Factors and Forces of Comparative Education

                                     Factors and Forces of Comparative Education

Introduction:

                  With the development of social science toward the end of 19^th century ,it has been increasingly realized there is a close connection between education and society.It becomes a concern of Comparative Education to study the relationship between education and society by analyzing the historical forces  and other factors that were responsible in shaping the society and it’s institutions.

Meaning of factors & forces:

            “Something that actively contributes to the production of a result,” “a constituent part”, “a distinct part of a composite device.”

                    We know education as the mirror of society and educational institutions as society in miniature.Factors are more or less,the same that have influenced the development or growth of an individual or society.

        Factors and forces which affect the system of comparative education can be broadly devided into three types:

1.      Natural factors

2.      Spiritual factors

3.      Secular factors

1.NATURAL FACTORS:

                        There are certain natural factorsthat have influenced the system of comparative education.These factors sre natural as well as social.Natural factors includes the following factors:

A.     Racial factor

B.     Lingustic factor

C.     Historical factor

D.     Social factor

E.      Geographical factor

F.      Economical factor

G.     Political factor

A.Racial factor:

               In each country a number of races exist. These races influence its educational system. The race which considers itself superior to others tries to rule over them. If it succeeds in this attempt, then it tries to strengthen its control on them by developing a particular educational system.

                   For example, the French and the British people established their colonies in Africa. Because they were ‘white’, these people thought that they were superior to the natives of Africa. So they developed a special kind of educational system to strengthen their control over the black natives.

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B. Linguistic Factors:

                    The individual has to learn the language of the group in which he is born. The culture and civilisation of a country are expressed through its language although there are other features as well which unmistakably point to its culture and civilisation.

                  However, the importance of the language cannot be denied. In the educational system of a country its language occupies a special place. We know that if the mother tongue is the medium of instruction, the people are generally of strong national character and if the medium is a foreign language the national character becomes weak.

                       It is true that there are many other factors that are responsible for moulding the national character, but the medium of instruction has its own special importance, in the educational system. Those educational problems of a country which are related with its cultural elements can be understood on the basis of linguistic factors stated above.

C.Historical Factor:

                The historical factor is closely related to political and religious as well as geographic position and economic condition. Each country of the world has its own history that shapes the nations aims, aspirations, activities and destiny. This is often reflected through the educational system.

                 Colonialism has been an important historical factor that can be said to have shaped the education system of many African countries and others in the world. For example, the Berlin conference in 1815 was dabbed the scramble for Africa. At this conference the European powers shared African states like a cake. This latter meant that; the colonies had to take up much of what was in their colonial masters homeland and to date features in education of these former colonial master are reflected in their former colonies.

D.Social Factor:

            Education reflects the social patterns of society.Educational change tends to follow social changes.As the society changes through the interplay of social needs,techniques and values,education has to change in response to these social conditions.

          . As such the education system is usually seen as a social factor which must reflect the ethos of the people that it serves. Every society consist of human beings and in whatever state they find themselves they always have some kind of educational system. This form of education of the society will always strive to perpetuate and protect its traditions and aspirations. As such a close study and analysis of each education system will always reveal the cultural concept and pattern of the community in question. Also the social patterns of the people in any particular community or country are reflected in its system of education.

E.Geographical Factor:

                      The geographical position has its inevitable impact on the culture, civilisation and education of a nation. The various countries of the world have different geographical positions. Therefore, their modes of living, civilization, culture, social institutions and educational systems are also different.The climate of a cold country is different from that of a tropical one. Therefore, ways of living and social organisation of the two types of countries are not the same. Serial systems influence the educational organisation.

                        

                       An agricultural country emphasises agricultural education in its educational system, and an industrial country pays special attention to technological and-industrial subjects in the organisation of its curriculum. In a cold country there is a long winter vacation and in a hot country a long summer vacation. Evidently, the educational structure of a country is conditioned by its geographical situation.

 

F.Economic Factor:

            The educational system of a country is closely related with its economic condition. The aims and curriculum of education are framed according to the economic condition of the land. The belief about the economic system as adhered to by a country is inculcated in the citizens.

          For example, under the socialistic economic system, the State is the owner of all property. Therefore at the very primary stage of education children are given the impression that all property belongs to the State and each individual has to protect it. In the democracies like U.S.A. and India the situation is quite different. In these two countries the individual property is recognised. Evidently, the economic factor is a very effective element and in the study of comparative education it occupies a special place.

 

G. Political Factor:

             The political factor dictates the kind of administration the system of education will have. They also underlie the features in education system and the functioning of the same.On the basis of the political outlook and belief of a country policy decisions are taken regarding fundamental questions in education.

            The influetial political groups of the country determine the educational policy according to their social and political objectives.So that the younger children learn ideology of the influetial group of the society.

 

 

2.SPIRITUAL FACTORS:

A.     Religious factor

B.     Philosophicl factor

C.     Moral factor

 

 

A.Religious factors:

                      Religion occupies a very important place in an individual’s  life. History is testimony of the fact that thousands of persons have sacrificed their lives for the sake of religion. The history of Europe is full of such examples. In a religious country, the public is generally conservative and resents any change in its old traditions.

                     Therefore in the organisation of an educational system we have to be careful about the religious sentiments of the people. In an industrialised country, due to scientific developments, old traditions usually begin to break-down and the society is re-constructed according to the needs of the time. Education has to pay a special role in this reconstruction.

                    Therefore, the religious factor cannot be ignored in the study of comparative education. Indeed, a comparative discussion of how different religious loyalties have given birth to various educational systems in different countries of the world will be very interesting.

 

B.The Philosophical Factor:

                         The education system of a country is influenced by the philosophy of the land. Philosophy influences life, therefore, its influence on education is quite natural.For example, in ancient Greece, Socrates, Plato and Aristotle based the educational system of the country on a particular philosophy of life and entrusted the administration of the country to philosophers.

                     In ancient India the Gurukul system of education was based on Vedic philosophy of life. The educational system in the Buddhist period as obtained in Vihars and monasteries based on Buddhist philosophy.

                  The Dayanand Anglo Vedic Colleges of modem India are based on the philosophy of life propounded by Swami Dayanand Saraswati. Similarly, there are some iqstitutions based on Sri Aurobindo’s philosophy.

                 

C.The Moral Factor:

                    Some countries emphasise moral principles and some religious. In a democratic country moral behaviour of each citizen is specially emphasized, because moral behaviour is the soul of democracy.

                      Thus in countries with a democratic setup, development of moral behaviour is specially emphasized as an aim of education as in Japan, Switzerland, Great Britain, India and U.S.A. Thus the moral factor is a very important element in the study of comparative education.

3.SECULAR FACTORS:

                         Secularism came to be known as a social and ethical system.It is a belief that the state ,moral,education etc., should be independent of religion.

                                    Besides religion there are secular factors which deeply influenced the education system of a country.N.Hans classified these factors into following types:

A.     Factors of Humanism

B.     Factors of Socialism

C.     Factors of Naturalism

D.     Factors of Democracy

A. Factors of Humanism:

                 Towards the close of the middle ages humanistic ideas were spread in Europe with the view to make man free of blind superstitions and to base his life on scientific ways. This spirit ultimately wanted to give full scope for the development of an individual. Humanism keeps human welfare as its prime aim. Man is considered to be the measure of everything. 

  

                       The effect of humanism on education was seen in France during the seventeenth century when education was separated from the Church and the State was made responsible for education of its citizens.

                    Today we consider only that curriculum and method of teaching good which promotes the growth of the individual. Thus we find that the humanistic factor influences education and we cannot ignore it in the study of comparative education.

B.Factors of Socialism:

                   The impact of socialism may be sensed in the various aspects of our life to-day. Plato’s ideas had the seeds of socialism. He advocated the state control of rearing and bringing up the children. Accordingly, he stood for complete state control over the development of education of children.

                   This ideology influenced education in Greece for sometime in due course. Sir Thomas More of England in his book “Utopia” advocated socialistic principles in accordance with Plato’s ideas. He held that the state must arrange for public education in order that the citizen may fulfill his duties to the state.

3.The Factor of Nationalism:

                      For strengthening the sense of unity the spirit of nationalism is created in a country. This is evident in India particularly after 1947. Here there are various castes, religions and languages. Regionalism erodes the very foundation of our national life.

                     In spite of these differences, our attention is drawn to the social, cultural and political unity inherent in our country in order to strengthen the national spirit. Accordingly, in our aims regarding education and the curriculum, special attention is given to the development of this sense of unity in the children.

                      However, we have to note that the spirit of nationalism in a country may be helpful only when the international outlook is not forgotten, because then, one may become blind to the inadequacies of one’s own country.

4. The Democratic Factor:

                             In democracy we find two forms, in one form political equality is emphasized and in another social unity. Within the first form come, U.S.A, Great Britain, France, India, Japan, etc. and in the other form China and North Korea may be mentioned. Because of its particular kind of democratic ideologies, each country has nurtured a special type of education.

                         The differences found in their educational patterns are because of their different democratic faiths which are quite evident in their different aims, organisations and contents of education. In the study of comparative education we have to note these differences in order to understand the underlying elements correctly.

             In 1956 J.F. Gramer and G.S. Browne improved upon this estimation of factors in their work ‘Contemporary Education.’They have said that the system of education of a particular country is guided by the following factors:

·        Sense of national unity.

·        General economic situation.

·        Basic beliefs and traditions,including religious and cultural heritage.

·        Status of progressive educational thought.

·        Language problem.

·        Attitude towards international co-operation and understanding