Desarrollando métodos comparativos realistas críticos para investigar las religiones, los sistemas de creencias y la educación


  • Chris Williams


Palabras clave:

Educación, religión, sistemas de creencias, ideologías, estudios comparativos realistas críticos, curricula, materiales de enseñanza


La educación está cada vez más implicada en cuestiones religiosas y otras cuestiones ideológicas, pero las contribuciones de la Educación comparada han sido sorprendentemente escasas. A partir de la definición «sistemas de creencias», este artículo revisa metodologías comparativas relevantes y propone que un enfoque «comparativo realista crítico» puede reducir las debilidades metodológicas. Concluye que la ontología y la epistemología pueden aplicar perspectivas actuales sobre «noticias falsas» y «verificación de hechos». El marco de la «historia desarmadora» de la UNESCO puede fomentar discusiones educativas sin confrontación y la creación participativa de planes de estudio y materiales de enseñanza. Los marcos de investigación apropiados implican ubicar estudios en términos de personas, lugares y/o sistemas, y las metodologías para investigar personas y organizaciones poderosas pueden mejorar los métodos de recolección de datos. La investigación de crowdsourcing y la investigación en línea, incluido Big data, aumentan el alcance de estos métodos. La participación diversa mejora la investigación, y el documento proporciona ideas para involucrar a los jóvenes.



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Biografía del autor/a

Chris Williams

Chris Williams works within the Centre for International Education and Research (CIER), and lives in London. Before joining Birmingham, he held posts at the universities of Bristol, Cambridge, Cairo, London, and the United Nations. He has also lived in Egypt, Jordan, and South Africa where he set up education projects for street children.

He has recently been involved in evaluations of projects in Lebanon for the US Department of Labor (USDoL), in Afghanistan for the European Commission, for Oxfam in Liberia and UNESCO in Palestine.

Other research has concerned emergency education in Asia for UNICEF, and disability in India, Thailand, Turkey, and Japan. Earlier research was for the ESRC Environmental Change Programme - 'The environmental effects on human intelligence' - and the Joseph Rowntree Foundation - 'Crime and abuse against people with learning disabilities'.

Current work concerns conceptualizing 'Education and global justice', and links between rehabilitation and education in emergency contexts, including the dilemmas of 'apocalyptic information' about global threats. He is also interested in the future of North Korea, and writes regularly for the Korea Herald.

His research intrests include:

Global security
Environmental justice
Education and omnicide
Leadership accountability
Street-working children
Disability rights and inclusion

A 'consilience' (E.O.Wilson) approach to research - interdisciplinary solution-oriented investigation which considers all relevant aspects from neuroscience to international relations.

Within the context of 'Educating for global justice', he teaches across the 'International studies in Education' course, and has direct responsibility for 'International study skills' and 'Curriculum design in global contexts'. He has also taught leadership skills at the UN University in Jordan, street children in South Africa, musicians at the Cairo Conservatoire, and adults with learning disabilities in Britain.


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Cómo citar

Williams, C. (2019). Desarrollando métodos comparativos realistas críticos para investigar las religiones, los sistemas de creencias y la educación. Revista Española De Educación Comparada, (33), 78–105.



MONOGRÁFICO: Religiones comparadas