COMPARATIVE EDUCATION IN THE CONTEXT OF CONCEPTS AND APPROACHES OF MODERN SCIENCE
The modern state of comparative research in the context of its reconceptualization is characterized in the article. Tagunova I. A. analyzes different points of view on the rethinking of the basic concepts and approaches of Comparative Education research. Such concepts as “time”, “space”, “transformation”, “transition”, “transitology”, “borrowing” and many others are considered in the article. Tagunova I. A. also analyzes the modern approaches to Comparative Education studies, based on new ideas about the context of her research and ways of interpreting the data of this field of knowledge. The article is aimed at examining the modern system of views of comparativists on the possibility of transforming the scientific field of Comparative Education. Comparativists rejected the hegemony of the historical approach and directed their efforts to raising the scientific level of Comparative Education through its active appeal to data and methods of social science. At the present stage the theorists of this field of knowledge have turned to the comprehension of their own system of knowledge, they have examined the possibilities of qualitative research methods using, they have changed approaches to the interpretation of comparative study data and have revised some of its basic concepts. The article is divided into several subsections. Among them: the introduction, the substantiation of the problem, the content block (“Objects of Reconceptualization in Comparative Studies”, “New Thinking in Comparative Education” and “New Approaches to Interpretation in Comparative Studies”) and Conclusion.