Paradigmatic struggles in curriculum and analysis of reconceptualization from paradigm shift perspective

The main point of this paper is to investigate the paradigmatic struggles in curriculum and analysis of Pinar claim that paradigm shift has occurred. After the introduction, paradigmatic conflicts in curriculum are described to determine their relationships to the claim of a paradigm shift and to provide ground for disputing this claim. In this area there are three positions. a) the view that supports the curriculum paradigm, b) the view that believes there is no paradigm of curriculum or accepts a particular conception, c) the conservative view about the presence or absence of curriculum paradigm. Then Pinar perspectives about paradigm shift in curriculum is presented and in addition to the introducing efforts by Pinar and some reconceptualists demonstrate the paradigm shift, their arguments have been criticized. Pinar and reconceptualists efforts are: referring to the history of science to prove a paradigm shift from the perspective of Thomas Kuhn; introducing the traditionalism as a paradigm that has been marginalized; and production of written works specially Curriculum Theorizing. The reflection on efforts have led to the conclusion that for various reasons reconceptualization of curriculum cannot be an example of a paradigm shift in the sense of Thomas Kuhn. Finally from other perspectives reconceptualization of curriculum is viewed and its nature is presented.