ABSTRACT Educational scholars, particularly those working in comparative education, have largely failed to recognise, let alone discuss, the impending finite-ness of global resources. The field continues to operate on an assumption of infinite resources, an implicit cultural horizon in place since at least the Western Enlightenment. It has missed the epochal shift that is now upon us; unable to contribute to the deep transformation of research and practices that has now become urgent. Herein we discuss how such concerns might be addressed, suggesting an approach that centres ontological alterity through comparative method as means of making the turn towards a sustainable future.

中文翻译：

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面向有限未来的（比较）教育研究

摘要 教育学者，尤其是那些从事比较教育工作的学者，在很大程度上没有认识到，更不用说讨论，全球资源迫在眉睫的有限性。该领域继续在无限资源的假设下运作，这是至少自西方启蒙运动以来就存在的隐含文化视野。它错过了我们现在面临的划时代的转变；无法为现在变得紧迫的研究和实践的深度转变做出贡献。在这里，我们讨论如何解决这些问题，提出一种通过比较方法将本体异质性作为转向可持续未来的手段的方法。