During the 1950s the field of comparative education was steered by the American idea of progress. The Comparative Education Society was founded under an assumption that research and understanding of education worldwide is progressive, and thus social engineering through education could ameliorate poverty, inequality, disease, and other mid-twentieth-century challenges. This essay speculates on the future of a field that no longer assumes that more or better understanding about education will lead to better consequences. However, rather than conceding defeat, the essay offers examples from an agenda that is necessary to promote education for sustainability. Progress is still one guiding star for researchers, among others stars in the constellation. The Comparative and International Education Society can still contribute to a global conversation on sustainable development. However, the essay concludes by noting several key challenges for the organization.

中文翻译：

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进展后

在 1950 年代，比较教育领域受到美国进步理念的引导。比较教育学会成立的前提是，世界范围内对教育的研究和理解是渐进式的，因此通过教育进行社会工程可以改善贫困、不平等、疾病和其他 20 世纪中叶的挑战。这篇文章推测了一个领域的未来，该领域不再假设对教育的更多或更好的理解会导致更好的结果。然而，这篇文章并没有承认失败，而是提供了促进可持续性教育所必需的议程中的例子。进展仍然是研究人员的一颗指路明灯，其中包括星座中的其他恒星。比较和国际教育协会仍然可以为关于可持续发展的全球对话做出贡献。然而，本文最后指出了该组织面临的几个关键挑战。