Do educational scientists care about relativism? : some of the philosophical consequences of thesis on paradigmatic character of contemporary educational science

Th e subject of this article is an analysis of the problem of relativism in educational science in the context of thesis on paradigmatic character of this science. Th omas Kuhn’s account of paradigm must be discussed in the fi rst place, as well as the arguments for the recognition of its relativistic character. Th e elaboration of this issue opens the way for refl ections on the reception of Kuhn’s views in educational science. Due to the modifi cation of the concept of the paradigm justifi ed by the specifi cities of social sciences it is complicated to state precisely, whether educational scientists present certain variations of relativism as a result of accepting the assertion that educational science is founded on paradigms.