Brother, can you Spare a Paradigm? the Theory beneath the Practice

Abstract

The notion of paradigms is central to philosophical and educational inquiry. This paper considers the tri-paradigmatic structure of inquiry suggested by the German social philosopher, Habermas, and interpreted by the Canadian educator, Aoki. Each of these orientations, the empirical-analytic, the interpretive-hermeneutic, and the critical-theoretic, is examined in relation to art education research and practice. The author contends that the paradigm under which one thinks and operates inevitably influences, orients, and determines the nature and outcomes of the research or the classroom practice.

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Notes on contributors

Harold Pearse

Harold Pearse is chairman, Department of Art Education, Nova Scotia College of Art and Design, Halifax, Canada.