Issues of the Paradigmatic Approach in Educational Research
Main Article Content
Abstract
The paradigmatic approach has great potentials in producing broad and profound knowledge of how education is organized and operates in certain historical conditions but has not received due attention in educational research in Vietnam. Based on knowledge from the philosophy and history of science as well as philosophy and history of education, this article discusses four key intertwined issues in employing the paradigmatic approach in educational research in relation to Kuhn’s “paradigm,” namely understanding’s Kuhn’s work, considering Foucault’s contributions to paradigmatic thinking, articulating features of paradigms in education in distinction with those in other fields, and understanding paradigm as a unit of analysis in educational research.
Keywords:
paradigmatic approach, paradigms in education, Kuhn, Foucault, governing
References
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[2] P. T. Báu, Education in Premodern Vietnam, Social Sciences Publisher, 1994, (in Vietnamese).
[3] N. T. Cường, Development of Education and Exam Systems during Feudal Vietnam, Education Publisher, 1998 (in Vietnamese).
[4] P. Đ. T. Dũng & V. Cao (Ed.), Court Examination System and Scholars in the Nguyen Dynasty, Thuận Hóa Publishing House, 2000 (in Vietnamese).
[5] B. M. Hiển & N. Q. Trị, History of Education in Vietnam, University of Education Press, 2019 (in Vietnamese).
[6] T. D. Hợp, Paradigm Studies – An Introduction and Suggestions for Use, Conference “Educational Paradigms in Vietnam - From Tradition to Modernity”, 2020, pp. 2-38 (in Vietnamese).
[7] T. S. Kuhn, The Structure of Scientific Revolutions (C. L. Đình, Trans.). Knowledge Publishing House, 1962/2008 (in Vietnamese).
[8] Đ. T. Hiếu, Features of the Absolute Monarchical Education Paradigm in Vietnam, Conference “Educational Paradigms in Vietnam - From Tradition to Modernity”, 2020, pp. 96-110 (in Vietnamese).
[9] M. Foucault, Mental Illness and Psychology, Berkeley, CA: University of California Press, 1954/1976.
[10] M. Foucault, The Birth of the Clinic: An Archaeology of Medical Perception (A. M. Sheridan Smith, Trans.), New York: Vintage, 1963/1994.
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[12] M. Foucault, The Order of Things: An Archaeology of the Human Sciences, New York: Vintage, 1966/1994.
[13] M. Foucault, The Archaeology of Knowledge and the Discourse on Language (A. M. Sheridan Smith, Trans.), New York: Pantheon, 1969/1972.
[14] M. Foucault, What is An Author?, in J. D. Faubion, Michel Foucault: Aesthetics, Method, and Epistemology, Volume 2 of Essential Works of Foucault 1954-1984, New York: The New Press, 1975/1998, pp. 205-222.
[15] M. Foucault, The History of Sexuality: An Introduction (the Will to Knowledge) (R. Hurley, Trans.), New York: Random House, 1978.
[16] M. Foucault, Nietzsche, Genealogy, History, in J. D. Faubion, Michel Foucault: Aesthetics, Method, and Epistemology, Volume 2 of Essential Works of Foucault 1954-1984, New York: The New Press, 1975/1998, pp. 369-392.
[17] L. Fendler, Michel Foucault, London: Continuum, 2010.
[18] T. Popkewitz, The Alchemy of the Mathematics Curriculum: Inscriptions and the Fabrication of the Child, American Educational Research Journal, Vol. 14, No. 1, 2004, pp. 3-34, http://www.jstor.org/stable/3699383.
[19] A. Ripley, Why is College in America so Expensive? The Outrageous Price of a U.S. Degree is Unique, The Atlantic, https://www.theatlantic.com/education/archive/2018/09/why-is-college-so-expensive-in-america/569884/, 2018 (Accessed on: October 5th 2021)
[20] P. Đ. Chính & N. T. Dũng, Higher Education in Vietnam: From Modern Economic –Financial Theory, National Political Publishing House, 2014 (in Vietnamese).