter, the author discusses a majority of students taking comparative education courses have done so in the hope that they will learn about a better way of living and learning. The search by Comparative Educators for an ideal methodology faces problem which the destructive nature of much of modern technology is bringing increasingly to the fore. The author explores who choose to study comparative education at the post-graduate teacher training level. The concepts polytechnical education and ‘combining education with productive labour’ belong to the wider concept of moral-political education. The author examines some comparative education and several studies. A number of new courses have appeared with names like Peace Studies, Women’s Studies, Global Education, the Humanities Curriculum Project, or World Studies. But comparative education journals and journals of Chinese Studies tend to publish broad, policy-type articles. Journals specialising in science education tend not to publish papers on foreign curricula problems.
