孫亢曾（1898-2002）早年曾赴笈英國里茲大學（University of Leeds）攻讀比較教育（1934-1936）。一生從事教育工作，曾擔任國立臺灣師範大學校長（1967-1971），退休後仍兼課至83歲。在那艱困的時代，他仍致力於比較教育的研究及培育後進。本文依據《教育經緯》所收錄的文章介紹他的教育理念，尤其是比較教育的觀點，惟這只限於從大陸來臺後的著作。孫亢曾以布帛的縱橫交錯用經緯稱之，象徵時間和空間，用來比喻不同時間和空間的教育活動，而這正是比較教育所要研究的內容。在他的著作中包括：一、孫亢曾對教育的界定；二、孫亢曾在比較教育的研究與教學；三、孫亢曾對移植外國教育制度的批評；四、孫亢曾對各國教育問題的觀點；五、孫亢曾對比較教育研究的提倡與貢獻，尤其是在比較教育的研究上，其力求能與時俱進。他的學養融合了中西文化，力求在教育改革的同時，也要保著優良的傳統。孫亢曾的努力嘉惠了後進的學子。不愧是當時學術界比較教育的先驅。

Professor Kang-Tseng Sun (1898-2002) majored in comparative education and got his master degree from Leeds University, England (1934-1936). He has been the president of National Taiwan Normal University. After his retirement, he still had part time teaching to the age of 83. In those difficult times, he strenuously devoted to the research and teaching of comparative education. This article, based on his collective papers — The Longitude and Latitude of Education — introduce his idea of education and especially, comparative education. The time limit is from his coming to Taiwan at the age of 51. Prof. Sun takes the metaphor of cloth which is composed by the intersection of threads, representing time and space. Educational activities happed in different time and place that constitute the content of comparative education. In his works, 5 respects of educational ideas are presented which includes: 1. His definition of education. 2. His achievements in the research and teaching of comparative education. 3. His criticisms on the direct transplantation of education system from foreign countries. 4. His views on educational problems in other countries. 5. His promotion and contribution to comparative education, especially to update the status quo of educational development of other countries. He is immersed in Chinese and Western cultures. He wanted to integrate both elements in education reforms, to keep the good element of cultures. His devotion to comparative education has contributed to this academic sphere. He is a pioneer as a comparative education scholar.