ABSTRACT
We have already recognized that theorizing operates within a paradigm, but much can be gained by looking more closely at this relationship. It has been mentioned that the term “paradigm” has been used loosely throughout history, ranging in meaning from the state of a profession or different methods and models employed in research. In this exploration, the term will be used to indicate the fundamental set of beliefs from which an individual operates. This meaning may be more specifically denoted as an “inquiry paradigm,” defined as the basic assumptions of an inquirer and serving as the primary point of departure for her understanding. One’s view of reality, perspective of knowledge and how both of these can be known are the three most primary issues that identify a person’s position. Identifying these establishes a point from which an individual perceives everything, addressing how we make sense of ourselves and the world. While this discussion may seem intimidating because of its philosophical nature,
it does not require us to start from the beginning and engage in lengthy debates by revisiting the works of the great thinkers, pondering the purpose of the universe or attempting to come to terms with ethical dilemmas. Instead it simply means that we are compelled to address how it is that we comprehend existence from the handful of possibilities available. Only a few key issues are in need of attention, yet they are significant in their influence. The first is whether reality is understood to be something that exists and is apart from us, ready to be identified and tested, or if it is an environment that is inseparable from us because it is shaped through our understandings. This divides those individuals who follow a more objective view of the world from those who see it more subjectively, acknowledging the impact of values and experience. An objective approach can be further demarcated in regards to the role that bias and values play. Similar additional delineations can be made to
a subjective perspective, narrowing the descriptions between a shaped reality that occurs through an interplay of values or an inclusive assembly of various perspectives. These few distinctions are profoundly significant, recognizing the basic assumptions that ground thought and work. These issues, however, are not mandatory to determine prior to any kind of
thought or action, including theorizing. Sometimes a paradigm can be identified only through the analysis of a statement and the author never consciously considers the assumptions from which she works. Even if a person is aware of his beliefs, it is often not easily determined by others and may be debated for years. No “right” or correct perspective of reality and knowledge exists. People hold different views about the nature of the world and the relationships it offers or makes possible. Differences in these views are seen in diverse cultures and throughout history. It is easy to comprehend variations between societies that have vastly different backgrounds and situations, but differing worldviews may also be found in close proximity as two people within the same community can hold beliefs that are wholly dissimilar. It is also possible for an individual to change paradigms. A person can be raised and educated using one belief system, then shift to another when a new set of ideas and circumstances are realized. Because all thought and activities-including theorizing-operate from and are interpreted through these beliefs, it is critical to comprehend how these influence our work. The impact of the connection between one’s paradigm and theorizing cannot be underestimated. The way in which we perceive all our activities and environments is influenced
by the paradigm in which we work because it is a basis that serves as the starting point for all thought that follows. For example, if we believe that the world is entirely independent of our values and experiences, then we approach learning about our environment as if it is something that is to be discovered and see our task as exposing this reality. Our endeavors are tailored to this understanding. The work builds on these assumptions, constructing a consistent explanation. A different paradigm introduces a different set of events that are also able to produce a logical account of the world. One’s view of reality, knowledge and how this knowledge is obtained all work together to provide a coherent explanation. While beliefs can be articulated and debated, paradigms are accepted or rejected
without verification-what reality and knowledge are and how they are known cannot be determined with certainty. Yvonna Lincoln and Egon Guba, two educators who have done considerable research regarding the role of paradigms in learning, note that while “beliefs are basic in the sense that they must be accepted simply on faith (however well argued); there is no way to establish their ultimate truthfulness. If there were, the philosophical debates reflected in these pages would have been resolved millennia ago.”1 A variety of possible belief systems have merit, providing a number of alternatives that each have proponents as well as critics. The philosophical impasse that exists is apparent and no single view of the world will be accepted by everyone. Such a situation is not problematic, but it does imply a need for an awareness of different worldviews and how they affect the work that is advanced.
