Educational paradigms are great theoretical models of education, based on the fact that it is a science that redounds on the theory and its exercise. Consequently, paradigms serve to create science and ensure its progress.

The educational paradigm constitutes the approach to scientific research in a specific area of ​​education . Which leads to establish relationships between the currents of knowledge and scientific paradigms.

What do these paradigms consist of? Which are? What is its importance? On all these topics we hope to give our readers enough information and ways of understanding the existence of paradigms in the field of education. Without further ado, we invite you to read the paragraphs below.

A way to understand and anticipate the educational process

The paradigms warn a historical perspective on what the process of strengthening a specific science in the educational area is like and also constitute the evidence of it.

Educational paradigms have been extremely useful in recent educational reforms. For example, the behavioral paradigm carried enormous weight until the 1970s. Later, it fell into disuse after being subjected to severe criticism. The scientific status of the behaviorist paradigm and its suitability to respond to new curricular challenges were questioned.

The decline of the behavioral model , used in education, has already become general among the most progressive researchers; However, the socio-cognitive paradigm does not have the necessary force in praxis, although it does in theory.

In general, teaching continues to give behavioral models an important role , with some incorporations of cognitive and contextualist notions.

Classification of educational paradigms

The educational paradigms are various. However, for convenience reasons they have been limited to five. This quintet of paradigms, in turn, are linked to each other ; permuting and generating a series of important combinations to understand the current mode of educational processes.

  • Behavioral paradigm. It is an option to teach based on the stimulus-response system. He defends the idea that behavior depends on environmental stimuli and their incorporation through experience. It focuses on human behavior, in order to avoid the confinements produced by the exploration of consciousness and the impossibility of resorting to the scientific method to justify its theories.
  • Humanist Paradigm. It is based on the learning of ethical, altruistic and social values, understanding the student in an integral way. It encourages respect for diversity and places its emphasis on the person. It promotes the active participation of the student in the teaching-learning process.
  • Cognitive paradigm. It understands the subject as an active entity, which is the result of mediations with the physical and social environment. His interest is focused on the analysis of how human thought is structured to the extent that the subject adapts and interacts with the environment.
  • Sociocultural paradigm. For this paradigm, a psychological vision of the individual is not possible outside of a historical and cultural context. Understands all learning as the necessary conjunction of subject, object of knowledge and sociocultural states, underlining the role of the latter in the development of the subject, who also actively modifies them as regards learning.
  • Constructivist paradigm . The constructivist current is divided, in turn, into psychological and social. Psychological constructivism defends the idea that learning is a layered process; the new knowledge is added to the previous ones, obtaining a synthesis. Learning is not limited to a matter of reception and memorization, but is an active construction based on one’s own experience and the contrast with the information received.

Social constructivism dictates that the origin of knowledge resides outside the human psyche, in a society that makes up a culture and this, in turn, is part of a historical moment. It is a situated constructivism, since it ensures that only in a social context is it possible to achieve learning with value and importance. Understand that language is the most valuable cultural tool for learning.

These five (behaviorism, humanism, cognitive, socio-cultural and constructivist) are the models around which the ideas of current education orbit. It is important to understand them, they have already influenced not only child and youth education. Likewise, they have a presence in university education and in the conformation of certain disciplines.

Other considerations on this topic

This succinct review provided an overview of educational paradigms. Although it is a summary, we believe that it is sufficient and relevant information to understand these paradigms.

Without going into the evolutionary history of the various notions and points of view , it is clear that these constructs have been very useful in the educational research sector, providing new parameters for the strengthening of the teaching-learning system .

The vertiginous changes of new technologies and their application in learning, warn not a few transformations . Learning to learn is a motto that introduces new ways of using computer and telematic systems, with a view to empowering sectors of the human brain that were previously not taken into account with the necessary honesty.

Each of these paradigms has made important contributions to educational practice.

The undoubted importance of these five paradigms

Educational paradigms are the foundation for the formation of individuals from two points of view. Each of these points is detailed below:

  • First, as a model that serves as a guide to educational praxis . That is, as a pattern or way of teaching. Many teacher schools often train people to teach according to these paradigms.
  • Also, as a pedagogical system that takes into account the individual in his integral human dimension . That is, not as a mere recipient of knowledge.

The paradigms have evolved to the same societies that engendered. That is, they have not only changed. It happens that they have also intermingled with each other, giving rise to mixed positions. Without a doubt, they have shown that they are not strict positions but flexible and adaptable to new scenarios.

The educational demands of our times

The educational demands of today differ substantially from those of previous periods where there were not yet robotic educational assistants . It makes no sense today to memorize long lists of concepts in the face of the enormous possibility that exists to develop reading comprehension or imagination, among other human faculties.

Each of the paradigms emanates from the previous one , overcoming their questions. The digital age of information has prodigiously revealed its educational and social dimensions. In other words, it is not surprising that a new type of paradigm emerges from our times that impacts the times to come.

If we start from the central idea of paradigm as a vision of the world, the constructivist model plus the idea of ​​the node as a point of connection between multiple layers without hierarchy, warn of the idea of ​​a new humanism, due to the multiplication of emerging knowledge and relationships among them.

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Alexa Clark specializes in Cognitive Behavioral Therapy. She has experience in listening and welcoming in Individual Therapy and Couples Therapy. It meets demands such as generalized anxiety, professional, love and family conflicts, stress, depression, sexual dysfunction, grief, and adolescents from 15 years of age. Over the years, She felt the need to conduct the psychotherapy sessions with subtlety since She understands that the psychologist acts as a facilitator of self-understanding and self-acceptance, valuing each person's respect, uniqueness, and acceptance.

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