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Subject code : 63024160
In the current years of the XXIst century, all educational issues must be analysed in the frame of the phenomena of Globalization and Postmodernity. It is these aspects that this first theme aims to study.
All the epistemological heritage of Comparative Education in the XIXth and XXth centuries reveals markedly modern features and have been constructed according to the aims of objective science, morality and universal law typical of Modernity. Cowen states that `Comparative Education has never quite recovered from this orientation'. For many academics the Postmodern critique (specially that related to the Eurocentrism and to the consideration of 'the other') is just a corrective to the Modernity Project that can be perfectly well incorporated to such project. With such correctives, the Modernity Project and many of its metanarratives are still very valid. This is the view of intellectuals such as Habermas. Postmodernism needs yet time and maturity to define and enunciate its Project.
In the area of Pedagogy, in the first years of the XXIst century one can see the co-existence in educational systems, educational legislation and educational practice of elements of both pedagogical models, the formal and the progressive. Some analyses of excellent education systems (ie. Finland, Korea) have uncovered a greater presence within the systems of specific elements of formal pedagogy, especially those linked to teachercentrism and to hierarchical order. It would be desirable to have both visions working side by side in current education given the presence of positive elements in both perspectives. Excellent educational systems demonstrate the importance of preserving two characteristics in education systems as a guarantee of educational quality: social consensus and a balance between continuity and change, ensuring that nothing of proven educational worth is modified.
In this chapter we analyse that the comprehensive school has revealed more successful when the internal pedagogical components developed in such school contain elements of the paradigm of the formal pedagogy (ie. Finland). In such cases (ie. Sweden, Spain) in which this scholar model has revealed a marked progressism, there has been detected an important diminution of the educational level and of the scholar quality. Similarly, successful educational systems reveal the goodness of the existence of a context of consensus and unity in the educational aims among the State, society, parents and teachers. The analysis of the dichotomy tradition versus educational change in the case of Finland reveals the goodness of advancing with great balance and continuity in the transition among these two parameters, specially in Spain.
This theme deals with the theme of 'Higher education: Statal National Traditions versus the impact of Transnational Education'.
In the beginning of the XXIst century, university models influenced by the Roman and the Saxon tradition of the State continue to be fully operative. Similarly, currently they are still operative the functional differences of the university of the three paradigmatic models of university in Europe: the German, the British and the French. The analysis of the university in current times has ratified the still predominance of the traditional institutional models. Beyond the current transformations experienced by the university, and beyond the debates among modern and postmodern academics, modern tradition reveals a solidity and a social and professional value of centuries which, in no case could be eradicated only due to some years of postmodern vindications and argumentations.