Hechtius (1795-1798) - the beginnings of historical-philosophical-idiographic research in comparative education

• Verfasst von: Lenhart, Volker [VerfasserIn]
• Titel: Hechtius (1795-1798) - the beginnings of historical-philosophical-idiographic research in comparative education
• Verf.angabe: Volker Lenhart
• Jahr: 2018
• Jahr des Originals: 2017
• Umfang: 9 S.
• Fussnoten: Published online: 13 Nov 2017 ; Gesehen am 27.02.2020
• Titel Quelle: Enthalten in: Comparative education
• Ort Quelle: London [u.a.] : Taylor & Francis, 1964
• Jahr Quelle: 2018
• Band/Heft Quelle: 54(2018), 1, Seite 26-34
• ISSN Quelle: 1360-0486
• DOI: doi:10.1080/03050068.2017.1396094
• Datenträger: Online-Ressource
• Sprache: eng
• Sach-SW: First treatise in comparative education
• Sach-SW: idiographic vs. nomothetic methodology
• Sach-SW: mixed methods in comparative education
• Sach-SW: transfer of philological methods to comparative education
• Sach-SW: transnationality vs. national character in education
• K10plus-PPN: 1691126624

Abstract

From its very beginnings, we can discern two methodological approaches to comparative education; one broadly historical-philosophical-idiographic and another broadly empirical-positivist-nomothetic. Friedrich August Hecht's 1795-1798 De re scholastica Anglica cum Germanica comparata (English and German school education compared), with its hermeneutic textbook analysis, represents an idiographic methodology. Whilst the 1816/1817 data-driven research programme of Marc-Antoine Jullien - usually considered the origin of comparative education - represents an empirical-positivist-nomothetic approach. In this essay, we will examine the theoretical orientations of Hecht's study - his ideas of transnationality and national character, and his avoidance of the proposal of borrowing and lending. We situate the beginnings of Hecht's methodology in its social-historical context and analyse the transfer of interpretation methods from philology to comparative education. Finally, we will postulate a combination of Jullien's and Hecht's methodological approaches.