We observed comparative education research from the vision,position,operations,quality of "exile",we deemed that comparative education researchers should fulfill their responsibilities as an intellectual——look at the education issues or questioned education policies,combat power,on behalf of the weak,not the right to speak,forgotten people,the pursuit of knowledge create an.

The Discussion of the Method and Methodology in Comparative Education Study;

Along with the rapid development of globalization,today s comparative education study faces the demand of transformation both in researching method and researching paradigm.

Quality study,with its establishment based on post-positivism,criticism,and constructivism,is increasingly prominent in comparative education study.

Considering the problem of inadequate use of comparative education research methods in the study of globalization of education,this paper puts forward some thoughts on comparative education methodology in the perspectives of international .

This article takes the reconsideration of the disciplinary system of comparative education from ontology,epistemology,methodology and axiology of the comparative education research.

We need to admit its existence and analysis the form and the conditions of value-involvement in comparative education research.

It deems that comparative research in Education is to compare two or more educational objects,ideas,people,etc.

The application of postmodernist approaches of critique and deconstruction in comparative education has been a heated debate since 1970s and 1980s.

The scientific nature of comparative education research is largely determined by the scientific nature of the theoretical foundation and application of its methodology.