Time is not only an inherent dimension participating incomparative education research but also a mechanistic dimension for identifyingcausal chains and a referential dimension for formulating educational policies.Currently,four conceptions of time are prevalent in existing comparative education research:structural comparison without time,cultural comparison beyond time,developmental comparison with a progressive view of time and action-oriented comparison with a multivariate view of time.This diversity of temporal conceptions requires researchers to reflect on how to construct more inclusive and dialectical explanatory frameworks that integrate structural constraints,cultural heritage,the contingency of historical processes,and actor agency along the temporal dimension.As the understanding of time continues to deepen,the explanatory power and applicability of future comparative education research will be enhanced.However,this advancement also faces challenges from three aspects:first,the re-examination of the dialectical relationship between time and space;second,the re-assessment of the social collective presentation and cultural differences of multidimensional times;and third,the renewed recognition of the importance of timing and temporal sequencing in comparative studies.Addressing these questions will help comparative education research further break away from singular paradigms,promote interdisciplinary dialogue,lay the groundwork for developing more inclusive,dialectical explanatory frameworks incorporating Chinese wisdom,and advance disciplinary theory.
Key words
comparative education /
temporal dimension /
typologies oftime conceptions /
time and space /
the methodology of timing and temporal sequencing
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