We explain what a paradigm is and its function in the history of science. Also, paradigms of social research and education.
What is a paradigm?
A paradigm is a explanatory model shared by a scientific community at a given time. In a loose sense, the term is used as an “example” or “model”. This is because the original meaning of the word comes from the Greek paradeigma (παράδειγμα), which means “mold” or “pattern.” the word paradeigma comes from paradeikunaiwhich means “demonstrate” or “prove.”
In general, Two senses of “paradigm” are usually distinguished.. The first refers to the set of beliefs, values and techniques shared by any community. This is the sociological meaning of the term. The second sense indicates a type of element (from that set) that functions as a model or example to solve different given problems. This is the philosophical meaning of “paradigm.”
For science, a paradigm is what the different members of a scientific community sharea community that in turn is defined by being a set of people who share a paradigm. The paradigm understood in this way implies the two detailed notions of paradigm: the sociological and the philosophical.
Scientific paradigm according to Kuhn
Thomas Kuhn (1922-1996) was an American physicist, historian of science and philosopher who, starting in 1960, worked on the notion of paradigm.
Relying on the sociological sense and the philosophical sense of paradigm, Kuhn establishes several ways in which what a paradigm means can be understood. For a general approximation, at least four are distinguished:
- Paradigms as universally recognized scientific achievements. For a time they provide models of problems and solutions to any particular scientific community.
- Paradigms as scientific achievements that lack precedents. They attract an enduring group of supporters but are not compatible enough to leave problems unresolved.
- Paradigms as models or patterns accepted in a manner equivalent to how a judicial decision is accepted in law. The paradigm works in a dogmatic, regulative and determining way.
- Paradigms as what members of a particular scientific community share. This is the most general and accepted meaning of paradigm.
Kuhn maintains that A paradigm is made up of two parts: a “disciplinary matrix” and a “sociological component.”. The disciplinary matrix involves symbolic generalizations of theories or laws. It is characterized by having particular or heuristic models (invented, discovered), symbolic expressions, shared values and typical problem-solving models.
The sociological factor or component works with the relationships that exist between the scientists that make up the shared paradigm community.
A typical example of a scientific community that shares a paradigm occurs in conferences of philosophy, science and different disciplines. If we think of a conference on Platonism, those who attend will share the basic precepts and philosophical systems established by Plato.
Paradigms of social research
In the social sciences they also work with different paradigms. Although it is true that for exact sciences (such as mathematics or chemistry) the social does not always comply with scientific rigor, there are at least two ways to understand the paradigms of these sciences:
- Quantitative paradigm. Quantitative paradigms seek knowledge that is as objective as possible, which does not take into account the subjectivity of the actors involved, but rather relies on statistical techniques, secondary data analysis and other tools that allow it to understand behavior.
- Qualitative paradigm. Qualitative paradigms focus their attention on understanding social meanings. To do this, they prefer tools based on discourse analysis, social creativity or life stories, since the important thing is to understand how subjectivities determine social behavior.
Educational paradigms
Educational paradigms refer to the way in which the educational act is thought and understood and the different pedagogical models that are put into practice in educational institutions.
There are at least four educational paradigms in force:
- The behavioral paradigm. It is based on an objectivist or “scientific” vision of education. Aspires to quantifiable, observable and concrete results, through a system of learning by conditioning through rewards and punishments.
- The paradigm cognitive. It focuses on understanding the learning process through research that delves into the individual.
- The environmentalist or historical-social paradigm. It is based on the learning process itself and not on the results that can be obtained. It proposes that learning takes place in close relationship with the environment, so that by controlling the environment, education can be controlled.
- The constructivist paradigm. It is based on an educational model in which the student plays a more leading role, and discovers reality from their own experiences and the contrast with their classmates. It implies an active and not a passive role.
Paradigm shift
Paradigm changes occur when a model fails in its task of interpreting certain aspects of reality. It may also happen that, by changing the observed reality, it forces the production of a new worldview, given that the paradigm is not just a current theory, but an entire system of beliefs and presuppositions.
Kuhn called paradigm shifts “scientific revolutions.” From there, the expression “paradigm change” was taken in popular language to refer to a large-scale change in perspectives, methods or trends, applicable to any other area of knowledge or human experience.
References
- “Paradigm” in the language dictionary of the Royal Spanish Academy.
- “Paradigm” on Wikipedia.
- “Paradigm shift” on Wikipedia.
- “Thomas Kuhn's concept of paradigm” (video) in UnProfesor.
