比较教育和比较研究的批判视角，有助于研究者深入分析社会、发展、教育与公民在教育过程中直接或间接作用的关系。通过发展比较思维技能，研究人员应该能够对他们的家庭文化和系统进行分析，从而更好地了解各种文化因素在起作用。比较教育鼓励研究人员和教育工作者提出这样的问题：“什么样的教育政策，计划和教学是合适的，适合什么样的社会？”比较教育领域关注的是什么可能是适当的和不适当的政策，同时鼓励对教育政策背后的哲学的认识，并鼓励跨学科的批评。（克莱因1990, 1996，爱泼斯坦1983 kubow·福萨姆2003页引用）。比较教育是有益的和必要的不仅是学者和政策制定者对于教育从业者以及。正如Gutek所说，在两维教师功能：作为特定国家的公民，他们培养学生的民族认同；其次作为一个全球性的社会公民，他们认识到人的各种可能性的生长和人类生存的超越国界的威胁（Gutek 1993 kubow &福萨姆2003，p.251引用）。谢菲尔德哈兰姆代写论文:批判视角教师必须学会观察世界各地其他类似的课堂和学校实践。作为利害关系（1978）说：“我们观察到，人们在本质上追求一般的看具体的。人们通过将这些细节与包括他们自己的参照系的宇宙相比较，从他们遇到的新环境中感觉到道理。我们命名了进行跨文化调查的过程，然后从这些调查中获得了比较视角采择的技巧。
Comparative education and the critical perspective taking that comparative inquiry, help the researcher to go into a deeper analysis of the relationship among society, development, education and the role that citizens either directly or indirectly play in the education process. Through the development of comparative thinking skills researchers should be able to undertake analyses of their home cultures and systems with a more understanding of the various cultural factors at play. Comparative education encourages both researchers and educators to ask questions like: "What kind of educational policies, planning and teaching are appropriate and for what kind of society?" The field of comparative education focuses attention on what might be appropriate and inappropriate policy while encourage awareness of philosophies underlying educational policies and encourages interdisciplinary critique. (Klein 1990, 1996, Epstein 1983 as cited in Kubow & Fossum 2003, p.7).Comparative education is beneficial and necessary not only for scholars and policy makers but for education practitioners as well. As Gutek said, teachers function in two dimensions: as citizens of particular nation-states, they foster students' national identity; and second as citizens of a global society, they recognize that possibilities of humans growth and threats to human survival going beyond national boundaries (Gutek 1993 as cited in Kubow & Fossum 2003, p.251). Teachers must learn to look at other equivalent classroom and school practices throughout the world. As Stake (1978) said "we observe that people intrinsically pursue the general by looking at the specific. People make sense out of the new circumstances they encounter by comparing that particulars to the universe that includes their own frames of reference. We have named the process of performing cross-cultural investigation and then deriving insights from these investigations the skills of comparative perspective taking"