Presents a study which explored the feasibility of doing comparative education research while focusing on a single society. Focus on comparative historical education research in Hong Kong, China; Problems with periodization, agency, and terminology; Discussion on the issues related to colonialism; Conclusions.
[Copyright of Compare: A Journal of Comparative Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0305792990290306 ]

This article attends to comparative education scholars' calls for more dialogue on the contribution of theory to comparative education research. It first presents the results of a review of a small sample of articles from comparative education related journals that elicited the purposes of their comparative research strategies in terms of exploration, explanation, argument, prediction, recommendation, and theory development. The article then discusses perspectives on the potential for the use of theory to contribute to richer explanations of educational phenomena. Finally, it demonstrates how a comparative study of political socialization in Hong Kong and Mainland China led to the development of explanatory concepts of critical thinking and the application and reconceptualization of the theory of resistance to explain the formation of students' attitudes towards the nation.
[Copyright of Comparative Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03050060500073215]

作者為香港理工大學美術及設計教育學位課程主任，此文章則為該學系所出版之美術教育文集之前言。作者與羅揮定教授把八位學員所撰之教學或研究報告編輯成書，文中簡述每個老師們的教學計劃和課程設計的理念實踐，從而鼓勵教育工作者對香港美國教育工作進一步研究並提倡各界人士對美術教育各方面的主題作更多的討論和鑽研。

Being the coordinator of the Centre for Research in Design Education at the Hong Kong Polytechnic University, the author of this paper introduces the eight research studies submitted by the students who were practicing secondary art teachers in Hong Kong. The author gave a brief account of the research projects, which focused on issues that were significant and representational in the art and design education in Hong Kong.