But we are offering something different in return, a paradigm shift that comes from the people who have woken up. In The Structure of Scientific Revolutions, Kuhn saw science as alternating periods of normal science, in which an existing model of reality dominates a long period of puzzle solving, and a revolution when the model of reality itself undergoes sudden drastic changes. Paradigms have two aspects. First of all, in normal science, the term refers to the series of exemplary experiments that can be copied or imitated. Second, these examples reinforce common biases that are formulated and conditioned before evidence is collected. [13] These prejudices embody both hidden assumptions and elements he describes as quasi-metaphysical; [14] Interpretations of the paradigm can vary from scientist to scientist. [15] However, Kuhn`s original work and Dogan`s commentaries address disciplines defined by conventional designations (such as “sociology”). While it is true that such broad groupings in the social sciences are generally not based on a Kuhnian paradigm, each of the competing sub-disciplines may still be supported by a paradigm, research program, research tradition, and/or professional images. These structures will motivate research, give it an agenda, define what anomalous evidence is and what it is not, and inhibit debate with other groups that fall under the same general disciplinary label. (A good example is the contrast between Skinnersian radical behaviorism and personal construction theory (PCT) in psychology. The most important of the many ways in which these two sub-disciplines of psychology differ is in meanings and intentions.
In the PCT, they are considered a central concern of psychology; In radical behaviorism, they are not scientific evidence at all, as they cannot be directly observed.) Handa[33] M.L. (1986) introduced the idea of the “social paradigm” into the context of the social sciences. He identified the basic components of a social paradigm. Like Kuhn, Handa dealt with the theme of paradigm shift; The process popularly known as the “paradigm shift”. In this context, he focused on the social circumstances that trigger such a change and the impact of the change on social institutions, including educational institutions. This vast shift in the social arena, in turn, changes the way individuals perceive reality. A paradigm is a set of perceptual assumptions and orientations shared by members of a research community. Paradigms determine how members of research communities view the two phenomena of their respective communities.
Rapid domination also means investing in technologies that may not be fully or currently captured by the Cold War paradigm. The use of Britney Spears in the film is a paradigm for how the rest of the film works. An example of a currently accepted paradigm would be the Standard Model of Physics. The scientific method allows for orthodox scientific research on phenomena that contradict or could refute the Standard Model; However, it would be proportionately more difficult to obtain grants for such experiments, depending on the degree of deviation from the accepted Standard Model theory against which the experiment would be tested. To illustrate this point, an experiment to test the mass of neutrinos or the decay of protons (small deviations from the model) is more likely than experiments seeking the violation of the conservation of momentum, or ways to build an inverted time travel. Larry Laudan[32] also made two important contributions to the debate. Laudan believed that there were paradigms in the social sciences (Kuhn had denied this, see below); He called them research traditions. Laudan noted that some anomalies “sleep” if they survive for a long time in which no competing alternative has proven capable of resolving the anomaly.
He also presented cases where a dominant paradigm had faded because it had lost credibility in the face of changes in the wider intellectual milieu. These paradigm descriptions make it easier for us to know how we are with others. Paradigm shifts tend to occur in response to the accumulation of critical anomalies, as well as the proposal of a new theory that includes both older relevant data and explains the relevant anomalies. New paradigms tend to be most dramatic in sciences that seem stable and mature, such as in physics in the late 19th century. At the time, a statement commonly attributed to physicist Lord Kelvin stated: “There is nothing new to discover in physics now. All that remains is an increasingly precise measure. [19] Five years later, Albert Einstein published his work on the theory of special relativity, which challenged the rulebook of Newtonian mechanics used for more than two hundred years to describe force and motion. In this case, the new paradigm reduces the old to a special case in the sense that Newtonian mechanics is still a good model for approaching slow speeds relative to the speed of light. Many philosophers and historians of science, including Kuhn himself, eventually accepted a modified version of Kuhn`s model, synthesizing his original vision with the gradualist model that preceded it. Kuhn`s original model is now generally considered too limited. A teacher trainer can be narrowly defined as a college professional whose main activity is the preparation of future teachers in universities and other teacher training institutions, such as national colleges of education, teacher training colleges and teaching centers.
A broader definition could include any professional whose work contributes in any way to the initial or in-service professional training of school and other teachers. [32] Kuhn`s very idea was revolutionary in his time. This has caused a big change in the way academics talk about science; And so it may have provoked (or is part of) a “paradigm shift” in the history and sociology of science. However, Kuhn would not recognize such a paradigm shift. In the social sciences, people can still use earlier ideas to discuss the history of science. The best way to determine their use is to look at the paradigm at the end of this section. Kuhn suggests that some scientific papers, such as Newton`s Principia or John Dalton`s New System of Chemical Philosophy (1808), provide an open resource: a framework of concepts, results, and procedures in which subsequent work is structured. Normal science proceeds within such a framework or paradigm. A paradigm does not impose a rigid or mechanical approach, but can be pursued in a more or less creative and flexible way. [10] What we intend to do with the use of the term general theory is similar to the “conceptual framework,” “conceptual model,” or “paradigm.” Another use of the word paradigm is in the sense of “worldview.” For example, the term is used in the social sciences to describe the set of experiences, beliefs, and values that influence how an individual perceives and reacts to reality. Social scientists have adopted Kuhn`s term “paradigm shift” to refer to a change in the way a particular society organizes and understands reality. A “dominant paradigm” refers to the values or system of thought in a society that are the most standard and prevalent at a given time.
Dominant paradigms are shaped both by the cultural context of the community and by the context of the historical moment. Hutchin [34] describes some of the conditions that allow a system of thought to become an accepted dominant paradigm: because the world in which teachers prepare young people to enter is changing so rapidly, and because the pedagogical skills required are also evolving, no initial teacher training course can be sufficient to prepare a teacher for a career of 30 or 40 years. As the student body continues to change due to demographic issues, there is constant pressure on academics to master their subjects but also to understand their students. [24] [25] Continuing professional development (CPD) is the process by which teachers (like other professionals) reflect on, maintain and further develop their skills. Mechanisms similar to Kuhn`s original paradigm have been invoked in various disciplines other than the philosophy of science. These include: the idea of major cultural themes[17], [18] worldviews (and see below), ideologies and ways of thinking. They have similar meanings that apply to smaller, larger examples of disciplined thinking.