Engaging In Comparative Education Education Essay

IntroductionIt is in the very reputation of logical fiddleivity to do analyses. Comparing is a simple portion of idea procedure which enables us to do sense of the universe and our experience of it. Indeed, it abide be said that merely by doing examines plenty we decently put forward our fanny on most inquiries of vastness which requires the devising of the judgements.Comparing causes us to do statements to the consequence that one thing is intellectually or morally takered to or more(prenominal) telling or better than the another(prenominal), and this give the axe be clearly exposed in the financial statement field, where the quest for amelioration for making things better is ever obliging.In a universe which is m ain(prenominal)ly focuse on sharp global economical competition and turning beliefs in the cardinal function of bid as the origination of possible advantage, authoritiess take aim grow progressively haunted with the inter matter rankings of measured educational results. educational insurance is progressively driven by content efforts to copy the sensed advantage associated with the educational schemes and techniques of other states.Margret cook argues that documenting patterns in spirited-scoring states that give thoughts for alteration argon truly of import ( as cited in Broadfoot 2000, p.361 ) . It would be at least as of import to happen step forward why confusable undertakings have non been happy in other states. ( Shorrocks-Taylor & A Jenkins 2000, p.16 )It is important to measure any suggested patterns from one state to another. T separatelyers and the general public entreat to be informed ab let out the jobs of seting something borrowed into pattern and reform thoughts from other states to our ain system.The increase international brilliance of a insurance discourse of larning in coitus to conventional educational establishments such as naturalizes and universities, reflects the contemporary apprehens ion of the deduction of the knowledge society ( Broadfoot 2000, p.358 ) It is of salient possible and inevitableness for the whole population to be capable and disposed to take advantage of the hot methods for accessing new cognition that information and intercourses engine room is doing available. This likewise reflects the turning acknowledgment that learning is non tantamount with learning. Today s turning concern is womb-to-tomb larning which is strongly described in a recent European Commission instruction The Treasure inwardly . ( Broadfoot 2000, p.358 )Different position of proportional training by different bookmansAntoine Jullien de Paris in 1817 proverb comparative degree steering as an analytical survey of bidding in all states with a position to hone national schooling systems with version and alterations from which insurance call forrs can borrow thoughts to implement in their own-country ( coquette 2007, p.1 ) .In Hans position the public-service stack of comparative instruction was that type of instruction which analyzes comparative jurisprudence, comparative literature or comparative number in order to foreground the differences in the forces and beginnings that create the differences in the educational systems ( C.S. Oni 2005, p.244 ) .Lewis approached the electric outlet of comparative instruction in footings of an Island formation. Lewis asserted that, no state is an island that each is a portion of the universe hence, no educational system anyplace in the universe is deserving anything unless it is comparable to some other systems in the universe. ( Quoted from C.S. Oni 2005, p.244 ) . relative instruction for Blishen is the subdivision of educational theory that has to make with analysing and construing the educational patterns and policies in different states and civilization ( C.S. Oni 2005, p. 244 ) .Le Thanh Khoi believed that comparative instruction is a multidisciplinary country when he said that it is non purely a subject, but a field of survey practical application all the subjects which serve to understand and explicate instruction ( quoted from Bray 2007, p. 35 ) .In add-on to larning about other people and civilizations, comparative instruction besides helps the get outk actor to cognize about oneself. As George Bereday puts it It is self-knowledge Born of the consciousness of others that is the finest lesson comparative instruction can afford. ( Quoted from Kubow & A Fossum 2003, p. 11 ) .With the sweetening of patriotism and the increasing importance of the state states in the beginning of the nineteenth century comparative instruction was pushed in front. The aim was to larn utile lessons from foreign states, dieicularly refering instruction systems. This contained a really colonialist position of the western societies on the foreign states. School systems were seen as a resource of new educational thoughts, which could be borrowed to better the ain school system. Co mparative instruction transferred itself from extremely pure description stagecoach to a more sophisticated abridgment. With the rise of the societal scientific disciplines in the 1950s the historical scene became undistinguished. Alternatively comparative instruction was introduced as a true scientific discipline by utilizing statistical techniques and more quantitative methods. The chief attack was structural functionalism.The purposes of comparative instructionThe purposes of comparative instruction are to depict educational systems, procedures, and stoping merchandises every bit sound as to help in the suppuration of educational establishments and patterns. It besides highlights the descents surrounded by instruction and society and establishes generalized statements about instruction that is valid in more than one state. Comparative instruction besides deepens our apprehension of our instruction and society it can be of large economic aidance to constitution shapers and decision makers and can be of great plus in the instruction of teachers ( Bray 2007, p.15 ) . Comparative interrogation besides helps us understand better our ain yesteryear turn up ourselves more precisely in the present and see more clearly what our educational hereafter whitethorn be. Comparative instruction gives the question worker the ability to depict what might be the effect of certain classs of policy-making and economical action, by waiting at experience in a scope of states. From the theories mentioned above extracted from different bookmans, we can see that comparative instruction facilitates the explore workers to larn from the achievement and mistakes that other states have made in the procedure of work outing similar educational jobs. The focal point of comparative survey in instruction is the aggregation and classification of information, both descriptive and quantitative.As Sadler stated in one of his talks delivered in 1900In analyzing foreign systems of instruction we should non bury that the things outside the schools matter pull down more than the things inside the school, and govern and construe the things indoors. We can non roll at pleasance among the instruction systems of the universe, same a kid sauntering finished a garden, and picking flowers from one shrub and some foliages from another, and so search that if we stick what we have ga thered into the dirt at place, we shall h obsolescent a life works. A national instruction system of instruction is a living thing, the result of disregarded battles and of conflicts long ago . It has in it some of the secret on the job(p)s of national life. ( Quoted from Philips in Alexander et. Al 1999, p.19 ) .On ComparingThe comparative instruction research worker should travel far from the familiar to see the unfamiliar to make the familiar strange , in order to broader the rules, geographical and epistemic position ( Broadfoot 2000, p.363 ) .When comparing in instruction r esearch workers are exercise forthing a assortment of descriptive and explanatory informations which differ from micro to macro comparative informations analysis, leting us to see assorted patterns and processs in a really broad scope that helps us to throw light upon them ( sultana as cited in Borg 2009, p.21 ) .While less developed states have a inclination to look at more developed states to larn from them, more developed states tent to look at states that are on the same economic and educational class to do cross-national comparings. Examples of this are variety of states that looked at USA as their theoretical account. Switzerland in mid-1990 apart from looking up to USA, it besides hired American advisers to develop a reform bundle for schools ( Steiner- Khamsi 2002, p.76 as cited in Bray 2007, p.18 ) . On the other manus, America learned besides from other states ( Levin 2010, p.96 in www.kappanmagazine.org ) like East Asia, ( Bray 2007, p.21-22 ) where the US section of instruction made an intensive survey of Nipponese instruction and came out with 12 rules of good patterns. Educators and policy shapers went to Finland, which is the top-performing state in the initiatory three unit of measurement of ammunitions of PISA, in order to happen the key to education success to accomplish high Markss in PISA. Private companies like Cisco and McKinsey, are publishing studies on the quality of instruction about the universe.Comparisons across coiffe provide information about betterment or diminution over the old(a) ages like comparing the different periods in the history of instruction. These comparings though are limited in the record of the mention groups or standards used that is they are normally limited to school systems similar to those being evaluated. When policy shapers look at the yesteryear to larn for the hereafter as the British policy shapers used to make in 1980 s to do comparings with their ain yesteryear instead than with other states . Some eons the ground to correspond with the predecessors is to see how the society has developed every bit good as to larn from the errors that were done in the yesteryear ( Bray 2007, p.23, Bradburn & A Gilford 1990, p.2 ) .Comparisons with other vicinities or amongst body politics, provincials and parts compare similar local educational systems within the same province, or with those in other provinces or the state as a whole. Comparisons with other provinces or the state as a whole have the advantage of comparing between educational systems that are loosely similar. They provide information on gay state s story of accomplishment in instruction to the much broader country of the universe s instruction system ( Bradburn & A Gilford 1990, p.2 ) .Example of such comparing is the comparing between the instruction systems of Hong Kong ( Bray 2007, p.131 ) or the instruction systems of Macao ( Bray 2007, p.134 ) . When comparing the research worker has to place the countries states or topographic points, and can non be generalised. As Le Than Khoi ( in Sultana as cited in Borg 2009, p.16 ) gave the illustration of the Mediterranean. thither are excessively many differences in the part that we call the Mediterranean to do it the object of comparative analyses. Culture is an of import factor when comparing topographic points. An illustration of this is the consequence that Finland got in the PISA in 2002 compared to other topographic points which was based on the assumeing competencies. Finland achieved good as it has centuries of cultural tradition that long promoted the learning ability ( Bray 2007, p.167 ) .A comparative instruction research worker must seek non to be prejudiced either on political, national, spiritual, racial, gender or ideological posets. It is important that the paradigms used are relevant to all geographic countries and states that are included in the survey. Differences between inter and intra-national research present challe nges in comparative research that must be recognized. such(prenominal) differences are frequently important resource of cultural fluctuation ( Bradburn & A Gilford ( 1990 ) , p.21 ) .The part of developing states in international surveies adds information to the study of local research capacity and besides widens the sample of take constituent states. Third-world engagement develops North South duologues every bit good as East- West linkages as it serves as a good beginning for edifice trust and co-operation ( Bradburn & A Gilford ( 1990 ) , p.22 ) .As the economic sector is increasing its value and the importance of holding a sound instruction system, the concern and industry sector whitethorn confer with comparative educational surveies in their international plan. Textbook publishing houses, developers of educational package and other educational bargainers use comparative instruction to categorise the demands and markets for new merchandises. So the inquiry raised is In w hose involvements do the instruction system and determinations taken, work? ( My talk notes ) .Though comparings in instruction are of great benefit there are besides who is sceptic and critic about it. There is the belief amongst these that comparative research will take to a homogeneous-world attack to education that impede proper attending to each state s alone history, civilization, and people. ( Bray 2007, p.178 ) . This thought comes from experiences with international establishments that forced economic policies that had negative personal effects in less-developed states. It is particular for policy shapers to maintain in head that non all the methods of any state can or should be put into pattern in other states. ( Lavin 2010, p.96 in www.kappanmagazine.org, Stromquist 2002, p.87 )It is of import that insiders and foreigners work collaboratively in order to research and development work that is more sensitive to local, societal buildings of world. ( Crossley 2002, p.82 )Education research undertakings and organisationsAs planetary economic competition additions, additions besides the beliefs in the instruction as the beginning of fringy advantage, authoritiess have become progressively haunted with the international rankings of measured educational results. However the issue and impact of power on the educational establishments differentiate signifier in society to another. It is going of import more than of all time as the determination devising in instruction is altering well. The chief histrions are no bimestrial those most affected by instruction like the pupils, parents and the instructors but instead private bureaus and international pecuniary establishments ( Stromquist 2002, p.87 ) . internationalist bureaus compare forms and consequences in different states in order to better the advice that they give to national authoritiess and policy shapers. The UNESCO, World Bank and OECD are amongst international bureaus each underscoring their a in purposes changing from teaching method, course of study, economic and fiscal affairs, which play an of import portion in the instruction sphere. Their purpose is to help states in planing and implementing successful policies to turn to the challenges that the educational systems are confronting. They besides create strategies for advancing womb-to-tomb acquisition in relation with other socio-economic policies ( Bray 2007, p. 31 ) . New thoughts gained from international surveies such as PISA, TIMMS and Survey -Lang can be tried to see if they will better the instruction system and to understand why the public institution of pupils in different states differs ( Shorrocks-Taylor & A Jenkins 2000 ) .Since the late 1950 s with the initiation of the foreign Association for the Evaluation of Educational Achievement ( IEA ) such big graduated table comparative surveies have taken on appreciable significance in instruction. From the get downing the IEA has been committed to analyzin g larning in the basic school topics and to carry oning on a regular footing study of educational accomplishment. Over clip, these outcome informations have been progressively tie in to analyses of the effects of course of study and school organisation upon larning and the relationship between accomplishment and student attitudes ( Shorrocks- Taylor 2000, p.14 ) .There are different methods on how to mensurate the comparative facet which differs from theoretical grounded surveies intended to construct or prove complex theoretical accounts of educational systems to descriptive surveies whose pattern is to supervise different characteristics of educational systems, patterns and results. The intent of theoretically oriented surveies is chiefly to analyze relationships among variables and expression for insouciant accounts. It is designed to analyze links between school accomplishment and such features as course of study, learning methods, household outlooks and support degrees. Thes e highlight the degree of differences between schools or categories every bit good as on differences between pupils as the unit of analysis. ( Bradburn & A Gilford 1990, p.5 )Belatedly, the intensification of international competition, spurred on by globalisation, neo-liberalism and marketizing, has major deductions for cross-national surveies of educational accomplishment, for those engaged in or covering with the powerful influence of national and international conference tabular arraies, and for the theoretical models that we employ in our analyses. If the support of research is progressively linked to commercial involvements, for illustration, the potency for critical theory, or for alternate cultural positions to act upon the building of new cognition, may be progressively challenged. Questions of power and whose cognition counts? , in the procedure of development arise, possibly, more strongly than of all time before ( mention from my talk notes ) .As Sultana stated, compar ative instruction should travel further than the concern with comparing like with similar ( Sultana as cited in Borg 2009, p.9 ) . It focuses more on happening a peculiar point from where educational and related societal phenomenon can be seen from different positions make a deeper apprehension of the kineticss as good come up with new thoughts. Comparative instruction provides penetrations on higher instruction, educational invention, teacher instruction, power and instruction researches each conveyancing the experience of the research worker s state, or the state or the states that research worker has study and came together in order to portion these issues in debating Sessionss.Comparative instruction and globalisationIn a globalize universe, schools have come under greater national question sing the ways they can carry to or detain a national advancement. Claxton ( 1998 ) has described the rapidly-changing times we are populating as the Age of suspicion in which it is im possible to foretell the province and form of the universe in few old ages clip ( as cited in Broadfoot 2000, p. 358 ) .The educational universe today encounters systems which may finally turn out to be a revolution in what is to be taught, to whom and how, since, as Edmund King implies, all its established systems were developed for a universe that no longer exists ( quoted in Broadfoot p.267 ) .Accountability and educational transmutation rose oppugning on the instruction procedure itself. The heightened involvement in and concern over instruction has encouraged pedagogues to re-evaluate in the visible radiation syndrome of new planetary worlds, the intent of schooling, the implicit in theories about the relationship between instruction and development and oppugning about pedagogue professionalism. ( Watson as cited in Crossley 2002, p.81 )The ways in which pedagogues in different states view these issues and the schemes occupied to turn to them must be understood in the visibl e radiation of different cultural, societal and political context in each state. By sing the educational issue from the position of deuce assorted states the research worker can place factor that might be missed when sing the issue within the context of ain state entirely. If the research country is related to researcher s ain cultural surroundings, it is non ever easy to comprehend its particular features. The instance may look excessively understandable and non-problematic. A fish can non see that it is populating in H2O ( quoted in hypertext transfer protocol //www2.uiah.fi/projects/metodi/172.htm ) . doubled cultural positions believing and analytic models from a multiplicity of adherent the research would supply an international context every bit good as tools for opening position to heighten the manner of seeing instruction.Critical thought on Comparative instructionComparative instruction and the critical position taking that comparative enquiry, assist the research wor ker to travel into a deeper analysis of the relationship among society, development, instruction and the function that citizens either solid or indirectly play in the instruction procedure. Through the development of comparative thought accomplishments research workers should be able to set about analyses of their place civilizations and systems with a more apprehension of the assorted cultural factors at drama. Comparative instruction encourages both research workers and pedagogues to inquire inquiries like What sort of educational policies, planning and instruction are appropriate and for what sort of society? The field of comparative instruction focuses attending on what might be appropriate and inappropriate policy while encourage consciousness of doctrines be educational policies and encourages interdisciplinary review. ( Klein 1990, 1996, Epstein 1983 as cited in Kubow & A Fossum 2003, p.7 ) .Comparative instruction is good and necessary non merely for bookmans and policy shapers but for instruction practicians every bit good. As Gutek said, instructors function in two dimensions as citizens of peculiar nation-states, they foster pupils national individuality and 2nd as citizens of a planetary society, they recognize that possibilities of worlds growing and menaces to human beings endurance traveling beyond national boundaries ( Gutek 1993 as cited in Kubow & A Fossum 2003, p.251 ) . Teachers must larn to look at other tantamount schoolroom and school patterns throughout the universe. As Stake ( 1978 ) said we postdate that people per se pursue the general by looking at the particular. Peoples make sense out of the new fortunes they encounter by comparing that particulars to the existence that includes their ain frames of mention. We have named the procedure of executing cross-cultural probe and so deducing penetrations from these probes the accomplishments of comparative position pickings ( quoted in Kubow & A Fossum 2003, p.252 ) .Schools are compared with spheres which constitute tautness and combination of forces. In order to understand and command such status, involves critical accomplishments and the ability to understand the political underlining of societal and educational fortunes ( Kaplan 1991 as cited in Kubow & A Fossum 2003, p. 252 ) . These sorts of critical thought can advance critical inquiries like What is the purpose of schooling? What are the just instruction and who decides? What is the appropriate balance between pedagog authorization and answerability? What factors reinforce or hinder teacher professionalism? ( Quoted from Kubow & A Fossum 2003, p. 252 ) .The field of comparative instruction continues to specify its individuality and significance in the new thought about instruction, society, colonialism and development. Ideas from post-foundational thought, post-modernism, post-structuralism and post-colonialism, are of great importance in comparative research because they deal with common me tanarratives of advancement, modernness, laterality and subordination that there have been the fulcrum of the chief thoughts in comparative instruction. ( Mehta & A Ninnes 2003, p.238 ) , Crossley 2002, p.82 ) .Examples of Case surveiesCase study 1 Comparison literacyThe utility of comparative instruction is seen in the figure of different instance surveies. An illustration of a instance survey is Literacy accomplishments in Maltese-English bilingual kids by Rachael Xuereb ( 2009 ) .The survey examines the interlingual rendition and phonological consciousness accomplishments in English and Maltese of kids whose fe virile parent lingua is Maltese and 2nd lingual communication English. A sample of 50 typically developing Maltese kids aging between 8 old ages 0 months to 10 old ages 5 months was chosen to take part in this survey. The kids acquired Maltese as a startle linguistic communication within the household and subsequently acquired English as a 2nd linguistic communicatio n through Kindergarten and/or the early school old ages.The participants in this survey attend a church school situated in the south-western portion of the island. Since kids star traveling to school at the age of 5 old ages, the kids have been larning to read in Maltese and besides in English.For the intent of this survey, Maltese reading and reading-related trials were created to check the UK and US standardised appraisals. All the kids sat for the novel trials and the standardized trials. Harmonizing to the consequences found by Xuereb, Maltese kids read better in Maltese than in English, which is the linguistic communication of direction in most of the topics. individually kid was tested on the undermentioned steps in both linguistic communications devise and non word reading, non word repeat, spelling, sectioning words and non words elision, rapid naming of letters, Numberss and colorss, frontward memory for figures.Increasing research has addressed this issue for bilingual p upils, in relationship to whether phonological consciousness in the first linguistic communication predicts phonological consciousness in the 2nd linguistic communication ( Quiroga, Lemos-Britton, Mostafapour, Abbott & A Berninger, 2002 ) . Studies comparing first linguistic communication and 2nd linguistic communication decrypting accomplishments in readers of different writing systems suggest that these accomplishments are positively correlated and that iodine differences in the development of these accomplishments can be predicted on the footing of underlying cognitive and lingual abilities such as phonological accomplishments, memory, orthographic cognition and velocity of processing ( Geva & A Wade-Woolley, 1998 as cited in Xuereb 2009, p.331 ) .This survey aimed to happen reply for how do Maltese-English bilingual kids perform on reading and phonological undertakings and to verify whether anterior findings of cross-language transportation from first linguistic communication phonological consciousness to reading or to 2nd linguistic communication phonological consciousness be replicated in this sample of Maltese-speaking pupils.Case study 2 Comparing the function of gender and age on pupils perceptual experiences towards on-line instruction.This survey conducted by Fahme Dabaj, and Havva BaAYak, was conducted in order to inquiry and analyse the perceptual experiences and attitudes of the pupils to online distance instruction by agencies of electronic get off and the World Wide Web as the method of presenting direction through online sheepskin plans offered by Sakarya University in Turkey with regard to their age and gender. The research was based on a questionnaire as a entail of informations aggregation method.The findings of the analysis explained that although the pupils registered to the on-line plan by will, they preference was for the traditional face-to-face instruction out-of-pocket to the trouble of the gestural communicating, their defici ency of ability in utilizing the engineering required, and their belief in traditional face-to face larning more than on-line instruction.The research methodological analysis of this survey used the quantitative statistical methods and techniques such as significance differences, correlativity and the cross-tabulation distribution to happen out if there is a important relationship between the independent and the dependent variable inquiries, mensurating the function of age and gender of pupils towards their perceptual experiences sing hostile instruction. The quantitative information was collected by study questionnaire and was analyzed via quantitative statistical methods. All the pupils enrolled in the distance instruction plans and the online classs in the autumn term of the 2005/2006 Academic Year took portion in the research. chirrup gender, the consequences proofed that the female pupils have a better consciousness of the on-line instruction contrasting to the male pupils. Si ng age, the consequences showed that the older the pupils penchant moves towards go toing face-to face categories.Case study 3 Comparison different subterfuge methodological analysiss.I besides attempted to do a little comparative survey in which I compared artistic production methodological analysis adopted in a province school compared with that adopted by the Verdala International School. The Verdala International is a coeducational international school in which foreign pupils resident in Malta can go to. The art section in this school in based on two Art Programs the IG which is tantamount to O degree test and the IB which is tantamount to the A degree test.My research was aimed at conveying out the difference in instructors and pupils attack towards the topic. The first difference which I pointed out was the degree of organisation in the province school s Art room in comparing with the organized pandemonium that ruled in the Verdala International. Both instructors r esponse to my remarks about the Art room environment was that it reflects the methodological analysis they adopt towards the topic. Art lessons in the province school are more coordinate pupils have to follow regulations which hinder them from utilizing their imaginativeness freely. In both schools the lessons where introduced in the same mode there was a batch of instructor talk with the instructor orchestrating the whole thing. The kids were merely asked to take part when the instructor asked them for suggestions.The two lessons differed in the manner they developed while in the province school, the pupils followed the traditional method by copying the instructor s illustrations from the whiteboard and were really limited in sampleation, at Vedala international the pupils were much freer to experiment and be originative. The ground was that although the Art course of study of both schools are really similar, the methodological analysis adopted is different. The instructor at th e province school believes that in order to interrupt the regulations in Art foremost the pupil has to larn them by utilizing the traditional method by copying.While Art lessons at the province school are more exams oriented, although at Verdala International they do hold an terminal of class trial, the focal point is more on assisting pupils develop originative thoughts. During my observation Sessionss at the province school, which were carried out in the beginning of November, the instructor systematically reminded the pupils about the test. On the other manus at Verdala International the concluding trial was neer mentioned.At the Verdala International I besides tried to compare Maltese pupils who have been to a province school and are now go toing Verdala International with foreign pupils who had been go toing to Art categories in their ain states are now at Verdala. The purpose of such comparing was to place pupils positions of the methodological analysiss used for the inst ruction of Art in Malta and abroad. The foreign pupils interviewed were from Italy, USA, Sweden, Germany, Russia and England. From the response given it resulted that the conservative Art methodological analysis used in Maltese province schools is really similar to that in Russia and in the early old ages of the in-between school in Germany.Lessons at Verdala International are more similar to those in Italy where the pupils are active participants and able to take determinations on what they should make. While in province schools every lesson planned out by the instructor following the course of study that is to be covered, at Verdala International the lesson is in the signifier of a group treatment. Each pupil decides on a subject that he/she would wish work on and the instructor will ease his acquisition. This manner, different pupils might be working on different undertakings unlike in province schools where everyone would be making the same thing. Maltese pupils prefer more the methodological analysis used at the Verdala International than the Art methodological analysis used in the province school.The research methodological analysis of this survey consisted of observation Sessionss, interviews with pupils both on single bases and in groups, and interviews with four instructors ( one at Verdala International and 3 at province school ) . The figure of pupils that took portion in this survey was 45 pupils ( 22 at Verdala International and 23 at province school ) .DecisionThe comparative instruction country is composed by what research workers declare about its nature, beginnings, intents, hereafters, by the truths people support and by the battle over what made true comparative instruction ( Mehta & A Ninnes 2003, p.240 ) .The significance in analyzing this country utilizing rational truth, the working and foreign systems of instruction will ensue in our better fitted to analyze and understand our ain piece helps to widen and intensify our apprehension of the universe it is a manner to progress our entire capacity to believe.As postulated by Sadler If we study foreign systems of instruction good and sympathetically-and understanding and thoroughness are both necessary for the task- I believe that the consequence on our heads will be to do us value as we have neer prized before the good things which we have at place and besides do us recognize how many things there are in our ain instruction systems which need pmt and seeking alteration. ( Quoted from Bray 2007 pp. 37-38 ) .