Abstract
Comparative research, however informal, is as old as history. Comparative adult education in the relatively more formal sense is only a few decades old. Barring some commendable exceptions, the paradigm adopted in comparative education and comparative adult education has towed international political boundaries. Since beliefs and values play an important role in determining people's attitudes and actions ‐ personal as well as institutional, it is of essence to look at similarities and dissimilarities among various practices in adult education from cultural rather than political perspectives. This paper seeks to analyse various issues related to this difference between the afore‐mentioned alternative viewpoints in adult education research.
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