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Brother, Can You Spare a Paradigm? The Theory beneath the Practice
Studies in Art Education
Vol. 24, No. 3 (1983), pp. 158-163
Published by: National Art Education Association
Stable URL: http://www.jstor.org/stable/1319736
Page Count: 6
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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.
Studies in Art Education © 1983 National Art Education Association