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EDUCATION KILLERS PARADIGMS: THE DYSFUNCTIONAL PARADIGMS HYPOTHESIS
Abstract
The current state of education in Romania might be described as follows: Unhappy students, unhappy teachers and unhappy parents. There is a widespread feeling that corruption, moral degradation and inefficiency are suffocating the education system. There is also a widespread perception that after any attempt to ”reform” education the situation got worse. The purpose of this study is to explore ”The dysfunctional paradigms hypothesis”: It is possible that one or more dysfunctional paradigms may become dominant in a particular education system and block, disrupt or derail well intended attempts to optimise it. Just like factors that lower the immunity of organisms, dysfunctional paradigms compromise the ability of the education systems to fight off corruption, abuse and bad management, lack of empathy, solidarity and respect. Critical analysis has been used to i) relate current positions on scientific paradigms that have been mentioned in various international and domestic scientific papers, books and reports versus educational paradigms and ii) to identify and explain negative impact of dysfunctional paradigms in Romanian education. A limited number of dysfunctional paradigms have been identified, described and assessed: The Quality Paradigm, The Abstract Thinking Superiority Paradigm, The External Locus of Control Paradigm, The Acceleration Paradigm, and The Incompetent Teacher Paradigm.
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