Abstract
The paradigmatic approach has great potentials in producing broad and profound knowledge of how education is organized and operates in certain historical conditions but has not received due attention in educational research in Vietnam. Based on knowledge from the philosophy and history of science as well as philosophy and history of education, this article discusses four key intertwined issues in employing the paradigmatic approach in educational research in relation to Kuhn’s “paradigm,” namely understanding’s Kuhn’s work, considering Foucault’s contributions to paradigmatic thinking, articulating features of paradigms in education in distinction with those in other fields, and understanding paradigm as a unit of analysis in educational research.
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