KUHN'S PHILOSOPHY OF SCIENCE AND EDUCATIONAL RESEARCH: PARADIGMS, SHIFTS, METHODOLOGICAL CHALLENGES, AND FUTURE DIRECTIONS

Victor Justice Pitsoe and Stefan Vladutescu
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Victor Justice Pitsoe: Department of Leadership and Management College of Education, University of South Africa, South Africa
Stefan Vladutescu: University of Craiova, Romania

Social Sciences and Education Research Review, 2025, vol. 12, issue 2, 46-53

Abstract: This article investigates research paradigms in education from the perspective of Thomas Kuhn's philosophy of science. It explores the application of Kuhn's concepts of paradigms, normal science, and scientific revolutions to the field of education research. The analysis is divided into four primary themes: the nature of paradigms in education research, the process of paradigm shifts, the implications for methodology and practice, and critiques of Kuhn's model in the educational context. The article attempts to offer a critical analysis of these themes in order to offer a better understanding of the changing landscape of education research paradigms and their influence on the production of knowledge in the field. It contends that education research necessitates a more sophisticated comprehension of paradigmatic pluralism and integration in order to address its intricate, multifaceted nature, despite the fact that Kuhn's model provides valuable perspectives.

Keywords: Thomas Kuhn; research paradigms; education research; scientific revolutions; paradigm shifts (search for similar items in EconPapers)
JEL-codes: B40 (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:edt:jsserr:v:12:y:2025:i:2:p:46-53

DOI: 10.5281/zenodo.17870651

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