Beyond Paradigms: Art Education Theory and Practice in a Postparadigmatic World

Abstract

The tri-paradigmatic structure for examining inquiry that was suggested by the German social philosopher Jurgen Habermas is revisited and considered in terms of its application to other fields and in light of recent developments in art education. Another perspective is introduced, a paradigmatic structure presented by Richard Kearney, which provides a framework for considering postmodernism and how it might affect theory and practice in art education in the coming decades. Postmodernism can be seen as heralding a postparadigmatic world.