The Social Sciences and The Comparative Study of Educational Systems. Edited by Joseph Fischer. (Scranton, Pa.: International Textbook Company, 1970. Pp. 533. $10.00.)

1971 ◽  
Vol 65 (4) ◽  
pp. 1206-1208
Author(s):  
Byron G. Massialas
Keyword(s):  
Social Sciences ◽  
Comparative Study ◽  
Educational Systems ◽  
The Social ◽  
The Comparative Study

The Comparative Study of Politics

1959 ◽  
Vol 1 (2) ◽  
pp. 105-112 ◽  
Author(s):  
Sigmund Neumann
Keyword(s):  
Social Sciences ◽  
Comparative Study ◽  
Turning Points ◽  
Political Transformations ◽  
The Social ◽  
Silent Revolution ◽  
The Comparative Study

The newly awakened interest in the comparative study of politics is part and parcel of a silent revolution that has taken place in the social sciences during the last decades. Such a re-orientation in turn is in part due to the radical social and political transformations in this era of total wars and revolutions. Because as Aristotle knew all too well, and peaceful periods in history all too often tried to forget, the social sciences are disciplines of “ethics”, spelling out man's deep involvements and demanding decisions at critical turning points of history.

The Social Contract as an Analytic, Justificatory, and Polemic Device

1974 ◽  
Vol 4 (2) ◽  
pp. 241-252 ◽  
Author(s):  
David Keyt
Keyword(s):  
Comparative Study ◽  
Social Contract ◽  
John Rawls ◽  
Analytic Method ◽  
The Social ◽  
The Comparative Study

John Rawls, in his distinguished revival and animation of the theory of the social contract, maintains that “the procedure of contract theories provides … a general analytic method for the comparative study of conceptions of justice ” (p. 121). As a corollary, he holds, secondly, that “if one interpretation [of the contractual situation] is philosophically most favoured, and if its principles characterize our considered judgments, we have a procedure for justification as well ” (p. 122). Finally, Rawls uses the social contract as a critical or polemic device; he is prepared to reject a conception of justice if the contractual situation associated with it contains objectionable features.

Three Decades of Religious Vote in Europe

2017 ◽  
Vol 13 (1) ◽  
pp. 77-98
Author(s):  
Guillermo Cordero
Keyword(s):  
Social Sciences ◽  
Comparative Study ◽  
Political Elite ◽  
The Political ◽  
Sharp Decline ◽  
Moral Issues ◽  
The Social ◽  
Electoral Behaviour ◽  
Left And Right ◽  
Religious Voting

AbstractThe social sciences have often claimed the end of religiosity as one explanation for electoral behaviour in Europe. Nevertheless, left and right parties still incorporate religious and moral issues on the agenda in order to distance themselves from their opponents. This article undertakes a comparative study of 34 European democracies and examines the extent to which religious voting has diminished since the eighties. Results point to a sharp decline in the levels of religious vote until the nineties, followed by a revitalization since that time in a third of the countries included in the sample. The analysis also highlights the important role played by the political elite in activating the religious vote.

scholarly journals KAJIAN PERBANDINGAN HISTORIOGRAFI PENDIDIKAN DI AMERIKA SERIKAT, AUSTRALIA, DAN INDONESIA

2016 ◽  
Vol 25 (2) ◽  
pp. 154
Author(s):  
Hieronymus Purwanta
Keyword(s):  
Social Sciences ◽  
United States ◽  
High School ◽  
Comparative Study ◽  
Narrative Approach ◽  
Text Book ◽  
Social Sciences And Humanities ◽  
History Learning ◽  
Similarities And Differences ◽  
The Comparative Study

<p>This article compares historiography of education in United States, Australia, and Indonesia. It aims to understand similarities and differences text book of history learning in high school in three countries. The comparative study focuses on two aspects in historiography of education, i.e. approach and discourse. The result of study shows that in three country use the narrative approach. In Indonesia, beside narrative, the writers of history text book also used structural approach and apply theories, concepts, and generalization from social sciences and humanities. In aspect of discourse, the historiography of education in United States and Australia placed their peoples as subject and main actor in history. In other side, historiography of education in Indonesia placed their peoples as object in any historical act had been done by foreigner.</p><p> </p><p>Artikel ini bermaksud membandingkan historiografi pendidikan di Amerika Serikat, Australia dan Indonesia. Tujuannya adalah untuk memahami persamaan dan perbedaan buku teks pelajaran sejarah yang digunakan untuk siswa SMA di ketiga negara. Kajian komparatif difokuskan pada dua aspek utama dari historiografi pendidikan, yaitu pendekatan dan wacana. Hasil kajian menunjukkan bahwa historiografi pendidikan di ketiga negara menggunakan pendekatan naratif. Di Indonesia, selain naratif, penulis buku teks pelajaran sejarah juga menerapkan pendekatan struktural dengan menggunakan teori, konsep, generalisasi dari ilmu sosial dan humaniora. Dari perspektif wacana, historiografi pendidikan di Amerika Serikat dan Australia menempatkan masyarakatnya sebagai subjek atau pemeran utama dalam sejarah. Di pihak lain, historiografi pendidik-an di Indonesia menempatkan masyarakatnya sebagai objek dari berbagai tindakan historis yang dilakukan bangsa asing.</p><p> </p>

scholarly journals A COMPARATIVE STUDY ON EDUCATIONAL THOUGHTS OF ALLAMA IQBAL AND IMAM GHAZALI IN THE OPINION OF EDUCATIONIST

2018 ◽  
Vol 1 (1) ◽  
pp. 70-90
Author(s):  
Abdul Wahid
Keyword(s):  
Social Sciences ◽  
Comparative Study ◽  
Educational System ◽  
Role Model ◽  
Educational Process ◽  
Human Beings ◽  
Ideal Teacher ◽  
The Social ◽  
Ideal Student ◽  
Made In

The study on a comparative study of educational thoughts of Allama Iqbal and Imam Ghazali) is made in order to know the contribution of Allama Iqbal Imam Ghazali in the educational system of Muslim world. Researcher use qualitative approach for this research in which interview was taken from the educationist of the Loralai city. Thoughts of both philosophers were analyzed by the respondents in which these results are found. These prominent philosophers have contributed a lot to the educational system of Muslim Umma. In the research it has been found that both legend philosophers ask that student should have to avoided bad character and they should have to adopt soul purity as well. Respect of teachers learning of Quran and Hadith, morality generosity and civility should have their actual and obligatory habits in their entire life. It has been concluded that an ideal student should adopt the useful and technical knowledge and he must have a clear and manifest objective of his knowledge in future to get desire target. The purpose of gaining Education is beneficial for society and individual as well. Apart from these, education will develop the student socially, morally and spiritually equally well. Education brings changes and efforts in human beings. The most important responsibility of the teacher is to develop spiritual insight and realize the difficulties of the students. it is the prime responsibility of the teacher to recognize the knowledge, ability and aptitude of the learners and motivate students towards lesson which is important to educational process. An ideal teacher disseminates the truth and teaches others without desire of getting reward or in the name of fame in the world. He follows the teaching of Islam truly. He should possess good moral and ethical character and act like role model for his students because the students learn from his character. Revealed knowledge i.e. Quran and Sunnah are the compulsory component of the curriculum. The subjects relating to humanities and social sciences essential for the social, material and spiritual betterment of humanity. In this context, Islamic culture and cultural languages, particularly Arabic should be the part of curriculum. Some recommendations for students’ teachers and curriculum development are that the students and teachers should recognize their responsibilities. Teacher should develop his own and student’s spiritual insight he should motivate students towards the learning process which is important for the educational process. He should simplify the difficult concepts and start learning from simple to complex and he should be sympathetic and Kind to the students. Students should put emphasis on soul purity he should not proud of themselves upon knowledge. He should learn the Quran and Hadiths. He must obey their parents, teacher and elders and should possess modesty, generosity and civility.   

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