后现代主义观照下的比较教育研究：内容与质疑

自从20世纪七八十年代以来，后现代主义以其批判和解构的姿态进入比较教育领域，其理论和主张一直处于争论中。针对比较教育领域内两位后现代主义者的文献进行的分析表明，一方面，后现代的比较教育研究不可避免地具有反讽性：（1）其对传统元叙事的完全否定使精确描绘世界成为不可能的任务，从而导致比较教育研究丧失了必要的立足点；（2）其极端的相对主义态度使比较教育研究失去了实质性内容和意义，从而颠覆了学科本身的合法性。而另一方面，后现代的批判姿态为现代化的比较教育研究范式提出了启示：比较教育研究的理性应该重返现实生活；比较教育研究活动应该承认关于教育的知识的多元化和复杂性，而在面对这种多元化和复杂性时，人的理性存在一定的局限性。

Comparative Education in the Perspective of Postmodernism: Contents and Challenges

The application ofpostmodemist approaches of critique and deconstruction in comparative education has been a heated debate since 1970s and 1980s. The article analyzes two postmodernists＇ literature applied in comparative education. It reveals the ironical effects of the approach： 1） its denial of meta-narratives makes it an impossible task to describe the world accurately, thus depriving the comparative study of existent grounds; 2） its extreme relativist attitude stripped the study of its essential contents and values, distorting the legitimacy of the discipline itself. On the contrary, its critical approach suggests that the personally-limited rationality of the comparative education research should find its way back to real life, and that pluralistic and complex knowledge in education should be affirmed in the comparative study.