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Search Results: 1 - 10 of 211 matches for " paradigms "
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History and Reason: The Three Historiographic Paradigms Extracted by Kuhn from Three Scientific Theories  [PDF]
Pietro Cerreta, Antonino Drago
Advances in Historical Studies (AHS) , 2016, DOI: 10.4236/ahs.2016.53012
Abstract: The old historiography considered only cumulative, positive scientific results. Koyré’s one instead took into account both successes and errors of scientists in the context of their culture. In 1962, Kuhn introduced a completely new conception of the scientific events based on a ceaseless succession of paradigms and revolutions. The success of his book, The structure of scientific revolutions, was immediate. But more than the “revolution” cited in title of the book, his main concept was the “paradigm”, which is the set of the concepts ruling the scientific practice of a given community. Although largely accepted, Kuhn’s scheme was not spared by criticisms, also from scholars favorable to it. Therefore, throughout his life he was forced to reassess it several times, although never stopping to consider it valid, even when he renounced to apply it to the study of the birth of quanta. In this work, he opposed to the revolution of quanta that previous historians fixed in the years 1900-01, a sort of continuity between the Boltzmann’s classical concepts and the Planck’s mathematics. The debate on Kuhn’s historiographic ideas has been wide and rich in intellectual stimuli. Actually, he took advantage of those stimuli to develop a better definition of his system. Towards the end of his life, with the aim to give a final version to his original scheme, he went back to consider a parallelism between the history of science and the biological evolutionism, already introduced in SSR. The present paper is aimed at analyzing these Kuhn’s suggestions on the methodology of history of science; we will provide an interpretive framework linking each of his different historiographical suggestion with a specific scientific theory; i.e. respectively, the Newtonian mechanics, the thermodynamics and the Darwinian theory of evolution. In other words, we wanted to show that Kuhn always made use of historical categories corresponding to the basic notions of a particular scientific theory.
La lógica situacional de Karl Popper y la metodología de la investigación social y educativa
Lluís Ballester
Revista Electrónica de Investigación y Evaluación Educativa , 1999,
Abstract: The reflection on the methodology of the investigation can not forget the contributions to Popper, especially by his formulation to a specific model for the educational and social sciences, that of the situational logic. It is considered a form of methodology based on detailed explanations of the initial conditions (analysis of the social situation: context and subject), the theoretical and empirical models elaboration, and the consideration of the rationality principle. A methodology based in the situational logic is able of rationalising the methodology of the educational theories, as well as recognize the paradigms not positivists so important in the educational investigation
Multidimensional Design Paradigms for Data Warehouses: A Systematic Mapping Study  [PDF]
Ania Cravero, Samuel Sepúlveda
Journal of Software Engineering and Applications (JSEA) , 2014, DOI: 10.4236/jsea.2014.71006
Abstract:

Data warehouses (DW) must integrate information from the different areas and sources of an organization in order to extract knowledge relevant to decision-making. The DW development is not an easy task, which is why various design approaches have been put forward. These approaches can be classified in three different paradigms according to the origin of the information requirements: supply-driven, demand-driven, and hybrids of these. This article compares the methodologies for the multidimensional design of DW through a systematic mapping as research methodology. The study is presented for each paradigm, the main characteristics of the methodologies, their notations and problem areas exhibited in each one of them. The results indicate that there is no follow-up to the complete process of implementing a DW in either an academic or industrial environment; however, there is also no evidence that the attempt is made to address the design and development of a DW by applying and comparing different methodologies existing in the field.

PARADIGMAS DE INVESTIGACIóN EN ENFERMERíA
TRIVI?O V.,ZAIDER; SANHUEZA A.,OLIVIA;
Ciencia y enfermería , 2005, DOI: 10.4067/S0717-95532005000100003
Abstract: paradigms in research are critically and reflexively analyzed since a qualitative and quantitative polemic point of view, and their relationship with the evolution of the nursing research, likely the differences are presented, among the focuses, the investigation problems are identified in nursing in the framework of the paradigms; finally alternatives and reflections regarding nursing research are presented. the supposition that underlies through the article is that the qualitative paradigm does not present bigger use frequency in nursing investigations, due to the deficiency in the knowledge of this focus and the inadequate inclusion of both focuses in the process teaching/learning from the curricular design; however, it is categorized in the importance of both paradigms depending on the investigation object and the investigator?s vision
Debate desde paradigmas en la evaluación educativa
Carbajosa, Diana;
Perfiles educativos , 2011,
Abstract: the topic that the author analyzes in this paper is the eoneeptualization of educational assessment and the debate on it. to approach part of the current debate on education from the main paradigms helps to broaden the horizon of analysis and obliges us to study thoroughly the construction of theoretical knowledge. currently the controversy between paradigms is oriented towards the debate about which way to assess is more suitable in order to construct the object of educational assessment: qualitative of quantitative assessment.
Cambios paradigmáticos en educación
Casassus, Juan;
Revista Brasileira de Educa??o , 2002, DOI: 10.1590/S1413-24782002000200004
Abstract: the article analyses two qualitative paradigmatic changes, which are taking place in education and which are affecting the community of educators. the first occurs at the organisational level, that is, in the way of representing the context in which the education system functions. the fundamental objective is to understand current management proposals which involve the concept of quality as a reply to demands and pedagogical identity. the second takes place within the components of the curricular matrix and is expressed at the level of learning, syllabus and evaluation. in the latter case, the article argues that the conductivist matrix is giving way to a constructivist matrix. the article concludes by affirming that the paradigmatic changes ought to assume as their fundamental tenet the repositioning of the subject. this implies, on the one hand, a new understanding of how individuals come to terms and interact with other individuals. on the other, it also implies placing the subject at the centre of learning, as an active actor in the construction of knowledge.
Main Dilemas on Management Sciences
Stanis aw Sudo , Professor PhD h.c.
Organization and Management , 2010, DOI: 10.2478/v10166-010-0002-y
Abstract: The paper is focused on basic cognitive problems of management science. Methodological pluralism is the main approach, but creation of one single paradigm of management in the future is not excluded.
Paradigms of Mother Tongue Education: Introduction.
Sawyer, W.,Van de Ven, P.-H.
L1 Educational Studies in Language and Literature , 2007,
Abstract: This edition of L1 is devoted to discussion of debates around paradigms of mother tongue education. In this special issue we have sampled contributions from Belgium, Brazil, Hong Kong and Australia that each take up the kinds of arguments which we have tried to capture in our own chapteron paradigm conflict. Each contribution deals with the polyparadigmatic character of mother tongue education and answers the main question of this issue: MTE paradigms – common? competing? coexisting?
Przedsi biorstwo przysz o ci. Zmiany paradygmatów zarz dzaniu
Wies?aw M. Grudzewski,Irena K. Hejduk
Management and Business Administration. Central Europe , 2011,
Abstract: The article presents the changes in management paradigms and concentrates on a specific, according to the authors, megaparadigm of the present time – sustainability. Sustainability involves liberalization and support of organizational life. Based on the principles of holistic, continuously developing view on the reality, reflection, cooperation, propensity to change, learning and trust aims to offer those who obtain it above-average value.
Molar and molecular analysis: two visions of behavior
FEDERICO SANABRIA
Universitas Psychologica , 2002,
Abstract: The confrontation between the molar and the molecular approach to the study of behavior has regainedimportance. Both viewpoints are contrasted in this article, indicating their common ground butemphasizing its discrepancies. These discrepancies are present in the conceptualization of behavior asevent, in the interpretation of behavioral data (illustrated with the study of avoidance behavior), and inthe comprehension of mental events (illustrated with the notion of pain). In all these instances, thetheoretical superiority of a molar over a molecular perspective is evident.
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