As a springboard into her response inspired by Noah Sobe's article, this author offers two possibilities for what cosmopolitanisms can tell about comparative and international education research. First, from her perspective, rooted in justice and peace studies, she is intrigued by several authors' assessments of cosmopolitanism as a cognitive or…

This article enters into contemporary debates regarding methodology and training in comparative and international education by addressing epistemological questions about "what" can be known of the world and how it can be known through comparative research. We contend that debates over qualitative versus quantitative methods or area studies versus…

The Comparative Education Review bibliography compiles articles from a diverse selection of journals on a broad range of themes and subject areas that are of particular interest to CER readers. In particular, the CER bibliography helps to broaden the field of pertinent articles that may be overlooked when doing a simple search. The journals…

In the United Kingdom the intensive study of major regions in college level geography courses has declined in importance, and multidisciplinary area studies courses have become popular. In some, geography has played a major part; in others, it is insignificant or absent. Geoaphers should become more involved in area studies. (Author/RM)

The 1950s and 1960s were formative years for comparative education societies in different parts of the world, including the United States and Soviet Union. In need of finding a noncapitalist source of inspiration, socialist authors resorted to N. K. Krupskaia (Lenin's wife) as a discursive founder of Marxist-Leninist comparative education. Until…

Describes a simulation designed by two Canadian teachers to help ninth-grade students learn about Canadian politics and government in both theory and practice. (RM)

Describes a project studying the culture of the People's Republic of China, including two seminars, an in-school experiment with the theme "China yesterday, China today," and three study tours in China focusing on education. (CK)

Criticizes the notion that the empiricism of economics is more valid (and therefore more valuable) to the field of political science than the more subjective efforts of area studies. Specifically responds to Robert Bates's categorization of area studies as "unscientific" and unduly "humanist." Briefly discusses significant works within area…

The dual mandate of modern language learning is considered to be linguistic competence and scholarly expertise in literature or in philology. The need for the systematic study of culture in modern language studies is discussed, and programs in the United States and Great Britain are compared. (MLW)

Extrapolates some of the basic epistemological and philosophical arguments of area studies supporters and their detractors within political science. Discusses a possible study of traditional political science "culture" by the area studies proponents. Concludes with a call for both disciplines to work together. (MJP)

Reviews the educational system and developments in Eastern Europe and the former Soviet Union since World War II. Contends that reforms that brought intellectual freedom and pluralistic thinking have led to demands for autonomy from government control. Concludes that education is still linked to socio-economic, cultural, and political struggles…