Discussing on paradigms in pedagogy still generates vagueness. The first appears a question of the possibility to construct paradigms in pedagogic as the interpretative discipline. The second one denotes to paradigm itself: its domain and the research field to undergo. The third aspect is connected with a theoretical misuse towards the category of paradigm. The basic questions to be asked due to the above mentioned doubts are: is the model of paradigm by T.Kuhn 'referrable' to social sciences, if so, what are its assumptions? Does the category of paradigm particularly denote to the way of reality recognition/ study and involves its methodological aspect? In what way the idea of paradigm is used within particular disciplines? The presented text aims to give answers to asked questions.
Financed by the National Centre for Research and Development under grant No. SP/I/1/77065/10 by the strategic scientific research and experimental development program:
SYNAT - “Interdisciplinary System for Interactive Scientific and Scientific-Technical Information”.