Education on humanity’s path to an egalitarian society. Рart 2. The world-system paradigm in comparative education and critical pedagogy
A. A. Izgarskaya1, E. A. Gordeychik2
1Institute of Philosophy and Law, Siberian Branch of the Russian Academy of Sciences, Novosibirsk, Russia
2Novosibirsk State Pedagogical University, Novosibirsk, Russia
Keywords: modernization theory, neo-institutional concept of world culture, world-system approach, comparative education, critical pedagogy
Abstract
Introduction. The theory of modernization, the neo-institutional concept of world culture and the world-system approach explain the current world situation in different ways and offer different ways to change it. The article discusses the theoretical and methodological advantages of the world-system approach, as well as how these advantages are reflected in the field of comparative education and critical pedagogy. Methodology. The idea of the paradigm development of science by T. Kuhn and the idea of I. Lakatos about the commensurability of the empirical bases of research programs formed on the basis of paradigms were used as a methodological basis. Discussion. The world-systems approach has a larger empirical base than competing paradigms. The ontology and methodological base available in the world-system approach allow in the field of comparative education to raise and resolve issues related to social conflicts, inequality, and anti-systemic processes. In contrast to the theory of modernization and the neo-institutional concept of world culture, the world-system approach breaks with Eurocentrism, opening up new perspectives for studying the development of education systems, taking into account their diversity. The appeal of the supporters of the world-system approach in comparative education to critical pedagogy is a consistent transition from solving theoretical problems to the practice of the educational process. Conclusion. The comparison of the three paradigms is incomplete and in the future can be continued on the basis of the methodology of the research programs of I. Lakatos. However, already at this stage, the advantages of the world-system paradigm and the prospects for its use in the field of comparative education are clearly visible. The authors express the hope that the pedagogical projects of critical world-system education will find wide support and humanity will have the opportunity to choose the path to a less repressive form of social organization.
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