Paradigm

Since the late 1960s, the word paradigm(Greek:παράδειγμα (paradigma),composite from para- and the verb δείχνυμι "to show," as a whole -roughly- meaning "example") (IPA: /ˈpærədaɪm/) has referred to thought pattern in any scientific discipline or other epistemological context. Initially, the word was specific to grammar: the 1900 Merriam-Webster dictionary defines its technical use only in the context of grammar or, in rhetoric, as a term for an illustrative parable or fable. In linguistics, Ferdinand de Saussure used paradigm to refer to a class of elements with similarities. The Merriam-Webster Online dictionary defines it as "a philosophical and theoretical framework of a scientific school or discipline within which theories, laws, and generalizations and the experiments performed in support of them are formulated; broadly : a philosophical or theoretical framework of any kind.

Plato in Timaeus

The work of the creator, whenever he looks to the unchangeable and fashions the form and nature of his work after an unchangeable pattern, must necessarily be made fair and perfect, but when he looks to the created only and uses a created pattern, it is not fair or perfect.

Examples include Galileo's theory of a heliocentric universe, the discovery of electrostatic photography, xerography, and the quartz clock.

Paradigm as the "Gestalt of a Weltanschauung"

Another perspective to the concept of what a paradigm is, is that a Paradigm is the Gestalt (organized whole) of the three main branches of philosophy that forms a "Weltanschauung" (German for 'Worldview')

Uses of the concept paradigm in the understanding of Kuhn and others, are mostly unclear and ambiguous analogies—ignotum per ignotius (the unknown explained by means of the more unknown), or obscurum per obscurius (the unclear explained by means of the more unclear)—to other concepts like the model.

Kuhn defines a paradigm as: “an entire constellation of beliefs, values and techniques, and so on, shared by the members of a given community”(Kuhn). This definition by Kuhn appears in the 1969 postscript to his original book, because originally the use of the term paradigm was not clearly defined. Besides this definition Kuhn mentioned another sense of use he had: a Paradigm also “denotes one sort of element in that constellation, the concrete puzzle-solutions which, employed as models or examples, can replace explicit rules as a basis for the solution of the remaining puzzles of normal science” [Ibid]. The term remains imprecise due to the different uses it is given.

Paradigms could be described from a structural perspective. Paradigms operate on different levels; the macro, meso and micro levels of the paradigm's structure. The levels address the fundamental structure of the paradigms, rather than its chronological-historical categorization or the etymological use, as used by most disciplines. The levels of paradigms are always present and not limited to these categories. They assist in an understanding of the functioning of a paradigm.

In the macro' level, a cognizance of the basic assumption to the question: ‘what can be understood’ is required. The question is: "Can it in reality be assumed that the essences of ideal things could be known at all, as in Plato's and Aristotle's use of the theory of ideas? Besides the essentialistic approaches of these two philosophers, is it not possible that "the things themselves reveal themselves as they are," analysed in Heidegger's fundamental ontology? The assumption we make in answering these questions will predispose the perception that determines the way we ask the question about how we come to knowledge.

In the meso level, the question is how the macro level influences and forms the resulting theory of knowledge. “Is only deductive-delimited knowledge of human perception available to man, or is man open to an inductive-comprehensive understanding of the world?.” If man is open to inductive knowledge, where does it originate? The assumption on the macro level is the basis for this assumption. All philosophical efforts since the pre-socratics are essentialistic. An ontological approach seeks to evade the essences of things, requiring the things themselves to reveal them as they are.

In the micro level, the consequent perception of the two preceding levels, answering the questions of what is in the world and how the world is understood, is used in a practical way of doing. Is the praxis built on multiple ‘laws of conduct’ (ethic), or is it a fundamental and constant encounter with the open world as a different way of perception? Such a different perception is an 'affective awareness'. Previous and current understanding of perception is limited to essentialistic categories of limitation. 'Affective awareness' is by nature open and unlimited, inductive and not limited to 'sense perception'.

So a paradigm is a view of reality that is a 'Gestalt' resulting from the three branches of philosophy; metaphysics, epistemology and ethics (see Encyclopædia Britannica: Branches of Philosophy):

(1) a metaphysical assumption of what could be known (refer to the pre-Socratics Parmenides and Heraclitus). It forms the basis for:

(2) a conception of epistemological knowledge acquisition. This is the essentialistic line of thinking essentialism from Plato, Aristotle and Popper vs. the ontological line of thinking (ontology) opened up by the 'uncertainty principle' of Heisenberg's quantum theories to Heidegger's 'Fundamental Ontology'. This in turn is the basis for the:

(3) praxis in an ethic for living.

It is obvious that the three branches of philosophy describe the structure of a paradigm. None of the branches of Metaphysics, Epistemology and Ethics can be left out for understanding paradigms. Together they describe a 'Gestalt', akin to a spiral (not a mere circular) movement, forming Hermeneutical understanding.

The result is that Hermeneutics can not be reduced to an interpretation of something in context of the text itself in a mere 'hermeneutic circle'; it is a developmental cycle that involves:

(a) "Wahrnehmung" as an 'affective awareness', which is more than mere sense perception. The method toward an affective awareness is through 'ontological understanding'. It forms the principles behind a paradigm, conceived as either the Heraclitean 'flux' (Heraclitus) or the Parmenidean 'one' (Parmenides). This principle is perceived as the relation of the limited to the unlimited. Meta-ethical 'principles', like the golden ethical rule of “Do unto others as you would like them to do unto you,” are formed here.

(b) "Verstehen" as the analysis of 'being' to reach understanding of the 'self'. Here the building of, or coming to, a theory of knowledge is achieved, determined by the assumptions in my metaphysical 'belief' of the nature of reality in (a). These assumptions necessarily tend to a predominantly inductive or mainly deductive theory of knowledge acquisition, which is reflected in my epistemology. Messo-ethical 'norms', like the sanctity of human life and freedom, are formulated at this level.

(c) "Ethos" is the attempt to form the world we live in, by growing an 'attitude' or participation in a mutually structured reality. All those who choose to participate in this reality, do it by 'taking responsibility for personal actions' in a social environment. More concrete micro-ethical 'codes of conduct', like monogamy and what we consider to be 'true and correct behaviour', is systematised into our 'dogma' at this level.

(d) "Praxis" is doing the 'right' thing. It is the behaviour resulting from systematising (a), (b) and (c) into a Gestalt, where the whole is more than the sum of the parts. This behavioural level is again the basis for "Wahrnemung," repeating the cycle on a new level. Most important is to understand that this cycle does not now start from the previous position of departure. There is a 'new awareness' of the praxis due to the previous stages in the cycle. The next cycle of "Wahrnemung" is elevated from the previous level of affective awareness to a deeper understanding. This is the basis for a new understanding of development. Development is far more than a 'mechanistic' process, by definition mechanistic processes all function and are 'essentially' closed systems. Development is by definition dependent on an inductive element. Another important point is that there is no start or end point in the cycle, every stage is on an elevated level from its previous position. Contrasted to that, a circle has a start and an end, which has actually no development; it is only a reaffirmation of what was before in a stagnant fundamentalism.

Thus, a Paradigm can only be understood in the context of a Hermeneutical cycle (rather than a Hermeneutical circle) within the Structure of the Paradigms. It supersedes mere interpretation or just bringing understanding. It implies that Paradigms are developmental by nature, moving in a hermeneutical cycle instead of a process of recurring mechanistic circles. Describing a paradigm as an era, epic, model, weltanschauung, or any other term is hardly more than merely renaming the concept of a paradigm to some other known concept, risking to be a tautological swapping of terms.

Secondary source: '"Paradigm Development in Systematic Theology"', Dissertation at the University of South Africa (UNISA) by Lando L Lehmann, Nov 2004. Description:[1] - Direct Download when Description does not work: PDF

Other uses

Handa, M.L. (1986) introduced the idea of "social paradigm" in the context of social sciences. He identified the basic components of a social paradigm. Like Kuhn, Handa addressed the issue of changing paradigm; the process popularly known as "paradigm shift." In this respect, he focused on social circumstances that precipitate such a shift and the effects of the shift on the social institutions, including the institution of education. This broad shift in the social arena, in turn, changes the way the individual perceives reality.

Another use of the word paradigm is in the sense of Weltanschauung (German for world view). For example, in social science, the term is used to describe the set of experiences, beliefs and values that affect the way an individual perceives reality and responds to that perception. Social scientists have adopted the Kuhnian phrase "paradigm shift" to denote a change in how a given society goes about organizing and understanding reality. A “dominant paradigm” refers to the values, or system of thought, in a society that are most standard and widely held at a given time. Dominant paradigms are shaped both by the community’s cultural background and by the context of the historical moment. The following are conditions that facilitate a system of thought to become an accepted dominant paradigm:

• Professional organizations that give legitimacy to the paradigm
• Dynamic leaders who introduce and purport the paradigm
• Journals and editors who write about the system of thought. They both disseminate the information essential to the paradigm and give the paradigm legitimacy
• Government agencies who give credence to the paradigm
• Educators who propagate the paradigm’s ideas by teaching it to students
• Conferences conducted that are devoted to discussing ideas central to the paradigm
• Media coverage
• Lay groups, or groups based around the concerns of lay persons, that embrace the beliefs central to the paradigm
• Sources of funding to further research on the paradigm

The word paradigm is also still used to indicate a pattern or model or an outstandingly clear or typical example or archetype. The term is frequently used in this sense in the design professions. Design Paradigms or archetypes, comprise functional precedents for design solutions. The best known references on design paradigms are Design Paradigms: A Sourcebook for Creative Visualization, by Wake, and Design Paradigms by Petroski.

This term is also used in cybernetics. Here it means (in a very wide sense) a (conceptual) protoprogramme for reducing the chaotic mass to some form of order. Note the similarities to the concept of entropy in chemistry and physics. A paradigm there would be a sort of prohibition to proceed with any action that would increase the total entropy of the system. In order to create a paradigm, a closed system which would accept any changes is required. Thus a paradigm can be only applied to a system that is not in its final stage.

Notes

See also

• Concept
• Conceptual framework
• Conceptual schema
• Contextualism
• Perspectivism

References and Links

• Clarke, Thomas and Clegg, Stewart (eds). Changing Paradigms. London: HarperCollins, 2000.ISBN 0-00-638731-4
• Handa, M. L.(1986) "Peace Paradigm: Transcending Liberal and Marxian Paradigms" Paper presented in "International Symposium on Science, Technology and Development, New Delhi, India, March 20-25, 1987, Mimeographed at O.I.S.E., University of Toronto, Canada (1986)
• Kuhn, Thomas S. The Structure of Scientific Revolutions, 3rd Ed. Chicago and London: Univ. of Chicago Press, 1996. ISBN 0-226-45808-3
• Masterman, Margaret, "The Nature of a Paradigm," pp. 59-89 in Imre Lakatos and Alan Musgrave. Criticism and the Growth of Knowledge. Cambridge: Cambridge Univ. Press, 1970. ISBN 0-521-09623-5
• Encyclopædia Britannica, Univ. of Chicago, 2003, ISBN 0-85229-961-3
• Dogan, Mattei., "Paradigms in the Social Sciences," in International Encyclopedia of the Social and Behavioral Sciences, Volume 16, 2001)
• Paradigm Presentation An interesting look at how a Paradigm is created
• JSTOR: British Journal of Sociology of Education: Vol. 13, No. 1 (1992), pp. 131-143. Retrieved 2007-06-18.

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