Zachariah, MathewMouat, Thomas William2005-08-052005-08-0519920315832290http://hdl.handle.net/1880/31312Bibliography: p. 155-161.Research theory and methods in comparative education lack a coherent, unifying, conceptual framework. No such framework exists because no paradigm has been demonstrated which is capable of offering problem-solutions for all questions currently under study. To create a unifying framework it is necessary to appreciate the nature of paradigms. The concept "paradigm", in turn, offers a vehicle for investigating the development of research in comparative education. Investigation demonstrates that the Newtonian conceptual framework and the nation-state structural model inhibit a fruitful reformulation of the paradigm. It is proposed that replacing Newton's conceptual framework with the framework provided by Prigogine's theory of dissipative structures (chaos theory) and the nation-state model with a model based upon Wallerstein's world economy model permit a coherent reformulation. A unifying paradigm based upon these theories is formulated and a problem for analysis within the resulting conceptual framework is outlined.ix, 190 leaves ; 30 cm.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.LB 43 M68 1993Comparative education - ResearchEducation - Researchmaster thesis10.11575/PRISM/23179LB 43 M68 1993