An evaluation of the proposed new curricula for schools in relation to Kuhn's conception of paradigms and paradigm shifts

Abstract

Major problem associated With the term paradigm is the loose usage by contemporary speakers. writers and critics. Very frequently cosmetic changes are mistaken for intrinsic ctJanges occurting at the core of things. Such loose usage results in some difficulty in understanding the term. This article focuses on Kuhn's conception of paradigms and paradigm shifts. An attempt is made to present the scientific characteristics of the paradigm concept with the intention of curtailing its current loose usage. Using the proposed new curricula for schools as an example the author demonstrates an instance in which the scientific characteristics of the term paradigm are violated and concludes that there is no macro-paradigm shift resulting from the introduction of outcomes-based education in South African school curricula. A major finding of this research article is that. although the science of education is in the midst of a paradigmatic crisis. Tyler's means-end rationale is still holding sway as the dominant paradigm. This article closes with an appeal that the scientific characteristics of the paradigm concept should be respected and any loose usage curbed