Social Paradigms and Paradigmatic Differentiated System of Education

Abstract

The theory of social paradigms, developed by the author, proceeds from a specific paradigmatic situation of socio-cultural phenomenon (education, in particular), which differs in essence
from a natural-science (natural) phenomenon that had been implicated by Kun’s conceptualization. “Paradigmatic” communities turn out to be a part of socio-cultural phenomenon. They both
create and interpret the phenomenon, their theoretical examples being included into its functioning. The essential theory of the phenomenon’s objective reality is expressed in an implicit
(strong) paradigm, which is directly inbuilt into the reality rather than it is just being conceived.
Doctrinal theories of local paradigms do not describe how the objective reality is organized but
rather indicate what it must look like through the spectacles of their ideas. In terms of the theory developed, the modern education motion towards paradigmatic differentiated system has been
substantiated.