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Preface Chapter I Comparative education versus education science, its subdisciplines and other disciplines of social sciences

1. Knowledge versus opinions – what shall we call scientific? 2. Ideology and normativity as threats to social sciences 3. Truth and simplicity in science 4. Imagination in science – how far can we creatively describe the reality 5. Historical and cultural context in comparative education 6. Cross-cultural research versus comparative education Chapter II Paradigms of social sciences versus paradigms of comparative education Chapter III How is the research area chosen in comparative education?

1. The similarity theory by Amos Tversky and Daniel Kahneman versus the anchoring heuristic 2. The availability heuristic and the false consensus effect Chapter IV How should comparative research be conducted and what purpose does it serve?

1. Comparison as anticipation of social change 2. Comparative research methods 3. Data collection and qualitative research in comparativism 4. More on description, explanation and prediction 5. Selected historically established but rarely used comparison methods

The Ogden-Richards triangle Porphyrian Tree Classification strategies – Mill’s Canons The chaos of the world – the order of science. Weber’s ideal types Raymond Boudon’s formula Möbius strip in comparativism Chapter V Development or stagnation? Problems with modern comparative education   Conclusions References Abstract Index of persons