International and Comparative Education

Abstract

are no longer inappropriate factors for the serious student of internationalcomparative education. In fact, the introduction of new phrasing is germane to this issue of the REVIEW, where previously, for example, only so-called studies were ostensibly included; many of them were actually of a more dimension, although others today might more strictly fall into the category of so-called intercultural studies and still others could be more correctly subsumed as polycultural or cosmocultural monographs in education.** Many of the so-called monocountry or studies have been heavily underpinned by comparative analysis through the involvement and training of the researchers or through the implications of their studies. Accordingly, this issue of the REVIEW must acknowledge the proliferation of comparative education publications since 1963 and, at the same time, give adequate recognition to many of the important international researches which provide the basic data and interpretation upon which comparative studies can be based. It is germane to note a caveat with regard to the literature and research surveyed in this issue of the REVIEW. Much of the literature has both international and comparative connotations, and to include studies which by both title and content are obviously and singularly would exclude a large number of studies which more strictly could also be subsumed under area or monocountry categories.

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